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Against the backdrop of a worldwide decline in students' mastery of theoretical knowledge in mathematics and other fundamental sciences, the present study explores how China has attempted to facilitate university students' learning of theoretical knowledge by massively developing and using virtual reality (VR)-supported simulations. Through presenting three specific cases in the fields of telecommunications engineering, civil engineering, and chemical engineering in three Chinese universities, the study unravels how VR creates simulated physical and social settings, contextualizes and visualizes abstract theoretical knowledge points, and provides opportunities for students to set parameters and situated environment on their own to enhance the dynamic student-knowledge interaction and university students' hands-on experiences of learning by doing at micro-level. The study discusses the processes of using VR from a situated learning perspective and provides implications for how universities and colleges can help students better master theoretical knowledge and avoid abstraction shock. [ABSTRACT FROM AUTHOR]

Background & Objective: Clinical education stands as a critical domain for enhancing clinical skills. Evolving global demands, marked by an information explosion and dynamic shifts in disease patterns, coupled with deficiencies in clinical training and its disconnect from theoretical knowledge, pose significant challenges in patient care. This study aims to explore the obstacles and challenges associated with applying theoretical knowledge from the general medicine course in clinical practice. Materials & Methods: This qualitative research employed a conventional content analysis approach. Twenty participants, each with a minimum of one year of clinical education experience, were purposefully selected to ensure maximum diversity. Data were collected and analyzed through individual semi-structured interviews. Results: The data analysis identified five main categories as the primary challenges in applying theoretical knowledge in the clinical environment. These include "weakness of inputs," "weakness of policy," "ineffective training and novice practitioners," "ethical lapses, unprofessional conduct," and "challenges while studying." Additionally, 14 subcategories were derived, collectively representing the main challenges faced. Conclusion: The application of theoretical knowledge acquired in various aspects of clinical education is hampered by diverse challenges. These challenges manifest at different levels, encompassing management, policy, infrastructure, and human and material resources. Prioritizing identified issues and implementing corrective actions based on existing capacities is the initial step in overcoming these challenges. [ABSTRACT FROM AUTHOR]

The aim of the work is to evaluate the efficiency of theoretical knowledge and practical skills acquisition by intern doctors using the body interact virtual patient simulator in distance (offline) and traditional (online) form of education. Materials and methods. The study involved 22 interns in the second year of study of the specialty “Internal Diseases”. 17 of them studied in offline format, 5 – in distance (online) format. The efficiency of theoretical knowledge acquisition was evaluated based on the results of the Integrated License exam “KROK 3. General Medical Training”. The efficiency of practical skills acquisition was determined by passing scenarios of providing medical care using the virtual patient simulator “Body Interact”. Results. It has been established that the effectiveness of traditional (offline) and distance (online) learning is comparable in terms of theoretical knowledge acquisition which is evidenced by the comparative results of passing the Integrated License exam “KROK 3. General Medical Training”. The results of passing the state license integrated exam “KROK 3. General medical training” and the virtual patient “Body Interact” had no correlation, which indicates the insufficient representativeness of the test assessment regarding the practical skills acquisition. Traditional (offline) learning is more effective in practical skills acquisition, which is confirmed by the better results of passing scenarios of providing medical care using the virtual patient program “Body Interact” in the group of traditional form of education compared to the group of online learning. Conclusions. Utilizing virtual patient simulation technology such as “Body Interact” in the training of intern doctors not only enhances the acquisition of theoretical educational material but also offers an opportunity to practice practical skills. This is particularly valuable in light of resource constraints resulting from COVID-19 and martial law. Implementing the “Body Interact” virtual patient technology into daily educational practices, especially in the context of distance learning, is advisable.

Background & Objective: Clinical education stands as a critical domain for enhancing clinical skills. Evolving global demands, marked by an information explosion and dynamic shifts in disease patterns, coupled with deficiencies in clinical training and its disconnect from theoretical knowledge, pose significant challenges in patient care. This study aims to explore the obstacles and challenges associated with applying theoretical knowledge from the general medicine course in clinical practice. Materials & Methods: This qualitative research employed a conventional content analysis approach. Twenty participants, each with a minimum of one year of clinical education experience, were purposefully selected to ensure maximum diversity. Data were collected and analyzed through individual semi-structured interviews. Results: The data analysis identified five main categories as the primary challenges in applying theoretical knowledge in the clinical environment. These include "weakness of inputs," "weakness of policy," "ineffective training and novice practitioners," "ethical lapses, unprofessional conduct," and "challenges while studying." Additionally, 14 subcategories were derived, collectively representing the main challenges faced. Conclusion: The application of theoretical knowledge acquired in various aspects of clinical education is hampered by diverse challenges. These challenges manifest at different levels, encompassing management, policy, infrastructure, and human and material resources. Prioritizing identified issues and implementing corrective actions based on existing capacities is the initial step in overcoming these challenges.

There is a growing demand for comprehensive evaluations of the clinical learning quality of nursing education and the necessity to establish robust predictors and mediators for enhancing its outcomes within the context of mental health practice. This study is threefold: 1. Evaluating nursing students’ clinical learning quality before and after mental health nursing practice; 2. Establish if the grade of a theoretical course in mental health nursing and the student’s perception of their theoretical knowledge level predicts the grade of mental health nursing practice; 3. Explore how model learning opportunities, self-directed learning, safety, and nursing care quality mediate learning environment quality and tutorial strategies quality following mental health nursing practice. Using a before and after the study, 107 undergraduate nursing students at an Israeli university completed a questionnaire and the Clinical Learning Quality Evaluation Index tool to assess their perceptions of clinical learning quality before and after mental health nursing practice. The results showed a decline in students’ perceptions of tutorial strategy quality following mental health practical learning in clinical settings, with the theoretical course grade predicting the practical experience grade and underscoring the mediating role of learning opportunities between the learning environment and tutorial strategies. The study’s findings emphasize the importance of an adaptive learning environment and a solid theoretical foundation in fostering effective tutorial strategies and enhancing the overall learning outcomes for nursing students in mental health education.

There is a growing demand for comprehensive evaluations of the clinical learning quality of nursing education and the necessity to establish robust predictors and mediators for enhancing its outcomes within the context of mental health practice. This study is threefold: 1. Evaluating nursing students' clinical learning quality before and after mental health nursing practice; 2. Establish if the grade of a theoretical course in mental health nursing and the student's perception of their theoretical knowledge level predicts the grade of mental health nursing practice; 3. Explore how model learning opportunities, self-directed learning, safety, and nursing care quality mediate learning environment quality and tutorial strategies quality following mental health nursing practice. Using a before and after the study, 107 undergraduate nursing students at an Israeli university completed a questionnaire and the Clinical Learning Quality Evaluation Index tool to assess their perceptions of clinical learning quality before and after mental health nursing practice. The results showed a decline in students' perceptions of tutorial strategy quality following mental health practical learning in clinical settings, with the theoretical course grade predicting the practical experience grade and underscoring the mediating role of learning opportunities between the learning environment and tutorial strategies. The study's findings emphasize the importance of an adaptive learning environment and a solid theoretical foundation in fostering effective tutorial strategies and enhancing the overall learning outcomes for nursing students in mental health education. [ABSTRACT FROM AUTHOR]

This study aims to investigate the expectations of 21st-century teaching from pre-service teacher education programs and to analyze the contemporary status of pre-service teacher education programs in developing 21st-century teaching skills among prospective teachers. The meta-analysis method was used to analyze previously conducted studies in the context of 21st-century teaching. The findings reveal that, to some extent, pre-service teacher education programs contribute to developing the 21st-century teaching skills by imparting theoretical knowledge, but there is a gap in the application of theory and pedagogical practices. Consequently, there is a pressing need to reconsider the pre-service teacher education programs to inculcate the essential teaching skills for 21st-century, such as collaborative learning, reflective thinking, social and emotional competencies, adaptive skills, communication skills, creativity and entrepreneurship skills, critical thinking, problem-solving skills, and ICT skills for teaching and social networking.

The purpose of this study was to assess the awareness and practice of Secondary School teachers about employing reflective approach. It was a qualitative study involving two government secondary schools, namely, Biftu Secondary School and Shashemene Secondary School which were selected purposively. Likewise, a total of 12 teachers were selected using a purposive sampling technique. The primary data was gathered using interviews and focus group discussions, whereas secondary data was obtained from different documents like classroom reflection reports and instructional lesson plans. The findings showed that the teachers have some awareness about reflective practices. However, they have not successfully implemented it as they lacked practice based in-depth understanding of the approach. In addition, it was disclosed that some teachers even do not have awareness about reflective practice at all. Similarly, it was discovered that reflection-in-action is the common type of reflection being practiced. And, reflection-for-action is hardly applied in the teaching learning process. This entails that the failure to employ reflective practice in a balanced way has been affecting the quality of education in the schools. Therefore, concerned stakeholders should work on enhancing teachers’ awareness and practice skills in employing reflective approach.

Immersive virtual reality (VR) simulations are increasingly being used in diverse educational and training contexts to supplement traditional learning methods. The high versatility of virtual laboratories allows students to take advantage of many benefits, like experiencing dangerous reactions, time-consuming protocols, or expensive equipment without the necessity of a real science laboratory. However, little research is currently available to support the efficacy and efficiency of this new learning tool. In this context, the main objective of this study was to assess the influence of biotechnology training by using immersive VR technologies on the student’s motivational and learning outcomes as compared with learning with conventional methods only. To this aim we tested two diverse strategies, respectively VR simulations were used in place of or in addition to the teacher’s introductory lesson of a hands-on laboratory experience. Aligned questionaries were administered before and after the proposed activities to assess theoretical knowledge, self-efficacy, interest in biotechnology, and engagement of the participants. We found that when the introductory lesson to a biotechnology hands-on laboratory is replaced with an equivalent immersive VR simulation, the student’s learning outcomes are lower with respect to the traditional approach. On the contrary, when VR simulations are integrated as an additional tool to the existing learning methods, higher learning outcomes were observed demonstrating a deeper understanding of the learning contents. Furthermore, our study showed that learning with immersive VR simulations motivates students more than the traditional methods, thus, using this new technology in addition to the existing educational methods in biotechnology could be considered as a win-win strategy to raise the attention of the students while increasing the learning outcomes.

BackgroundVolunteering is a beneficial activity with a wide range of positive outcomes, from the individual to the communal level. In many ways, volunteering has a positive impact on the development of a volunteer’s personality and experience. This study aimed to evaluate the impact of health volunteering on improving the self-skills and practical capacities of students in the western region of the Kingdom of Saudi Arabia.Materials and methodsThe study was a descriptive cross-sectional electronic web-based survey that was submitted on a web-based questionnaire; 183 students answered the survey, and then, the data were analyzed using SPSS.ResultsThis study shows that 95.6% of participants agree and strongly agree that the health volunteering experience was useful, 2.7% of the participants neither agree nor disagree, and 1.6% disagree and strongly disagree. Regarding the distribution of the participants on skills learned from volunteering experience, the largest proportion of student (36.1%) volunteers in the health sector acquired communication skills and the smallest proportion of student (14.8%) volunteers in the acquired time management skills. Regarding the disadvantages, 81.4% of the participants do not think there were any disadvantages to their previous health volunteering experience, while only 18.6% of them think there were any disadvantages to their previous health volunteering experience. Additionally, the study found that the type of the sector affects the skills acquired from health volunteering.ConclusionResearch revealed that the majority considered volunteering a great experience. Volunteering increased the self-skills and practical capacities of radiology students, which proved the hypothesis.

This article discusses management issues in the higher education system, and therefore the process of self-organization of students from the point of view of the structure, content and functional components of self-organization is correct in increasing management efficiency. Self-organization and independent education. Universal competencies included in the State educational standards of higher education, group time management based on the principles of lifelong learning, independent ability to build and implement a trajectory of self-development. [ABSTRACT FROM AUTHOR]

The PURPOSE of this research is for a survey to be conducted among the students of the Faculty of Public Health “Prof. Tzekomir Vodenicharov, МD, DSc” at Medical University – Sofia to study whether they are satisfied with how hybrid teaching has been organized in the Department of Health Economics. MATERIALS AND METHODS: An anonymous questionnaire survey was conducted. Out of all students who were invited to participate, 309 joined. The questionnaire was distributed through the Google Forms platform from June to October 2022. Chi-Quadrant analysis was used in order to find relationships between categorical variables. RESULTS: the result shows a statistically significant connection between the students who are studying different specialties in the FPH and their satisfaction with the organization of the hybrid classes carried out by the Department (p

The purpose of this paper is to examine evidence-based theories and strategies that can aid in comprehending and fostering the career transitioning of students with visual impairments. Understanding the various career transitioning theories will enable career professionals and visually impaired students to achieve a successful career counselling encounter. The suggested theoretical models highlight the importance of psychological and social variables in predicting a successful transition and the attainment of good and meaningful jobs by visually impaired students. The theories discussed in this paper include Schlossberg's transition theory; Bridges’ transition framework; Psychological model for student retention; Psychology of working theory; Opportunity structure theory; Liquid modernity and life design; and Career construction theory. This article contributes to the literature on career counselling by arguing and elucidating the theoretical significance of these vocational counselling theories and strategies as they pertain to promoting career transition for visually impaired students. Theoretical knowledge could help to inform counselling methods and enable professionals, and various institutions to understand the contextual drivers of career transitioning, advocate for more inclusive workplaces, and explore solutions to reduce the number of unemployed visually impaired graduates. Career counsellors can adapt many techniques if they use an integrated theoretical approach to help visually impaired students transition from school to their potential employment.

ObjectiveTo explore the effects of a micro-video-based flipped classroom teaching model on the standardized training of dermatological residents in China.MethodsA total of 78 residents who had received standardized training at the Department of Dermatology of the First Affiliated Hospital of Anhui Medical University were selected and randomly divided into an experimental group (39 residents) and a control group (39 residents). The experimental group received micro-video-based flipped classroom teaching, whereas the control group received traditional lecture-based classroom teaching. Scores relating to theoretical knowledge of dermatology, clinical practice skills, and the results of a questionnaire survey were used to evaluate the teaching effects.ResultsThe average score of the experimental group in the theoretical knowledge test (88.56 ± 5.80) was significantly higher than that of the control group (81.90 ± 7.45). Similarly, the average score of the experimental group in the clinical practice skills test (85.44 ± 5.97) was also significantly higher than that of the control group (78.46 ± 5.94). The results of the questionnaire survey showed that the experimental group exhibited significant improvements in learning interest, mastery of teaching content, communication skills, expression skills, clinical practice skills, autonomous learning, clinical thinking, clinical application, and team cooperation.ConclusionFlipped classroom teaching based on micro-videos helped to improve the teaching effects of theoretical knowledge, clinical practice skills, and residents’ comprehensive ability during dermatological residents’ standardized training.

The objective of this article is centered in valuing from the pedagogic didactic point of view the importance of the practical professional pre, and how through a systemic didactic work you can contribute to the development of professional abilities. For it, it is indispensable to discern the paper of the theoretical knowledge in the process of teaching learning practice, summing up the interaction centers the theoretical thing and the practical thing. In this analysis the methods configuration relationship were used, the dialectical one as system and concrete historical analysis when studying the practical professional pre in the Ecuadorian reality. Lastly this study ago a characterization of the main deficiencies of the practical professional pre and their incidence in the ways of performance of the professional futures in the universities of Ecuador. [ABSTRACT FROM AUTHOR]

Рассматривается вопрос формирования знаний и умений по подготовке студентов на учебных занятиях курса спортивного совершенствования «Гиревой спорт», преподаваемого в институте физической культуры и спорта (ФКиС) Томского государственного педагогического университета. Представлена современная версия преподавания студентам института ФКиС методики теоретической и физической подготовкам с использованием элементов кроссфит. Представленный вариант методики создан с учетом научно-методических подходов и принципов к процессу обучения и развития силовой выносливости при занятиях гиревым спортом. Разработанная методика состоит из следующих компонентов: теоретические темы, темы практических занятий по развитию физических качеств, индивидуальные дозы воздействия, упражнения, направленные на мышечные группы, интенсивность нагрузки во время работы и интервалы отдыха между используемыми подходами. Показаны итоговые результаты воздействия применяемой методики до и после педагогического эксперимента. Экспериментальным путем доказано положительное влияние данной методики, которая направлена на пополнение и углубление умений и знаний по развитию физических качеств при занятиях гиревым спортом.

Groundwater contamination by arsenic (As) is a serious issue in many countries, particularly in middle- and low-income nations. High concentrations of As in drinking water and groundwater cause serious health problems. Numerous technologies, such as ion exchange, oxidation, coagulation–flocculation, phytoremediation, membrane filtration, and adsorption, have been applied to remove As from the water environment. Among these technologies, adsorption is the preferred method in low- and middle-income countries due to its affordability, high efficiency, and ease of design, operation, and maintenance. Along with this technology, a variety of materials have been developed and investigated for their ability to remove As from water environments, though iron-based adsorbents have been reported to be the most effective. Thus, the aim of this paper is to briefly review the sources of As and the prevalence of As species in water bodies, as well as the currently available technologies for As removal. A detailed analysis of recent studies on iron-based adsorbents used to remove As from aqueous solutions in both laboratory conditions and field conditions is presented. [ABSTRACT FROM AUTHOR]

The PURPOSE of this research is for a survey to be conducted among the students of the Faculty of Public Health "Prof. Tzekomir Vodenicharov, MD, DSc" at Medical University - Sofia to study whether they are satisfied with how hybrid teaching has been organized in the Department of Health Economics. MATERIALS AND METHODS: An anonymous questionnaire survey was conducted. Out of all students who were invited to participate, 309 joined. The questionnaire was distributed through the Google Forms platform from June to October 2022. Chi-Quadrant analysis was used in order to find relationships between categorical variables. RESULTS: the result shows a statistically significant connection between the students who are studying different specialties in the FPH and their satisfaction with the organization of the hybrid classes carried out by the Department (p <0.001). From the participants' responses, it is clear that the implementation of hybrid form of teaching (in-person classes for practical training and online classes for theoretical study) carried out through open educational resources and implementing innovative teaching methodology is preferred by the students. CONCLUSION: The scientific evidence arising from our empirical research can aid in the development of guidelines for practical improvement of the hybrid teaching organization in disciplines taught in the Department. The conclusions drawn presuppose continuous research with proper methodologies applied. [ABSTRACT FROM AUTHOR]

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The financial sector of the economy of the Republic of Moldova, established as a result of building the market economy, has complained to many modern financial institutions, which trigge- red, on the one hand, the profound transforma- tion of the legacy inherited from the state eco- nomy, and, on the other hand, the founding of new entities. Obviously, this process has resulted in a shortage of qualified personnel in the field of finance, which, along the way, thanks to the expan- sion of financial education, has been covered. However, even after three decades, there are deficiencies in the training of staff. One of the fundamental problems in the training and pro- fessional development of specialists in the field of currency and credit is the modelling of professio- nal skills, issue that is investigated in this paper. The obtained results can serve as support for the argumentation of the recommendations on the modernization of financial education, the selection and adaptation of the content of the lec- ture units and non-auditorial teaching activities, but also of the professional training programs and the procedures for assessing professional competences to the contemporary requirements of functioning of financial institutions.

В статье рассматривается вопрос формирования знаний и умений по профилактике травматизма студентов на учебных занятиях для дисциплин по видам спорта силовой направленности, преподаваемых на факультете физической культуры и спорта Томского государственного педагогического университета. Представлен разработанный вариант обучения студентов факультета физической культуры и спорта методике профилактики травматизма, основанной на упражнениях статического и статодинамического характера работы мыщц. Данная методика опирается на научно-методические принципы и подходы к процессу обучения профилактике травм опорно-двигательного аппарата при занятиях гиревым спортом. Разработанная методика обучения студентов профилактике травматизма опорно-двигательного аппарата включает в себя следующие компоненты: теоретические темы, темы практических занятий по профилактике травматизма, средства воздействия на мышечные группы, дозы воздействия, интенсивность работы и интервалы отдыха между подходами. Представлены результаты воздействия разработанной методики до и после эксперимента. Экспериментально доказана эффективность разработанной методики обучения студентов, направленной на формирование знаний и умений по профилактике травм опорно-двигательного аппарата при занятиях гиревым спортом.

Research on evidence-based argumentation shows that (pre-service) teachers have difficulties in orienting their actions to existing theories and empirical evidence. This article addresses the knowledge content needed for this and presents a vignette-based procedure. Within each vignette, two different theoretical perspectives are addressed. The behavior of a teacher can be either suitable or unsuitable from both perspectives or more or less suitable depending on the perspective. In study 1, the procedure is piloted and in study 2, an intervention on a specific area of knowledge takes place. The results show that participants differentiate the vignettes as expected. The intervention leads to corresponding increases in knowledge, which likely relates to a change in the evaluations. The presented approach is discussed with regard to possible applications in the context of research on evidence-based argumentation.

Neonatal skin care practices are considered crucial for a neonate's survival and are closely related to healthcare professionals' (HPs) knowledge and skills in delivering scientifically valid neonatal care interventions. In this descriptive cross-sectional pilot study, conducted in 2022, we aimed to assess HPs' basic theoretical knowledge of neonatal vernix caseosa, skin microbiota, and bathing as well as knowledge regarding evidence-based clinical practices (referred to as "clinical knowledge") for preterm neonatal skin care. Eligible participants were neonatologists, pediatricians, obstetricians, midwives and nurses working in the Greek setting. The research instrument was an online questionnaire designed by the research team. Finally, 123 HPs took part in the study. The theoretical, clinical and total knowledge scores were all significantly associated with age, healthcare profession and the sources used for education. Participants' theoretical and clinical knowledge scores were compared and found not to differ significantly (p = 0.566). A significant and positive correlation was found between theoretical and clinical knowledge scores. Thus, it is concluded that HPs should be updated with the latest evidence-based knowledge and clinical guidelines in order to provide neonatal skin care with high-quality standards. [ABSTRACT FROM AUTHOR]

This work aims to improve Cinematography Majors' creative orientation and practical skills and improve related teaching quality. Firstly, this work analyzes the theoretical knowledge and main working principles of Educational Psychology (EPSY). Then, it reviews the current situation and characteristics of the Cinematography teaching through a Questionnaire Survey (QS). Consequently, an EPSY-based teaching effect evaluation model is proposed for Cinematography Majors. The results show that genders have great differences in Cinematography Majors' theoretical knowledge and creative orientation. Girls' theoretical knowledge learning effect is better than boys, with about 84% qualification rate at best. Boys' creative orientation learning effect is better than girls, with the highest qualification rate of about 84%. Meanwhile, students' theoretical knowledge differs greatly from grade to grade and the learning effect increase with the grade. Nevertheless, students' overall creative orientation is not satisfactory. Lastly, students' theoretical knowledge differs greatly given different artistic backgrounds, but the difference in creative orientations is small. Thus, the school can carry out targeted teaching for students according to different genders, grades, and artistic backgrounds, to comprehensively improve the teaching effect of Cinematography. The finding provides technical support and educational countermeasures for improving the teaching effect of Cinematography and the reform of Cinematography teaching. [ABSTRACT FROM AUTHOR]

Background: Numerous studies have shown an effect of rapidly spreading SARS-COV-2 on combined anxiety-depressive disorders and maladjustment syndrome occurrences. Objective: To determine the primary medical students’ reactive anxiety level and the final scores of their educational progress in distance learning during the SARS-COV-2 pandemic. Materials and Methods: The study involved 824 students at medical universities in Saratov and Moscow. The assessment of the reactive anxiety level was carried out according to the State-Trait Anxiety Inventory, STAI; the average score of students' academic performance was calculated according to the data of the technological platform "1C: Enterprise" version 8.4.1. The survey was completed during distance learning in May 2020. The quality of distance learning was compared to a similar score for 2019, when students were trained in a traditional way. Statistical analysis was conducted using Statistica 6.0. Results: It was shown the presence of moderately severe disorders among the primary medical students according to the average score of reactive anxiety (43.28 ± 12.85), that expressed more in females s (p0.05) but the practical skills suffered much especially in time trend (p

The knowledge and use of plant resources are constantly evolving. In this work, the socio-cultural and economic factors that influence the traditional botanical knowledge of a mestizo community in Mexico were analyzed, and the correspondence of two cultural indices that asses the theoretical and practical ethnobotanical dimensions was determined to identify the magnitude of the significance and utility of each one of the useful plants. The study was carried out through semi-structured interviews with 44 local informants. Free lists were applied, and the indexes of use value and practical value were used to document the most culturally important plants. With an analysis of covariance (ANCOVA), the differences in traditional botanical knowledge between gender and the effect of socioeconomic covariates on it were evaluated. 223 species were recorded in 54 botanical families and 86 genera, of which 48% were herbs and just over 60% of the total were recorded in homegardens. The Asteraceae family had the highest number of useful species followed by Fabaceae and Rosaceae. Of a total of 10 categories of use, medicinal, food, and ornamental plants were the most representative. A weak correspondence was found between the cultural indices at the species level, but there was consistency at the level of use categories. The ANCOVA showed that there is no statistically significant difference between the genders and none of the covariates have a significant influence (p>0.05) on traditional botanical knowledge. However, there was a consensus between men and women on the importance they give to medicinal and food plants. [ABSTRACT FROM AUTHOR]

Vasily V. Davydov’s solved the problem between situated and abstract knowledge and integrated these conceptions into a connected theory of knowledge and thinking. His use of germ-cell models as a methodological tool is the key to understand this integration of abstract knowledge with the concrete complex and situated knowledge of a domain. I will show how I built on these ideas in my research of children’s learning and development by presenting a design experiment I conducted. The aim in this article is to illustrate the importance but also the complexity of using germ-cell models in developmental teaching as a tool focusing on the students’ activity that orient children to formulate core models as their own tool to, reflect and analyse within the complexity of concrete life scenarios. The design experiment demonstrates that a primary-substantial abstraction may be a first step in formulating germ-cell models that can evolve so different subject areas can be connected when ascending to the concrete in developmental teaching. To accomplish this, it was important to take the children’s perspective in the teaching process as a ‘double move’ between children’s motive orientation and the subject matter area. The design experiment included the subject areas of biology, history and geography focusing on the evolution of animals, the origin of man and the historical change of societies.

Objective To explore application value of Plan-Do-Check-Action (PDCA) cycle method in the training of hospital pharmacy and provide reliable reference for strengthening hospital pharmacy training and improving service level. Methods Students who received pharmaceutical training in our hospital from September 2015 to September 2019 were the objects of study. Samples in observation group were randomly selected from the students who were trained with PDCA cycle method and the students in control group were trained with traditional method. The assessment scores of the two groups were compared. Results The scores of theoretical knowledge and operational skills in the observation group were higher than those in the control group (P＜0.05). Conclusions PDCA cycle systematic improves students knowledge and skills. It is worthy of application in hospital pharmacy teaching. Teachers play an important role in PDCA cycle. It is necessary to strengthen the faculty development and system construction.

Background and Aims: Out of hospital cardiac arrest (OHCA) is a leading cause of mortality worldwide. Increased bystander cardiopulmonary resuscitation (CPR) is observed in regions where school CPR training has been mandatory and led to reduced mortality by OHCA. We would like to explore the feasibility of teaching compression only life support (COLS) CPR to Indian school children through the following objectives determining their understanding of theoretical knowledge after a training session in the Indian Society of Anaesthesiologists' (ISA) COLS protocol and reviewing the information recall three months later. Methods: The participants of this quasi-experimental study were 132 school children, aged 12 to 15. The children were all below the age of 18 and consent was obtained vicariously through the principals of the schools and assent from the students in the form of willingness to answer the multiple-choice questionnaires. The study sample comprised of participants who responded to both questionnaires, immediately post-training session and three months later. Their responses were compiled in Excel and analysed using the paired t-test and R programming language. Results: None of the children had any previous knowledge on COLS. A one-hour session in COLS proved sufficient to increase the baseline knowledge with a mean post-training score by 82%. On comparing the two scores obtained, a statistically significant attrition rate was observed (P < 0.001).Conclusion: The children exhibited good understanding of COLS after a single training session. This makes us believe that more periodic revision, probably by inclusion of COLS in school curricula could be a satisfactory solution towards lowering the attrition in knowledge recall.

The purpose of this study was to assess the awareness and practice of Secondary School teachers about employing reflective approach. It was a qualitative study involving two government secondary schools, namely, Biftu Secondary School and Shashemene Secondary School which were selected purposively. Likewise, a total of 12 teachers were selected using a purposive sampling technique. The primary data was gathered using interviews and focus group discussions, whereas secondary data was obtained from different documents like classroom reflection reports and instructional lesson plans. The findings showed that the teachers have some awareness about reflective practices. However, they have not successfully implemented it as they lacked practice based in-depth understanding of the approach. In addition, it was disclosed that some teachers even do not have awareness about reflective practice at all. Similarly, it was discovered that reflection-in-action is the common type of reflection being practiced. And, reflection-for-action is hardly applied in the teaching learning process. This entails that the failure to employ reflective practice in a balanced way has been affecting the quality of education in the schools. Therefore, concerned stakeholders should work on enhancing teachers' awareness and practice skills in employing reflective approach., Competing Interests: The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (© 2024 The Authors.)

The article proves the need to create an effective system of training athletes, which is the basis for ensuring higher achievements in sports and causes a certain rise in the field of scientific and pedagogical research on the problems of sports pedagogy, physical education, and education of youth. It urges one to optimize educational conditions for training future physical education teachers for physical and sports activities based on the latest neuropedagogical and didactic requirements. The research aims to experimentally verify the newly created or updated pedagogical conditions required to train future physical education teachers for sport and physical activity at secondary schools. Research methods are as follows: modelling, observations, tests, questionnaires, pedagogical experiment, tests determining the level of physical development, the PWCno test, anthropomorphological measurements (body weight, height, chest circumference, lung capacity), heart rate, respiratory rate; methods of mathematical statistics (Student's t-test, Pearson's ?2 criterion). The experimental group consisted of 180 respondents and the control group - 189 respondents. A high level increased by 16.5%, an average level - by 24.3%; a low level decreased by 40.8%. Conclusions. It has been found that the experimental group students have higher levels of readiness for sport and physical activity at secondary schools. Moreover, the indicated differences in the levels are not coincidental and are the result of the implementation of relevant pedagogical conditions. The international relevance of the article lies in expanding the formative and diagnostic instruction tools within the updated conditions, which corresponds to innovative technological and neuropedagogical approaches to developing a physical education teacher today. [ABSTRACT FROM AUTHOR]

Background & Objective: In recent years, insufficient clinical education and the lack of integration with theoretical knowledge has caused problems in patients’ care. This study aimed to identify the barriers of applying learned lessons in the classroom in clinical settings Materials and Methods: A qualitative content analysis approach was adopted. Individual semi-structured interviews with clinical trainees, faculty members and experienced clinical staffs were done. Data collected until data saturation and concurrently analyzed, assisted by MAXQDA 10 Results: In this study, the five main categories of “tendency toward routine care in clinical settings”, “inefficient teaching-learning”, “lack of confidence in clinical adequacy”, “lack of supportive professional relationships”, and “difference between the nature of theory and practice” were extracted as the barriers of utilizing theoretical knowledge in the clinical settings. Conclusion: Transfer of learning is influenced by several factors with different natures. This phenomenon creates in a structure composed of the climate of clinical setting, lack of professional support in workplace, distrust and contradiction between the nature of theory and practice. Therefore, elimination of barriers requires improving the cultural, educational and professional settings.

Abstract Background This study aimed to compare the effect of virtual and traditional education on theoretical knowledge and reporting skills of dental students in radiographic interpretation of bony lesions of the jaw. Methods This experimental study evaluated 39 dental students who had not received any instruction regarding radiographic interpretation of bony lesions of the jaw. They were randomly divided into two groups of virtual (n = 20) and traditional education (n = 19) and matched in terms of their grade point average (GPA). The virtual group received a virtual learning package while the traditional group received traditional classroom instruction for 6 one-hour sessions. Similar contents were taught to both groups by the same mentor. All students participated in a theoretical test with multiple-choice questions and an objective structured clinical examination (OSCE). Similar exams were also held 2 months later to assess knowledge retention. Data were analyzed using independent sample t-test and repeated measures ANOVA. Results The mean scores of theoretical test (P 0.05) in the virtual education group (16.60 ± 0.91 and 15.13 ± 0.78) were higher than those in the traditional education group (14.89 ± 0.99 and 14.71 ± 0.92). In both methods of instruction, the mean scores of theoretical test and OSCE at 2 months were lower than the scores acquired immediately after instruction but this difference was not statistically significant (P > 0.05). Type of education had a significant effect on the theoretical test score (P

The methodological training of students represents an important component in the future professional-pedagogical formation due to the fact that it facilitates the understanding of the actuating load in the initiation – fixation-consolidation of the elements and technical processes specific to volleyball. The completion and the appropriation of this component can be achieved with the help of the auxiliary apparatus allowing realistic observations on the technical evolutions.

Neonatal skin care practices are considered crucial for a neonate’s survival and are closely related to healthcare professionals’ (HPs) knowledge and skills in delivering scientifically valid neonatal care interventions. In this descriptive cross-sectional pilot study, conducted in 2022, we aimed to assess HPs’ basic theoretical knowledge of neonatal vernix caseosa, skin microbiota, and bathing as well as knowledge regarding evidence-based clinical practices (referred to as “clinical knowledge”) for preterm neonatal skin care. Eligible participants were neonatologists, pediatricians, obstetricians, midwives and nurses working in the Greek setting. The research instrument was an online questionnaire designed by the research team. Finally, 123 HPs took part in the study. The theoretical, clinical and total knowledge scores were all significantly associated with age, healthcare profession and the sources used for education. Participants’ theoretical and clinical knowledge scores were compared and found not to differ significantly (p = 0.566). A significant and positive correlation was found between theoretical and clinical knowledge scores. Thus, it is concluded that HPs should be updated with the latest evidence-based knowledge and clinical guidelines in order to provide neonatal skin care with high-quality standards.

The research is aimed at investigating challenges and opportunities of teaching online course in Pediatric Surgery at Bogomolets National Medical University, Kyiv, Ukraine. The participants were 42 students of the 5-th year of study. After taking the course, the students were offered to fill in 24- item 4-point Likert-type scale containing the statements regarding various issues of distance learning: gaining theoretical and practical knowledge, teacherstudent and student-student interaction, the interface and content of the course, technical issues and computer literacy, academic success, development of selfdirected learning skills, as well as motivation for learning, critical thinking, problem solving, self-organization and time management skills. The median value for the total cohort is 3 indicating that the majority of students gave affirmative responses. Students positively evaluated the course content and structure, interface of the platform Neuron and the interactive tools like forums, chats, videoconferencing which allowed communicating with peers and the teacher in real time and getting immediate feedback. At the same time, students experience lack of practical skills as quarantine measures don't allow attending face-to-face lessons, they cannot interact with patients and participate in surgical operations, etc. This is a challenging task to develop medical students' motivation, professional problem-solving and critical thinking skills in the online environment. The authors offer the recommendations to enhance the quality of online learning: use image-guided surgical simulation tools, implement interactive forms of virtual teaching, case method. [ABSTRACT FROM AUTHOR]

Background: Retention of adult basic life support (BLS) knowledge and skills after professional training declines over time. To combat this, the European Resuscitation Council and the American Heart Association recommend shorter, more frequent BLS sessions. Emphasizing technology-enhanced learning, such as mobile learning, aims to increase out-of-hospital cardiac arrest (OHCA) survival and is becoming more integral in nursing education., Objective: The aim of this study was to investigate whether playing a serious smartphone game called MOBICPR at home can improve and retain nursing students' theoretical knowledge of and practical skills in adult BLS., Methods: This study used a randomized wait list-controlled design. Nursing students were randomly assigned in a 1:1 ratio to either a MOBICPR intervention group (MOBICPR-IG) or a wait-list control group (WL-CG), where the latter received the MOBICPR game 2 weeks after the MOBICPR-IG. The aim of the MOBICPR game is to engage participants in using smartphone gestures (eg, tapping) and actions (eg, talking) to perform evidence-based adult BLS on a virtual patient with OHCA. The participants' theoretical knowledge of adult BLS was assessed using a questionnaire, while their practical skills were evaluated on cardiopulmonary resuscitation quality parameters using a manikin and a checklist., Results: In total, 43 nursing students participated in the study, 22 (51%) in MOBICPR-IG and 21 (49%) in WL-CG. There were differences between the MOBICPR-IG and the WL-CG in theoretical knowledge (P=.04) but not in practical skills (P=.45) after MOBICPR game playing at home. No difference was noted in the retention of participants' theoretical knowledge and practical skills of adult BLS after a 2-week break from playing the MOBICPR game (P=.13). Key observations included challenges in response checks with a face-down manikin and a general neglect of safety protocols when using an automated external defibrillator., Conclusions: Playing the MOBICPR game at home has the greatest impact on improving the theoretical knowledge of adult BLS in nursing students but not their practical skills. Our findings underscore the importance of integrating diverse scenarios into adult BLS training., Trial Registration: ClinicalTrials.gov (NCT05784675); https://clinicaltrials.gov/study/NCT05784675., (©Nino Fijačko, Ruth Masterson Creber, Špela Metličar, Matej Strnad, Robert Greif, Gregor Štiglic, Pavel Skok. Originally published in JMIR Serious Games (https://games.jmir.org), 05.04.2024.)

At the present time in the research of particulate materials, computer methods that work independently with individual particles are coming to the forefront. One such method is the Discrete Element Method – DEM, which is already widely used. Its usage, however, is complex, mostly due to the input data – what the properties of the researched material are, plus their interaction in processes. And despite the progress, it is still always necessary to validate the experimental equipment and to verify the individual simulations by an experimental measuring or by theoretical knowledge. This study focuses on the verification of the simulation of the mixing of a particulate material with the help of the DEM method, whereby simulations are compared with an experimental measurement and theoretic calculations. The theoretical calculation was carried out by the Novosad model, while the experimental material was granulated polyethylene with strictly defined mechanical-physical properties.

Introduction: Creating optimized opportunities for experiential learning and practical training is an important factor that improves the quality of education. This study aims to identify and analyze the mechanism of improving apprenticeship course for the students of Environmental Health Engineering at School of public Health in Kermanshah. Methods: This study is based on comparing the quality of education in apprenticeship courses by before – after study. The participants were the students who passed the apprenticeship course in the first semester of 2014 -2015 (32 students). The SPSS v.16 and the statistical T-test were used for statistical analysis. Results: The average scores for men before apprenticeship was 2.02±0.41 and after the apprenticeship was 2.82 ±0.44, and the average scores for women before and after the apprenticeship were respectively 1.9±0.34 and 2.84±0.37, respectively. The level of training during the apprenticeship course influence on increasing knowledge in the students of environmental health engineering. Conclusion: Analyzing the effective factors on improving the apprenticeship course influenced by the following factors: implementation method of effective roles of the educating units, playing an effective role in apprenticeship course, supplementary training activities during the serving time and playing an effective role be apprentices. Keywords: Theoretical knowledge; Apprenticeship; Environmental Health Engineering

This study was an attempt to examine the levels of teacher activity and reflection phases Iranian prospective language teachers go through in a way to put into practice the concepts and theories explored on campus within their workplace. To this end, Core Reflection Model was practiced by drawing on reflective journals, focus group discussions, and field notes collected over a four month period. The findings indicated that reflections on all six levels of the core reflection model took place mostly being on the level of convictions or beliefs, followed by competencies, behavior, environment, identity, and mission. Moreover, through the movement of reflection among the five phases, a shift from the second phase, looking back at action, to the third one, awareness of essential aspects, was observed and held on to the last phase; the reason could be the lack of mentorship and supervisory interventions for promoting guided reflection practice for prospective teachers in English language teacher education in Iran. In general, utilizing core reflection model in language teacher education for prospective teachers seems to be successful, because the model fostered the reflection of language teachers on all levels and phases and could empower them in their practice.

Background and Aims: Out of hospital cardiac arrest (OHCA) is a leading cause of mortality worldwide. Increased bystander cardiopulmonary resuscitation (CPR) is observed in regions where school CPR training has been mandatory and led to reduced mortality by OHCA. We would like to explore the feasibility of teaching compression only life support (COLS) CPR to Indian school children through the following objectives determining their understanding of theoretical knowledge after a training session in the Indian Society of Anaesthesiologists' (ISA) COLS protocol and reviewing the information recall three months later. Methods: The participants of this quasi-experimental study were 132 school children, aged 12 to 15. The children were all below the age of 18 and consent was obtained vicariously through the principals of the schools and assent from the students in the form of willingness to answer the multiple-choice questionnaires. The study sample comprised of participants who responded to both questionnaires, immediately post-training session and three months later. Their responses were compiled in Excel and analysed using the paired t-test and R programming language. Results: None of the children had any previous knowledge on COLS. A one-hour session in COLS proved sufficient to increase the baseline knowledge with a mean post-training score by 82%. On comparing the two scores obtained, a statistically significant attrition rate was observed (P < 0.001).Conclusion: The children exhibited good understanding of COLS after a single training session. This makes us believe that more periodic revision, probably by inclusion of COLS in school curricula could be a satisfactory solution towards lowering the attrition in knowledge recall. [ABSTRACT FROM AUTHOR]

Learning from our own mistakes is one of the best ways of impactful learning. This comes into play when we practically apply and experience theoretical knowledge. This is where the concept of project based learning becomes the most powerful method. Having the theory knowledge is essential but having only the theory knowledge without knowing its application may not be useful in the long run. Project based learning (PBL) helps students to know the proper application of theoretical principles taken from the books. This paper describes how project based learning helps students in acquiring practical and technical knowledge. Project based learning is a model that helps student learn through projects. This involves the students in designing of new models and acquiring problem solving skills. Now-a-days industries demand graduates with multidisciplinary education. This paper discusses the benefits which are being achieved through development of project "Quad Bike" by our team of students in our college: Hyderabad Institute of Technology and Management (HITAM). [ABSTRACT FROM AUTHOR]

The paper considers the application of theoretical and practical skills of journalism education in the contemporary media environment. For quite some time the trend of tabloidization is shrinking the space for quality information and critical discussion about key topics of public interest, and additional problems, arising more prominently in recent years, are fake news, censorship and self-censorship. Media manipulation puts into question truthfulness and ethics of reporting, as well as the very role of a journalist as a corrective of social affairs and protector of public interest. This media situation largely undermines the approaches, thought in academic programmes, which treat journalism as a humanistic profession. Further, the development of communication technologies has brought new logics of media production and enabled distribution of content on various platforms. Following these observations and using in-depth interviews with the fifteen graduates of journalism studies at the Department of Media Studies, Faculty of Philosophy in Novi Sad, the aim of this paper is to identify graduates' attitudes based on their work experience in different Serbian media and to establish the level of applicability of journalism theory and technique gained at faculties, in the Serbian media practice. On the basis of analysis several recommendations for journalism education are formulated: programmes should clearly respond to the demands of the contemporary media production and social flows, practical education should be enhanced by rising the technical capacities of faculties and reorganizing in-house media practice, teachers should have higher professional and scientific competences, the course in media literacy should be introduced at the earlier stages of education. The gap between the theory and market practice, on which contemporary media industry is based, cannot be bridged, and the battle with technological development cannot be won, but university education must remain the basis for journalism as a humanistic profession and guardians of democracy.

High quality cardiopulmonary resuscitation (CPR) is crucial for influencing survival from cardiac arrest. Healthcare professionals are expected to know how to perform CPR as they may encounter emergency situations during their work. Physiotherapists, who use exercise as a therapeutic approach, should have good knowledge and skills in CPR not only to cope with possible adverse cardiac events during exercise but also because a widespread CPR application and early defibrillation can greatly reduce mortality due to heart attack. The aim of this study is to investigate knowledge of Greek physiotherapists in European Resuscitation Council guidelines for resuscitation. A secondary aim of this study was to assess and compare the knowledge score between those with and without previous training and/or lower self-confidence in CPR skills. Three hundred and fifty Greek physiotherapists who were working in hospitals and rehabilitation centres (face-to-face and e-mail contact) were randomly selected to complete an anonymous questionnaire containing demographic questions, CPR experience questions, and ten theoretical knowledge questions, based on European Resuscitation Council guidelines for resuscitation. The response ratio was 63% (n=220 physiotherapists). Respondents’ total mean score for the theoretic knowledge questions was 4.1±2 (range 1-10); 21.4% of the respondents had participated in a CPR course, while only 0.9% had previous experience in CPR performance. The group of respondents who had attended a CPR course had a significantly higher score in CPR knowledge questions and higher confidence score (p

Background: Volunteering is a beneficial activity with a wide range of positive outcomes, from the individual to the communal level. In many ways, volunteering has a positive impact on the development of a volunteer's personality and experience. This study aimed to evaluate the impact of health volunteering on improving the self-skills and practical capacities of students in the western region of the Kingdom of Saudi Arabia., Materials and Methods: The study was a descriptive cross-sectional electronic web-based survey that was submitted on a web-based questionnaire; 183 students answered the survey, and then, the data were analyzed using SPSS., Results: This study shows that 95.6% of participants agree and strongly agree that the health volunteering experience was useful, 2.7% of the participants neither agree nor disagree, and 1.6% disagree and strongly disagree. Regarding the distribution of the participants on skills learned from volunteering experience, the largest proportion of student (36.1%) volunteers in the health sector acquired communication skills and the smallest proportion of student (14.8%) volunteers in the acquired time management skills. Regarding the disadvantages, 81.4% of the participants do not think there were any disadvantages to their previous health volunteering experience, while only 18.6% of them think there were any disadvantages to their previous health volunteering experience. Additionally, the study found that the type of the sector affects the skills acquired from health volunteering., Conclusion: Research revealed that the majority considered volunteering a great experience. Volunteering increased the self-skills and practical capacities of radiology students, which proved the hypothesis., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2024 Alzain, Elhussein, Hamd, Fadulelmulla, Omer, Alotaibi, Alsuhaymi, Aljohany, Alharbi, Ahmed, Hussien, Elamin, Mohamed Ahmed Medani and Khandaker.)

High quality cardiopulmonary resuscitation (CPR) is crucial for influencing survival from cardiac arrest. Healthcare professionals are expected to know how to perform CPR as they may encounter emergency situations during their work. Physiotherapists, who use exercise as a therapeutic approach, should have good knowledge and skills in CPR not only to cope with possible adverse cardiac events during exercise but also because a widespread CPR application and early defibrillation can greatly reduce mortality due to heart attack. The aim of this study is to investigate knowledge of Greek physiotherapists in European Resuscitation Council guidelines for resuscitation. A secondary aim of this study was to assess and compare the knowledge score between those with and without previous training and/or lower self-confidence in CPR skills. Three hundred and fifty Greek physiotherapists who were working in hospitals and rehabilitation centres (face-to-face and e-mail contact) were randomly selected to complete an anonymous questionnaire containing demographic questions, CPR experience questions, and ten theoretical knowledge questions, based on European Resuscitation Council guidelines for resuscitation. The response ratio was 63% (n=220 physiotherapists). Respondents' total mean score for the theoretic knowledge questions was 4.1±2 (range 1-10); 21.4% of the respondents had participated in a CPR course, while only 0.9% had previous experience in CPR performance. The group of respondents who had attended a CPR course had a significantly higher score in CPR knowledge questions and higher confidence score (p<0.01). Moreover, the physiotherapists who attended refresher courses in CPR in the workplace scored significantly higher (p<0.01). Our results indicate that Greek physiotherapists have knowledge gaps in the European Resuscitation Council guidelines for resuscitation. The percentage of Greek physiotherapists who had CPR certification and recertification was low, thus the CPR training should be mandatory for all working physiotherapists. [ABSTRACT FROM AUTHOR]