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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, teacher-student and student-student interaction, the interface and content of the course, technical issues and computer literacy, academic success, development of self-directed 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.

While it is common in social epistemology, philosophy of education and sociology to speak of theoretical knowledge, the concept of theoretical knowledge used in ordinary discourse has not been properly examined, and its relations to other types of knowledge remain unclear. This article argues that this ordinary language notion of theoretical knowledge has a distinct meaning different from the meanings of terms for other knowledge types, for example, knowledge‐that, and meta‐cognitive knowledge, and provides an analysis that characterizes theoretical knowledge as distinguished by its indirectness. The article then discusses the implications of this view for the practical role of theoretical knowledge and suggests that a reappraisal of its epistemic significance is due.

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.

Since decades, nursing education struggles with a persistent gap between the theoretical knowledge offered in the study program and its application in professional practice. To bridge this gap competence-based curricula were developed with instructional designs as authentic learning contexts and self-directed learning. In this project we explored final year Bachelor Nursing (BN) students’ experiences in learning in a newly developed curriculum, and their knowledge quality outcomes and the degree of agreement with knowledge requirements. An instrumental multiple case study was conducted with interviews, concept mapping and a domain knowledge list. Results show that a third of the participants had positive learning experiences and got high appraisals for their knowledge quality. Similar to the medium and low scoring participants, they developed instrumental knowledge but integrated other forms of learning into a system of meaning, which is needed to solve non-routine problems in future practice. Medium and low scoring participants did not profit from learning in authentic contexts and self-directed learning. In conclusion, developing sufficient professional knowledge in a constructivist competence-based curriculum is influenced by students’ intrinsic motivation to build a strong knowledge base, by their perception of how to learn and use professional knowledge, and their expectations of the degree of supervision and guidance by the teacher. It is recommended to evaluate the extent to which the intended curriculum is being taught.

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.

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

Background Previous research has revealed nurses' knowledge gaps in venous leg ulcer (VLU) nursing care, and continuing education is needed. The closer nurses' perceived knowledge is to their evidence-based theoretical knowledge, the better possibilities they have to conduct evidence-based VLU nursing care. Objectives To assess the congruence between nurses' perceived and theoretical knowledge about VLU nursing care before and after an internet-based education about VLU nursing care (eVLU). Design Quasi-experimental study with intervention and comparison groups and pre- and post-measurements. Setting Home health care in two Finnish municipalities. Participants Nurses (n = 946) working in home health care were invited to participate. In the intervention group, 239 nurses and 229 nurses in the comparison group met the inclusion criteria, and they were all recruited to the study. Method Nurses were divided into intervention and comparison groups with lottery between the municipalities. Nurses in both groups took care of patients with VLU according to their organizations' instructions. In addition to this, nurses in the intervention group received a 6-week eVLU while those in the comparison group did not. Data were collected with a questionnaire about perceived and theoretical knowledge before education, at six weeks, and at 10 weeks. The percentages of congruence were calculated at every measurement point, and the McNemar test was used to detect statistical significance of changes between measurements. Results The increase of congruence was more often statistically significant in the intervention group than in the comparison group. Conclusion The results support the hypothesis that the congruence between perceived and theoretical knowledge will be higher among nurses receiving eVLU. Because of the low participation and drop-outs, the results should be interpreted with caution.

Teaching (in any discipline) is rewarding when students show the required growth and development in terms of their knowledge, skills and attitude (within the social work context) (Kadushin & Harkness, 2002). So it is disappointing when, in completing various assessment tasks, some students do not achieve the learning objectives set for a given task. The most troubling within the UWC context was the challenges students experienced on the third year level in integrating their theoretical knowledge with their practice learning.

This paper is an action research is based on a study of ascertaining a determined level of theoretical knowledge about nutrition and recovery. We found that the athletes in sports training is neglected permanent transfer of theoretical knowledge about nutrition, the importance of diets in general and athletics in particular. I assumed that athletes are not sufficiently known theoretical aspects of nutrition and recovery and is not appropriate behavior determines to reflect personal lifestyle. The research which found that the practice of sports training athletes neglect the transmission of theoretical knowledge about nutrition and recovery, this major negative implications both in life and in the sport. To remedy this action research focuses on two projects to complement these theoretical knowledge to target groups of the research ascertaining athletes.

Van Bommel, M., Boshuizen, H. P. A., & Kwakman, K. (2012). Appraising the qualities of social work students' theoretical knowledge: A qualitative exploration. Vocations and Learning, 5, 277-295. doi:10.1007/s12186-012-9078-9

This paper wants to stress out the implications that the initial training of future teachers involves. It is based on the results collected from a five-year long study which has been investigating how students from the study programme Primary and Pre-school pedagogy acquire their theoretical and practical knowledge at the Faculty of Education Sciences, in Bachelor and Master degree studies. The study suggests strategies to improve initial teacher education and ways of determine students to become better teachers. Studying how students learn, we have identified ways of better training for the teaching profession by realised a link between theoretical and practical knowledge.