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The great 2015 Nepal earthquake of magnitude 7.6 killed about 9000 people. To better ensure a more coordinated disaster response, a Basic On-Site Disaster Medical Support (BOS-DMS) course was designed in 2017. This study evaluates the effectiveness of the BOS-DM course. The course was conducted twice and attended by 135 participants, of whom 113 (83.7%) answered pre-test and post-test based multiple-choice questions. Qualitative and quantitative feedback was provided by 94 participants (69.6%). Mean test scores for the participants increased from 4.24 ± 1.42 to 6.55 ± 2.16 (p-value < 0.0001; paired t-test). More than 92.0% of participants felt that the course prepared healthcare workers to manage acute medical situations at a disaster site. Subject knowledge scores increased from 34.8% to 90.2%. A three-day BOS_DMS course has the potential to improve on-site disaster management knowledge. Our study noted that precise scheduling, making attendance compulsory, translating course materials into the local language, inclusion of disaster exercises and training local master trainers can enhance course effectiveness. [ABSTRACT FROM AUTHOR]

INTRODUCTION The past few years have faced unprecedented communication problems in healthcare as public health professionals were insufficiently prepared to spread trustworthy information during a global pandemic. We held a workshop during the 17th World Public Health Conference 2023, aiming at creating a peer-to-peer collaboration platform to exchange research findings about public health communication with colleagues worldwide. This report aims to summarize the survey results at the workshop which was entitled "It’s (not) rocket science! A quick guide to successful scientific communication in Public Health" held on the first day of the conference, attracting over 150 attendees. METHODS After the workshop, we invited participants to complete a 16-question multiple-choice survey via Google Forms to gather their opinions and experiences in public health communication. RESULTS We collected 48 responses: most of them (71%) were from medical residents in public health. In all, 31% of respondents reported to have undergone specialized training in public health communication. In their daily work, 80% reported engaging in communication with the general population, although many lacked confidence in their knowledge; 86% had communicated a public health message at least once, primarily through public speeches (54%) and social media (44%). While 63% used spoken word as their main channel, 65% believed mixed communication methods were the most effective using more than one channel as, for example, 40% used both spoken pictures and written words. Additionally, 67% felt they had successfully reached people with different values, breaking through knowledge barriers. CONCLUSIONS The findings acquired from the survey highlight existing difficulties and knowledge gaps in communication, particularly when communicating with the general population. The results offer a starting point for the implementation of tailored interventions and training programs to reduce the disparities in communication skills of public health professionals. [ABSTRACT FROM AUTHOR]

Technological advancements are pushing new simulation and analytical tools, driving the research fields in design forward. In this environment, for introducing new modeling, simulation, and analytic tools, the pre-training aspect becomes important, presenting the ideas behind the tools and preparing the students to structure their already grasped knowledge and future learnings. This study aims to address the potential of efficient workshops for pre-training activities via active learning methods for introducing new concepts and tools in advanced computer-aided design. The students participate in the workshops after lectures and before their exercise session to enhance learning and reduce the ambiguity of the newly introduced topics and tools. For performing the study, a design research methodology is followed to design an efficient workshop based on research clarification, descriptive, and prescriptive study phases. The study results are assessed by direct student feedback and quantitative analysis of the student performance followed by a qualitative teacher evaluation compared to previous years. The results show that active learning workshops support pre-training, impacting the students’ performance on comprehension of the utilized tools and reducing ambiguity on the related topics.

Few studies describe workshops as a method for obtaining and integrating diverse participant perspectives for contextualisation. This article describes an online workshop as a transdisciplinary data collection method for contextualising theoretical elements of a framework for knowledge translation to improve wound care in South African nursing homes. Knowledge translation can be more effective when the theoretical components are contextualised and aligned with the specific needs in the context. The online workshop was conducted with 10 participants involved with wound care and change processes in nursing homes across South Africa. The participants consisted of healthcare professionals, family members of those in care and nursing home management staff. Participatory design principles were applied during the online workshop, which was hosted on BlackBoard CollaborateTM Ultra. In this qualitative study, live polls, facilitated discussion, virtual whiteboard posts, and breakaway activities were used to collect the data. The data were analysed and integrated using both deductive and inductive processes for a comprehensive understanding. The workshop enabled the researchers to ascertain integrated perspectives to contextualise the knowledge translation framework’s elements. Barriers to evidence-based wound care in nursing homes and nine values for dignified care for older persons were identified. Transdisciplinary contribution: This article shows how an online workshop was conducted with a group of participants from various healthcare disciplines, family members and institutional management to achieve a contextualised and pragmatic description of theoretical elements. Contextualisation aims to enhance the effectiveness of a knowledge translation framework for use in nursing homes.

Short, intensive education programs provide an under-utilized avenue for public health professionals to learn and apply the latest methods and technologies. We report on the creation and implementation of the Skills for Health and Research Professionals (SHARP) program at the Columbia University Mailman School of Public Health. The self-sustaining, concise, intense educational format equips participants with concrete skills, better enabling them to respond to complex public health challenges.

Background and Aims: The quality of reports plays a crucial role in patient care. Statistics reveal instances of negligence in patient care due to ineffective reporting by nurses, underscoring the need for enhanced efforts in nursing student education. Given the variety of methods available for teaching report writing, this study aimed to compare the efficacy of workshop and virtual training approaches in improving the quality of report writing among nursing students at Birjand University of Medical Sciences. Materials and Methods: This interventional study involved 111 nursing students from Birjand, randomly allocated into three groups of virtual training (n=36), workshop training (n=36), and control (n=39). For students in the workshop training group, educational content was delivered through a workshop comprising three 4-hour sessions covering six topics. For the virtual training group, educational material was provided as text, audio, and visual files via Telegram over one week (six days dedicated to training and one day for summarizing the content) and sent to students daily at specified times. The status of students' report writing skills was assessed before and after the intervention (immediately and two weeks post-training). Results: The mean score for report writing quality immediately after the completion of the workshop training program was 91.4 ± 58.80 in the workshop training group, significantly higher than that in the other groups studied. Moreover, the mean score for report writing quality two weeks after completing the training program in the workshop training group was 16.5 ± 91.78, significantly higher than that in the other two groups. The mean difference in report writing quality scores immediately after training completion in the workshop training group was significantly greater than in the other groups (P

The article presents short characteristic of bone-carving craft of medieval Azak according to materials of archaeological excavations in 2012–2013. It also suggests criteria for identifying bone-carving workshops at archaeological sites and lists some related difficulties. In the article is given the description of used raw materials and listed range of products. It is noted that quantity of manufacturing wastes on the one hand and blanks and products on the other is incommensurable. Some production techniques are reconstructed based on the traces of processing preserved on waste and blanks. For the first time for Azak a workshop where bone coin scales were produced is discovered. The conclusion is made about rather high qualification of local bone-carvers and it is noted that the ratio of bones from different animals among production wastes is proportional to meat consumption wastes.

Improving skills should be a concern for educators to support student abilities, but not all educators pay attention to the importance of improving skills. One of them is in terms of writing for teachers at the Vocational High School level. At Vocational High School in Payakumbuh, which is a Vocational School that has majors including Computer Network Engineering, Multimedia, and Software Engineering (Broadcasting), with the sophistication of this IT-based school, of course, it already has facilities in the field of Information and Communication Technology that are qualified. The type of research used is in the form of School Action Research (PTS). School Action Research is an amalgamation of action research. Action research was developed with the intention of finding solutions to social problems. Action research begins with a systematic study of a problem. The results of the study are used as the basis for developing a work plan (action) in an effort to overcome the problem. The conclusion obtained from the research on improving the writing ability of Vocational High School in Payakumbuh teachers through blog-based autobiographical techniques is that there is an increase in the writing ability of Vocational High School in Payakumbuh teachers after attending a workshop on blog-based autobiographical techniques. Teachers' motivation to improve their writing skills also increased, and enthusiasm for using blog or website media to be more optimized.

In July 2023, the Center of Excellence in Respiratory Pathogens organized a two-day workshop on infectious diseases modelling and the lessons learnt from the Covid-19 pandemic. This report summarizes the rich discussions that occurred during the workshop.The workshop participants discussed multisource data integration and highlighted the benefits of combining traditional surveillance with more novel data sources like mobility data, social media, and wastewater monitoring. Significant advancements were noted in the development of predictive models, with examples from various countries showcasing the use of machine learning and artificial intelligence in detecting and monitoring disease trends. The role of open collaboration between various stakeholders in modelling was stressed, advocating for the continuation of such partnerships beyond the pandemic. A major gap identified was the absence of a common international framework for data sharing, which is crucial for global pandemic preparedness.Overall, the workshop underscored the need for robust, adaptable modelling frameworks and the integration of different data sources and collaboration across sectors, as key elements in enhancing future pandemic response and preparedness.

The workshop on using technology applications as a learning medium for MTs Al-Ittihad teachers was based on the problem identified by the Postgraduate School Faculty service team, Universitas Lancang Kuning, namely the lack of knowledge about digital literacy in contemporary learning. For this reason, training in using technology applications in learning should be provided. This workshop was held in May 2023 at MTs Al-Ittihad School with 20 participants for 4 hours. To measure the level of teacher understanding, the service team provided questionnaires in the sessions before and after activities. The results of the pre-test regarding the use of technology applications namely ChatGPT, Vocaroo, and Tricider, showed that 93% -100% of the participants did not know about these technology applications. However, after the training was given, the results of the post test showed that 100% of the participants understood and could use the learning technology applications provided. Finally, the service team concluded that teachers really need knowledge about ICT empowerment in order to improve the achievement of learning outcomes. Workshop penggunaan aplikasi teknologi sebagai media pembelajaran bagi guru MTs Al-Ittihad ini dilaksanakan berdasarkan masalah yang diidentifikasi oleh tim pengabdian Fakultas Sekolah Pascasarjana Universitas Lancang Kuning yaitu kurangnya pengetahuan tentang literasi digital dalam pembelajaran kekinian. Untuk itu, pelatihan menggunakan aplikasi teknologi dalam pembelajaran diberikan. Kegiatan workshop ini dilaksanakan pada bulan Mei 2023 di Sekolah MTs Al- Ittihad dengan 20 peserta selama 4 jam. Untuk mengukur tingkat pemahaman guru pada kegiatan pelatihan ini, tim pelaksana pengabdian memberikan angket pada sesi sebelum dan sesudah kegiatan workshop. Hasil angket pre-test dari penggunaan aplikasi teknologi sebagai media pembelajaran yaitu ChatGPT, Vocaroo, dan Tricider yang diberikan menunjukkan 93%-100% dari peserta belum mengetahui aplikasi teknologi tersebut. Namun, setelah pelatihan diberikan, hasil angket post test menunjukkan 100% peserta memahami dan dapat menggunakan aplikasi teknologi pembelajaran yang diberikan. Akhirnya, tim pengabdian menyimpulkan bahwa guru-guru memang memerlukan pengetahuan tentang pemberdayaan TIK dalam rangka meningkatkan pencapaian hasil belajar.

To address the difficulty of accurately characterizing the fluctuations in equipment energy consumption and the dynamic evolution of whole energy consumption in low-carbon workshops, a low-carbon-operation-oriented construction method of the energy footprint model (EFM) for a digital twin workshop (DTW) is proposed. With a focus on considering the fluctuations in equipment energy consumption and the correlation between multiple pieces of equipment at the workshop production process level (CBMEatWPPL), the EFM of a DTW is obtained to characterize the dynamic evolution of whole energy consumption in the workshop. Taking a production unit as a case, on the one hand, an EFM of the production unit is constructed, which achieved the characterization and visualization of the fluctuations in equipment energy consumption and the dynamic evolution of whole energy consumption in the production unit; on the other hand, based on the EFM, an objective function of workshop energy consumption is established, which is combined with the tool life, robot motion stability, and production time to formulate a multi-objective optimization function. The bee colony algorithm is adopted to solve the multi-objective optimization function, achieving collaborative optimization of cross-equipment process parameters and effectively reducing energy consumption in the production unit. The effectiveness of the proposed method and constructed EFM is demonstrated from the above two aspects. [ABSTRACT FROM AUTHOR]

The objective of the workshop conducted in Manggarai Regency was to enhance the competency of Vocational High School (SMK) educators in implementing Project Based Learning (PjBL)-based Curriculum Merdeka teaching tools. This initiative aimed to augment teachers' comprehension and proficiency in facilitating meaningful learning experiences within their classrooms. The workshop adopted a participatory approach wherein teachers actively engaged in designing, executing, and evaluating project-based learning activities pertinent to their specialized domains. By doing so, they were equipped with practical skills to navigate challenges such as time management, assessing learning outcomes, and effectively managing project-based classrooms. Furthermore, the workshop fostered a collaborative learning milieu that not only addressed immediate obstacles but also prepared students for the complexities of the modern workforce. The analysis of postworkshop feedback unveiled several noteworthy findings. Participants demonstrated a commendable grasp of independent curriculum concepts, proficiency in analyzing curriculum documents, and a reflective stance towards best practices. They also exhibited a strong understanding of the PjBL model, its impact, and strategies for its seamless integration into the Independent Curriculum framework.The evaluation, based on a 1-4 scale, indicated that participants rated aspects such as understanding the PjBL model, integrating it with learning challenges, and planning PjBL-based teaching projects quite positively, falling into the "already good" category with an average score of 3.6. However, areas related to testing PjBL-based teaching tools received a lower rating of 3.2, suggesting room for improvement. [ABSTRACT FROM AUTHOR]

In July 2023, the Center of Excellence in Respiratory Pathogens organized a two-day workshop on infectious diseases modelling and the lessons learnt from the Covid-19 pandemic. This report summarizes the rich discussions that occurred during the workshop. The workshop participants discussed multisource data integration and highlighted the benefits of combining traditional surveillance with more novel data sources like mobility data, social media, and wastewater monitoring. Significant advancements were noted in the development of predictive models, with examples from various countries showcasing the use of machine learning and artificial intelligence in detecting and monitoring disease trends. The role of open collaboration between various stakeholders in modelling was stressed, advocating for the continuation of such partnerships beyond the pandemic. A major gap identified was the absence of a common international framework for data sharing, which is crucial for global pandemic preparedness. Overall, the workshop underscored the need for robust, adaptable modelling frameworks and the integration of different data sources and collaboration across sectors, as key elements in enhancing future pandemic response and preparedness. [ABSTRACT FROM AUTHOR]

The paucity of English teachers in Namibia's research output as well as practicing the scholarship of teaching and learning has been noticed and noted. Therefore, the purpose of this study is to evaluate the views of English teachers in the Kalahari Circuit in the ||Kharas Region in Namibia on the effect of an intervention to enhance their willingness to conduct research and publish. The study used a questionnaire to collect qualitative and quantitative biographical data from the participants. The quantitative data were analysed using simple description while qualitative data were analysed using Renner and Tylor-Powell's five steps for analysing narratives. The study revealed that, after participating in the research workshop, English teachers showed confidence to conduct research and publish their work. Furthermore, the participants suggested that the workshop should include all teachers, who need support from the agents in education. It was also found that the duration of the workshop should be extended and resources should be availed to teachers to conduct research for publication. The study recommended that this training should be rolled out to other regions while broadening the target scope. [ABSTRACT FROM AUTHOR]

Background and Aims: The quality of reports plays a crucial role in patient care. Statistics reveal instances of negligence in patient care due to ineffective reporting by nurses, underscoring the need for enhanced efforts in nursing student education. Given the variety of methods available for teaching report writing, this study aimed to compare the efficacy of workshop and virtual training approaches in improving the quality of report writing among nursing students at Birjand University of Medical Sciences. Materials and Methods: This interventional study involved 111 nursing students from Birjand, randomly allocated into three groups of virtual training (n=36), workshop training (n=36), and control (n=39). For students in the workshop training group, educational content was delivered through a workshop comprising three 4-hour sessions covering six topics. For the virtual training group, educational material was provided as text, audio, and visual files via Telegram over one week (six days dedicated to training and one day for summarizing the content) and sent to students daily at specified times. The status of students' report writing skills was assessed before and after the intervention (immediately and two weeks post-training). Results: The mean score for report writing quality immediately after the completion of the workshop training program was 91.4 ± 58.80 in the workshop training group, significantly higher than that in the other groups studied. Moreover, the mean score for report writing quality two weeks after completing the training program in the workshop training group was 16.5 ± 91.78, significantly higher than that in the other two groups. The mean difference in report writing quality scores immediately after training completion in the workshop training group was significantly greater than in the other groups (P<0.001). Conclusion: Based on the findings of this study, the workshop method was more effective than the virtual approach for teaching report writing to nursing students. [ABSTRACT FROM AUTHOR]

This article presents a study conducted on first-phase MBBS students to evaluate the impact of workshops on their learning of ethical principles, leadership skills, and stress management. The study involved 145 students who participated in three workshops. The results indicated that the workshops improved problem-solving and critical-thinking abilities, with students demonstrating proficiency in leadership skills, ethics, and stress management. The study concluded that engaging students in workshops enhanced motivation and created an enjoyable teaching-learning experience for both students and faculty members. The use of technology also facilitated the effective implementation of the workshops. Additionally, the article describes a stress management workshop for first-phase MBBS students, which involved watching a YouTube video and completing a course within a specified timeframe. The students successfully completed their tasks and exhibited improvement in problem-solving and critical-thinking skills. The workshop also addressed ethical principles in healthcare. Notably, there were no significant differences between male and female participants, except for higher anxiety scores among females. Overall, the findings suggest that training students in a workshop mode can effectively enhance their skills and promote enjoyable learning experiences. The study recommends incorporating similar modules throughout the academic year. [Extracted from the article]

Cricothyrotomy is an emergency procedure that is utilized in situations that require immediate access to a breathing pathway. This procedure may be performed by professionals in a variety of healthcare fields depending upon the specific emergency scenario, so the development of an interprofessional workshop is imperative for procedural confidence and skill development. Our team developed a training workshop with a specific focus on procedural skills, risks, benefits, and psychological ramifications associated with a cricothyrotomy procedure. Pre-workshop and post-workshop surveys were obtained for comparison of participant confidence. Overall, the organization and delivery of a cricothyrotomy training workshop significantly increased the overall participant confidence surrounding this procedure. [ABSTRACT FROM AUTHOR]

Although new ways of engineering education have been discussed in response to changing social conditions, methods of educating corporate engineers for the purpose of new value creation capabilities through social sciences and humanities-engineering co-creation have not been sufficiently examined. In this study, we hypothesized four elements for co-creation by social sciences and humanitiesengineering as education for corporate engineers and verified them through two workshops of industry-academia collaboration. The effectiveness of these four elements was confirmed as a result of the idea generation in the two workshops attended by researchers in the field of social sciences and humanities and corporate engineers, in which both parties collaborated through brainstorming and forced idea generation methods. [ABSTRACT FROM AUTHOR]

This article explores the teaching of atmosphere for undergraduate geography students. Though many scholars have observed an "atmospheric turn" in the discipline, teaching atmosphere in human geography has received less attention. To this end, the article examines the design and delivery of a "floating workshop" that engaged students in thinking and feeling the meteorological and affective qualities of atmosphere. Practically, the floating workshop involved the preparation, launch and floating of two solar-powered balloon-like sculptures made by the international artistic community Aerocene. In contrast to practices of mapping or remote sensing with aerial devices like kites or drones that are familiar to geographical pedagogy, this creative practice-based workshop foregrounded sensual and affective observations of atmosphere, from the feeling of wind speeds to the transmission of emotions. This shared atmospheric experience and pedagogical experiment linked theory with practice, activated situated learning processes, and generated critical inquiry into the affective, aesthetic and material dimensions of air and atmosphere. [ABSTRACT FROM AUTHOR]

Sekolah Alam Alghifari Kota Blitar dimana pemanfaatan teknologi pembelajaran sebagai media masih tergolong rendah. Berdasar atas permasalahan tersebut, tim pengabdian masyarakat melalui program kemitraan masyarakat lingkungan kampus akan memberikan workshop peningkatan kapasitas guru dalam memanfaatkan teknologi metaverse sebagai inovasi media pembelajaran pada tema energi baru terbarukan. Tujuan pengabdian ini yaitu “meningkatkan kapasitas guru dalam memanfaatkan teknologi metaverse sebagai inovasi pengembangan media pembelajaran pada materi energi baru terbarukan. Metode dalam penelitia ini adalah workshop dan pelatihan. Hasil dari kegiatan ini adalah bahwa guru-guru di Sekolah Alam Al Ghifari berhasil mengembangkan media pembelajaran interaktif berbasis metaverse yang dapat digunakan dalam pembelajaran di sekolah. Terdapat perbedaan dalam kemampuan guru, baik dalam aspek pengetahuan, sikap, maupun keterampilan dalam mengembangkan media pembelajaran interaktif berbasis metaverse.

Posisi website sekolah merupakan hal yang vital tidak hanya untuk kepentingan publikasi kegiatan, melainkan juga sebagai sarana promosi khususnya bagi sekolah swasta yang pendanaan utamanya diperoleh dari siswa. Dalam konteks SMKS Al Ittihad Cianjur, website sekolah nampaknya belum optimal dilirik sebagai aset kehumasan yang penting bagi sekolah. Solusi untuk permasalahan yang diajukan penulis adalah pelatihan keterampilan jurnalistik daya bagi siswa dan mengaktifkan kembali website sekolah untuk sarana publikasi dan promosi. Kegiatan pelatihan ini dikemas dalam bentuk workshop meliputi presentasi materi dasar dan pengerjaan praktik lapangan. Pelatihan ini berperan mengukuhkan fondasi keterampilan jurnalistik siswa. Dengan skema ini, diharapkan para peserta dapat terus menumbuhkembangkan keterampilan menulis yang telah ia miliki, dan sekolah memiliki lebih banyak sumber daya manusia yang dapat diaktivasi untuk mengaktivasi web sekolah dan meningkatkan kredibilitas sekolah di mata publik.

Background: Growing concerns about harmful sexual behaviour (HSB) experienced and exhibited by children and young people has resulted in a demand for training programs for frontline workers. However, HSB professional development initiatives must contend with various challenges and competing demands. Objective: This study evaluated workshops and webinars as professional development tools to upskill frontline workers on preventing, identifying, and responding to HSB. Particularly, whether these platforms met the needs of the workforce; increased professionals’ perceived knowledge, confidence, competence, and actual knowledge, in what ways; and whether the training was subsequently applied in practice to identify and respond to HSB. Participants: and Setting: Surveys were issued pre- and post-workshop/webinar training to measure changes in frontline workers’ perceived knowledge, confidence, competence, and actual knowledge, to identify and respond to HSB (n = 638 pre- and n = 418 post-workshop respondents; n = 473 pre- and n = 419 post-webinar; n = 3 workshop and n = 27 webinar 12-month follow-up). Methods: Quantitative (paired sample t-tests, one-way ANOVA, and independent sample t-tests) and qualitative thematic analyses from pre- and post-workshop/webinar survey responses were conducted. Findings: Findings tentatively indicate workshops and webinars met the needs of participants and, overall, were effective in increasing perceived knowledge, confidence, competence, and actual knowledge. Despite a smaller 12-month follow-up sample, knowledge and skills learned from training were subsequently applied in practice to identify and respond to HSB. Conclusion: There is promising value in workshops and webinars as professional development tools for upskilling a diverse, and geographically dispersed, workforce.

BackgroundOpen Educational Resources (OERs) help instructors create innovative lessons and foster cost-effective and equitable access to educational materials. As more instructors turn to OERs to enhance their courses, there is a growing demand for the creation of more lesson plans.MethodsTo increase the number of high-quality OERs in undergraduate biology and physics, the journal CourseSource introduced Writing Studios to assist educators in writing and publishing OERs. Over a period of 5 years, 188 attendees participated in one of 11 different Writing Studios in which they followed a scaffolded worksheet to help draft their OER and engaged in peer review with partners. Attendees completed surveys before and after participation, and we tracked whether or not they published their manuscripts.ResultsWe found that 38.8% of attendees shared their OERs through a CourseSource publication. Several characteristics predicted OER sharing through publication such as format of the workshop and attendee’s type of institution. Participants also described a variety of supports and barriers that impacted their ability to publish as well as possible long-term supports that would help bring resources to publication.DiscussionThis study highlights the importance of ongoing support and tailored strategies to facilitate the sharing of OERs. The findings can benefit instructors and professional development leaders who are committed to increasing the number of high-quality resources that are available.

This report delineates the outcomes of an intervention conducted with in-service high school educators, focusing on elucidating three distinct scenarios within geometric and arithmetic domains: the infinitely large, infinitely numerous, and infinitesimally close. Grounded in the theoretical framework of conceptual change, it is posited that when an individual exhibits entrenched conceptions, it signifies a misclassification of the pertinent concept, necessitating a categorical shift to effectuate a transformation in their cognitive schema, particularly concerning the notion of infinity. Thus, the principal objective of this investigation was to ameliorate the entrenched conceptions held by educators pertaining to infinity through a workshop-based intervention. Preceding the workshop, educators predominantly exhibited conceptions aligned with natural and potential infinities. However, after the workshop, a discernible transition was observed, with educators engendering an actual conception of infinity or an omega-epsilon position, exemplified by their acceptance of equivalences such as 0.999…=1 and the parity in the cardinality of sets comprising natural numbers, even numbers, and perfect squares. Nonetheless, notwithstanding this progress, confident educators evinced resistance to embracing the concept of actual infinity, particularly in instances such as the hypothetical scenario depicted in Hilbert's Grand Hotel. Consequently, drawing upon the framework of conceptual change theory, it can be postulated that a complete categorical shift was not universally realized among educators due to their reluctance to revise entrenched beliefs concerning natural or potential infinity.

Kemajuan ilmu pengetahuan dan teknologi mau tidak mau telah merubah paradigma dunia pendidikan khususnya dalam proses belajar mengajar di kelas. Proses pembelajaran saat ini dituntut untuk relevan dengan kemajuan zaman, sehingga dapat menciptakan pembelajaran yang berkualitas. Dengan demikian sebagai orang yang memiliki peran penting dalam keberhasilan pembelajaran, guru harus mampu merespon perubahan global ini dengan baik, misalnya dengan menyediakan media pembelajaran berbasis teknologi. Tidak dapat dipungkiri bahwa fakta di lapangan masih banyak ditemukan guru yang belum melek teknologi, sebagai salah satu bentuk upaya mengatasi tantangan tersebut adalah dilakukan pelatihan dan workshop pemanfaatan media pembelajaran interaktif bagi guru-guru. Pelatihan dilakukan selama dua hari melalui metode ceramah, diskusi dan pelatihan (praktik) pembuatan media pembelajaran interaktif. Hasil dari kegiatan pelatihan menunjukkan: 1) peserta aktif mendengar dan berdiskusi terkait materi yang disampaikan, 2) peserta sangat antusias dalam mengikuti pelatihan praktik membuat media pembelajaran interaktif. Selain itu, selama pelatihan berlangsung ada beberapa kendala yang dihadapi, di antaranya yaitu peserta belum terbiasa memanfaatkan teknologi dan keterbatasan waktu. Berdasarkan hasil ini dapat disimpulkan bahwa peserta sudah mampu membuat media pembelajaran interaktif, hanya saja beberapa guru memerlukan waktu lebih banyak untuk memperoleh hasil yang lebih baik.

Abstract Background Although pharmacists often identify numerous clinical questions, they face several barriers, including the lack of mentors for research activities in clinical settings. Therefore, a workshop for the appropriate selection of a study design, which is a fundamental first step, may be necessary. The purpose of this study was to evaluate the effectiveness of a workshop on study design for hospital and community pharmacists. Moreover, the characteristics of pharmacists with little involvement in research activities were extracted using decision-tree analysis to guide the design of future workshops. Methods A workshop was conducted on October 1, 2023. It comprised three parts: lectures, group work, and presentations. Questionnaire-based surveys were conducted with workshop participants regarding their basic information, their background that influenced research activities, their satisfaction, and their knowledge/awareness. For the questions on knowledge/awareness, the same responses were requested before and after the workshop using a five-scale scoring system. Multivariate logistic regression analysis was conducted to identify independent factors influencing research activities. Decision tree analysis was performed to extract low-effort characteristics of the research activities. Results Of the 40 workshop attendees, the overall satisfaction score for the workshop was 4.38 of 5, and the score for each question was 4 or higher. Significant increases were observed in the scores of knowledge/awareness after the workshop. Moreover, 95% of the pharmacists answered that it would be highly useful to conduct a joint workshop between hospitals and community pharmacists. Although independent influencing factors were not detected in the multivariate logistic regression analysis, the decision tree analysis revealed that pharmacists who were no member of an academic society (85%, 11/13) or members without any certifications or accreditations related to pharmacy practice (80%, 4/5) were the least active in clinical research. In contrast, those belonging to academic societies and holding certifications or accreditations related to pharmacy practice frequently conducted clinical research. Conclusion The present study revealed that a joint workshop on study design may have the potential to change pharmacists’ knowledge and awareness of research activities. Moreover, future workshops should be conducted with pharmacists who do not belong to academic societies.

This community service aims to increase community knowledge in sustainable water management in Pucangan Village, Kartasura District, Sukoharjo Regency. The service activities are carried out through workshops and Focus Group Discussion (FGD) methods targeting PKK mothers (family welfare development). Pre-tests and post-tests with questionnaires were carried out to measure the level of understanding of PKK mothers in managing water. The results of this community service show that there has been an increase in community knowledge about sustainable shallow groundwater management by an average of 8.8%, which consists of measuring water quality, management, and processing of groundwater.

Abstract Background Imposter Phenomenon (IP) is a subjective feeling of intellectual fraudulence and self-doubt experienced by individuals in goal-orientated high-achieving professions. The impact of IP within healthcare has been associated with individual physical and mental health and concerns around training, career progression and DEI at an institutional level. To effectively address IP in healthcare, this scoping review aims to explore educational interventions designed to empower high-achieving individuals with the tools needed to confront and overcome IP. Methods The scoping review adhered to a predetermined protocol informed by the JBI methodology and PRISMA-ScR guidelines in order to identify educational interventions addressing IP in high-achieving industries. Articles were searched across multiple databases, including MEDLINE (Ovid), PsychINFO, SCOPUS, and Web of Science, alongside grey literature, without imposing any time constraints. A systematic approach including a thematic analysis allowed for a nuanced exploration and interpretation of the identified educational interventions and their impact on addressing IP. Results Seventeen articles were incorporated into the review, with the majority originating from the USA and majority being published since 2020. Ten studies targeted healthcare professionals, undergraduate and postgraduate healthcare students. Majority of studies aimed at addressing IP, featured a larger number of female participants than males. Workshops with self-reflection and group-guided exercises to overcome IP were the most popular educational interventions. Coaching and structured supervision were also suggested. Across all papers, three themes emerged for coping strategies: individual, peer-to-peer, and institutional. Conclusions This scoping review suggests how group and individual interventions such as workshops, small group discussions and coaching can be used to overcome IP in healthcare. Institutional changes like diversity promotion, supervisor education, and support networks are crucial in addressing IP. Further long term and speciality specific assessments are needed to measure impact. Overall, the review highlights how educational awareness and a variety of strategies can be implemented to create a supportive environment for professionals dealing with IP, promoting their well-being and success.

Abstract Background Diets low in vegetables are a main contributor to the health burden experienced by Australians living in rural communities. Given the ubiquity of smartphones and access to the Internet, digital interventions may offer an accessible delivery model for a dietary intervention in rural communities. However, no digital interventions to address low vegetable intake have been co-designed with adults living in rural areas. This paper describes the co-design of a digital intervention to improve vegetable intake with rural community members and research partners. Methods Active participants in the co-design process were adults ≥ 18 years living in three rural Australian communities (total n = 57) and research partners (n = 4) representing three local rural governments and one peak non-government health organisation. An iterative co-design process was undertaken to understand the needs (pre-design phase) and ideas (generative phase) of the target population. Eight online workshops and a community survey were conducted between July and December 2021. The MoSCoW prioritisation method was used to help participants identify the ‘Must-have, Should-have, Could-have, and Won’t-have or will not have right now’ features and functions of the digital intervention. Workshops were transcribed and inductively analysed using NVivo. Convergent and divergent themes were identified between the workshops and community survey to identify how to implement the digital intervention in the community. Results Consensus was reached on a concept for a digital intervention that addressed individual and food environment barriers to vegetable intake, specific to rural communities. Implementation recommendations centred on (i) food literacy approaches to improve skills via access to vegetable-rich recipes and healthy eating resources, (ii) access to personalisation options and behaviour change support, and (iii) improving the community food environment by providing information on and access to local food initiatives. Conclusions Rural-dwelling adults expressed preferences for personalised intervention features that can enhance food literacy and engagement with community food environments. This research will inform the development of the prototyping (evaluation phase) and feasibility testing (post-design phase) of this intervention.

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