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Resonant converters are attractive for DC-DC converter applications of electric vehicles (EVs) due to their wide range of soft switching and less output filter requirements compared to dual active bridge (DAB) converters. However, the design and control implementation of resonant converters is comparatively challenging due to the nonlinearities introduced with the resonant tank. LLC and CLLC resonant converters are popular among the resonant converter topologies, while new topologies are being derived based on the basic resonant converter topologies. This paper conducts a review on the basic resonant converter topologies, modes of operation of the resonant converter, modeling and control techniques, and special design considerations for resonant converter design. Existing topologies and control techniques of resonant converters enabling the derivation of new converter topologies and control methodologies, are investigated.

The topology proposed in this paper aims for a multiple sources/loads integration to improve the power density of the electrical power distribution system (EPDS) of the more-electric aircraft (MEA) architecture. The different operating modes of the proposed topology add flexibility to the system enabling power flow between different sources, while controlling the power supplied to the low voltage (LV) network on the aircraft. Better system utilization is achieved as compared to conventional solutions. The system stability is improved considering that the multi-source DAB (MSDAB) topology can be configured to stabilize the high-voltage DC (HVDC) bus in case of voltage sag. A battery charging configuration utilizing the magnetizing inductance of the transformer is proposed and discussed as one of the operating modes of the converter. The power flow to the low-voltage bus network is controlled by phase shifting the gating signals between the two bridges. A design process using genetic algorithm (GA) optimization is introduced to optimally select the converter parameters to minimize the transformer RMS current. Simulation and experiments of the control schemes were performed to validate optimal operation of the proposed converter.

The powertrain voltages in battery electric vehicles (BEVs) have witnessed an upward trend due to advantages such as reduced runtime losses and extremely high DC fast charging power levels; aiding in reduced range anxiety and lower battery charging duration. This trend requires original equipment manufacturers (OEMs) to re-assess the design of electronic sub-assemblies (ESAs). Due to newly released DC fast charging standards, there are implications on the on-board charger (OBC), which is one of the ESAs in a BEV. This paper performs a comprehensive review of identifying system-level and use-case related challenges in transitioning on-board chargers to higher voltages compared to state-of-the-art, while considering the impact of newly introduced DC fast charging standards like Megawatt Charging Systems (MCS) and ChaoJi/ CHAdeMO 3.0. The existing research in academia and proof-of-concept designs compatible for high-voltage on-board charging sub-systems, such as the power factor correction (PFC) and isolated DC-DC conversion stages is consolidated. Due to the demand for integration driven by cost-optimization targets, single-stage, traction-integrated, and auxiliary power unit (APU) integrated on-board chargers are discussed. Finally, the disparity between state-of-the-art technology and future requirements is defined to establish challenges and the direction of future research areas.

Introduction The Educational Scholar Program (ESP) is a creative method to focus on the quality of education and the scholarship of education. This paper critically investigated how educational educators perceived the Educational Scholar Program. Method The ESP was developed according to the project-based learning method. An interdisciplinary strategy was used by participating educators from different schools, including nursing, medicine, public health, dentistry, and pharmacy. (n = 27). Semi-structured interviews explored the experiences of the participants in the ESP. A conventional content analysis approach introduced by Graneheim and Lundman was used for data analysis. Results A theme of “a developmental pathway toward leadership for educational change” was explored into four categories: “Motivated for educational change,” “collaborative learning through the application of knowledge,” “tensions of change agent,” and “a perceived responsibility of a change agent.” Conclusion The participants perceived the ESP as a platform for improving leadership capabilities for educational change through the Scholarship of Teaching and Learning (SoTL). Using the ESP as a faculty development program to train educational leadership for change is suggested.

Abstract Objective One of the duties of the educational system is to provide situations in which students learn the tasks corresponding to their future careers in an interprofessional team. This study was designed to develop an interprofessional task-based training program. Methods This was a curriculum development study conducted by content validity methodology in two stages: 1) ‘framework development’ which resulted in the creation of the framework items; and 2) ‘evaluation of the framework’ (judgment and quantification). The first stage consisted of task identification, generation of sub-tasks, and assimilation of items into a usable format. The second stage consisted of the judgment –quantification of the content validity of items and the framework. After that, the framework of the tasks of the occupational health team was finalized in the expert panel. After explaining the tasks, a matrix for task-expected roles in the occupational health team and a matrix for task-required skills to perform each task were developed. The next step determined the appropriate teaching and assessment methods for each task. Finally, an expert panel reviewed and approved the components of the interprofessional task-based training program. Results Integrating the interprofessional education strategy with task-based learning was considered innovative in occupational health team training. In the development stage, 48 items were extracted, and then 35 tasks were generated in the step of identification of tasks. In the second step, 174 sub-tasks were developed. The tasks and sub-tasks were categorized into seven areas. After the stage of evaluation of the framework, 33 tasks were categorized into seven main areas, including "assessment and identification of workplace hazards" (n = 10), "control of occupational hazards" (n = 4), "determining the appropriate job position for each person" (n = 3), "occupational health examinations" (n = 6), "management of occupational/work-related diseases" (n = 5), "inter-organizational and inter-disciplinary relations, and legal judgment" (n = 3) and "education and scholarship in occupational health services" (n = 2). Conclusion The results of the present study can be used in developing the use of the interprofessional strategy and task-based training as two appropriate strategies for the purposeful development of learners' abilities in the fields involved in providing occupational health services in their future careers.

Background: The necessity of responding to changes and promoting the quality of education has increased the necessity of applying new approaches to empowerment programs.Objectives: The present research aimed to determine the effects of mid-term empowerment programs using a blended approach in the form of flipped classrooms (asynchronous, live meetings) before the coronavirus disease 2019 (COVID-19) epidemic and a virtual (asynchronous-synchronous) approach during the COVID-19 epidemic on teachers’ learning and satisfaction concerning teacher roles in the medical science education system.Methods: This study was quasi-experimental, and its participants were faculty members of Shahid Sadoughi University of Medical Sciences, participating in the empowerment program. This program was implemented in four periods, including 20 training sessions concerning the roles of a teacher in educational systems in the areas of “professional commitment, lesson planning, teaching-learning methods, assessment and evaluation methods, production of educational products, effective communication, and classroom management”. The program evaluation was performed using the participants’ levels of learning and satisfaction by scenario-based questions and a questionnaire, respectively. The results of different blended education approaches were compared in two time periods, before and during the COVID-19 epidemic. Data were analyzed using descriptive (mean and standard deviation) and inferential (independent T-test) tests. P >0.05 was considered the significance level.Results: One hundred and eighteen faculty members participated in the study, of whom 56 were female (47.5%), and 62 were male (52.5%). The faculty members’ satisfaction scores with blended empowerment courses with the flipped classroom were reported as 4.34±0.16 and the virtual blended classroom as 3.26±0.59. A significant difference was observed between satisfaction scores in different periods (P=0.001). The participants’ learning scores in the programs held by the blended approach with the flipped classroom (82.16±32.20) were significantly higher than those held during the COVID-19 epidemic (virtual approach) (59.23±48.53).Conclusion: The satisfaction and learning of participants in the flipped classroom program and the virtual blended classroom were at favorable and average levels, respectively. This difference in learning and satisfaction from the perspective of faculty members was significant. Therefore, interactive approaches in different virtual education platforms and a blended approach in empowerment programs are recommended.

Background: Planning and conducting successful scholarship of teaching and learning or educational scholarship in medical education is essential. The guidelines for faculty members can be significant.Objectives: This study aimed to develop a practical guide for teaching and learning scholarship activities.Methods: The present study was a research synthesis conducted in six steps, including formulation of problem or question, literature search, data extraction and analysis, interpretation of results, and public presentation. The extracted publications were independently analyzed, and a consensus was reached on each paper’s stated definitions of the educational scholarship steps.Results: The results were classified into 12 steps, including recognizing an educational problem, reviewing the literature, analyzing the context, creating a goal-oriented team of stakeholders, determining objectives and planning the SoTL project, finding supportive resources, considering ethical issues, implementing the scholar activities and analyzing evidence, critical appraisal of the SoTL project, reflecting on the SoTL project, documenting the details of the SoTL project, and going public and disseminating the experiences.Conclusion: Scholars must be able to provide a clear, complete explanation of the innovativeness of their scholarly ideas and the need for this kind of content for their audiences. However, studying and reviewing relevant journals, reflecting on the issues or questions posed, and exchanging ideas with your colleagues are recommended for reviewing and refining scholarly and idea-generation questions.

Background: It is expected that graduates of healthcare management have the necessary skills to perform various managerial and administrative positions. This study was carried out with the aim of designing and compiling an evaluation framework for students based on educational standards in the internship period. Materials &Methods: The current study was conducted in four phases: In the first phase, in order to identify the problem and assess the needs, the existing curriculum and topics were examined, as well as the studies conducted in this field. In the second phase, the perspective of the stakeholders was used to complete and modify the initial framework. In the third phase, worksheets for registering internship learning activities were prepared for students and a checklist of educational and learning objectives, personal and management skills, and skills for developing professional qualifications was compiled. Finally, a specialized panel was used to determine the type of formative and final exams. Results: The problems and challenges of internships can be investigated in 4 areas: inappropriate planning of the course, faculty, group - professors and hospital. In designing the evaluation tool, 9 criteria were taken into consideration. Also, tests designed in a compilation framework were used as formative tests and reasoning tests were used as final tests. Conclusion: The compiled framework can be used as a valid and comprehensive tool to evaluate the practical competence and capabilities of healthcare management students during the internship period.

Background & Objective: Professionalism and interprofessional cooperation are essential capabilities of health team members. Educational systems must use an appropriate approach for training and evaluating these capabilities. The present study aimed to investigate the adherence of surgical residents and personnel to interprofessional professionalism behavior in the operating units using the interprofessional professionalism Assessment (IPA). Materials & Methods: This cross-sectional study was conducted at Shahid Sadoughi University of Medical Sciences from 2019 to 2020. The performance of surgical team members, including 113 residents, surgical technologists (operating room), and anesthesia technicians, was evaluated using the interprofessional professionalism assessment tool (IPA). Data were analyzed using descriptive (mean and standard deviation) and analytical (ANOVA, Chi-square) tests. Results: The score of interprofessional professionalism behavior of the team members in the operating units were reported as 1.16 ± 0.27 out of 5. No significant difference (F=0.24, P=0.333) was observed between the participants' scores in different disciplines. The lowest scores of the participants in the "excellent" range were 1.04±0.31 out of 5. Conclusion: The results showed that interprofessional professionalism behavior among the participants was weak. It is suggested that planning for formal curriculum and continuous evaluation of adherence to improve the interprofessional behavior among surgical team members.

Objective(s): Man needs a space that protects him from the effects of the environment. This space includes physical, social and psychological aspects, and the proper design of the physical environment inpatients should be inspiring and spirit-giving to greatly affect the reduction of patients' depression. The purpose of this research was to provide a model for designing inpatient spaces based on reducing patients' depression. Methods: This was a mixed methods study (quantitative-qualitative) which was completed in June 2021. The extraction of factors in reducing depression derived from the following sources. 1. The literature review, 2. Experts’ opinion, and 3. A user survey and distribution of a questionnaire among 205 hospitalized patients. Then a path analysis was performed to suggest a model using AMOS software, and the relationships between factors, fit indices and were determined. Results: Seven main factors on reducing depression in the design of inpatient spaces were found and included: visual perception, naturalism, functionalism, physical safety, logical process, psychological safety, and diversity from the highest to the lowest. As such visual perception showed the highest direct and indirect effects. Conclusion: The findings suggest that considering the factors indicated by this study might lead to the reduction of patients’ depression in inpatient spaces.

Introduction: Clerkship in field is one of the important educational programs in the field of laboratory sciences and providing opportunities for students to learn in clerkship, improved the quality of health services. The aim of this study was to design a structured microbiology clerkship program from the perspective of case based discussion method among laboratory science students. Methods: This was a single-group intervention study. The participants were from the field of laboratory sciences who participated in clerkship courses (99 participats). Educational intervention based on case-based discussion was designed as a formative evaluation method. Learners' performance was evaluated using a checklist in the stationary test and the students’ satisfaction was evaluated using a questionnaire. The data were analyzed using descriptive and inferential tests. Results: The students' learning scores after the intervention were in desirable level. The highest learning score related to blood culture evaluation was 8.04±1.54 and the lowest score related to wound culture evaluation was 6.26±1.78. There was no significant difference between the satisfaction scores of the course and the performance evaluation scores of students according to academic year. But the performance of senior year students was significantly better and the students’ satisfaction scores were significantly high and at a good level. Conclusion: Using the discussion-based teaching method in the clerkship course increased the students' learning and this method can be effective in increasing the skills and learning of the trainees in the field. It is suggested the case based discussion was used in the instructional design of clerkship courses.

Abstract Background The current study aimed to explore the team members’ experiences in the socialization process for becoming a collaborator in an interprofessional team. Method This qualitative study is conducted using an inductive qualitative content analysis approach. Participants consisted of 32 physicians (n = 16) and nurses (n = 16) who participated by purposeful sampling. Data were collected through in-depth semi-structured interviews and analyzed by Graneheim and Lundman approach. Results In the study, “the perceived confrontation between interprofessional professionalism and uni-professionalism in the interprofessional socialization process” is explored as the theme, including two categories: “interprofessional professionalism commitment” as a facilitator and “uni-professional centrism” as a barrier. Conclusion A reciprocal dimension in interprofessional socialization was explored. Interprofessional professionalism adherence and team-centered accountability among team members were explored as a facilitator. The uni-professional culture and immature interprofessional collaboration competencies of team members disrupted the interprofessional socialization process.

The production of Shahnamah manuscripts during the Ilkhani period was a political endeavor. The kings understood that one way to ensure the survival of the monarchy was to emulate the example of the Pīshdādīan and Kayāniān dynasties in the Persian national epic. Therefore, Persian artists, aligned their work with the political agenda when illustrating the Shahnamah manuscripts. In all manuscripts produced before the Shahnamah of Shah Tahmasp was written, the story of Kaykāvus was illustrated in the same way. In this Shahnamah, however, Kaykāvus's face was depicted in black for the first time. According to historical sources, the Shahnamah of Shah Tahmasp was presented as a gift to the Ottoman court. These points raise the following questions: What inference from the Persian national epic led to the depiction of Kaykāvus with a blackened face? What was the relationship between this interpretation and the behavior of the Ottoman regime? What messages did the Safavid court convey by presenting this Shahnamah to the Ottoman court? This article demonstrates that Persian-Turkish symbols evolved into Turkish-Turkish symbols during the Timurid period. During the Safavid period, Shah Ismail I (Safavid king, 1487-1524) and Sultan Selim I (Ottoman king, 1470-1520) attempted to appropriate the symbols of the Persian national epic as non-Persian/Persian symbols. Therefore, Iranian painters, familiar with the possibilities of deviation from the text, expressed the Safavids' objection to the warlike spirit of the Ottomans by portraying Kaykāvus with a black face.

Background & Objective: The professional identity of nursing students was defined as the primary trend in becoming a profession. The present study aimed to explore the factors affecting students' professional identity as nurses. Materials & Methods: This Study is a qualitative content analysis from May 2019 to October 2020. The participants were contributed through purposefully sampling. Data were collected through in-depth semi-structured interviews. The duration of each interview was between 30 and 60 minutes. Interviews continued until data saturation. Data analysis was performed simultaneously with Graneheim and Lundman approach. Results: 123 open codes with five subcategories and two categories were extracted. In the present study, "belongingness" was explained as the central theme. Two categories, "positive role model in the education process" and "The perception of the society towards the nursing profession," were explored. Conclusion: The present results showed that the identification of nursing students is influenced by belonging influenced by the nursing community and the general community. In addition, the community’s appreciation of the nursing profession and the approval and respect for the nursing profession among the community members have been considered crucial factors for nursing students to become good nurses. Due to the importance of growing a belonging and better understanding of professional identity by nursing students in the educational period, the development of teachers’ abilities as a model and creating a platform for recognizing the professional identity of nursing among community and medical science students is recommended.

Introduction: Patient safety training and principles of professional commitment are considered as the most important skills in medical science education systems. Therefore, this study was conducted with the aim of determining the relationship between adherence to interprofessional professionalism and understanding of patient safety and professional commitment among surgical team members in one of the teaching hospitals affiliated to Qom University of Medical Sciences. Methods: This study is a descriptive-analytical study. The participants were 108 personnel working in the operating room and students of the operating room and intelligence in the field, who were included in the study as a census. In this study, two questionnaires were used: "Assessment of Interprofessional Professionalism" and "Questionnaire of Understanding of Patient Safety". The data were analyzed using descriptive statistics methods. Result: The results of the regression test showed that all areas of interprofessional behavior have a significant effect on the participants' understanding of patient safety (p

Abstract Introduction Interprofessional professionalism (IPP) has been introduced as one of the critical sub-competencies of interprofessional collaboration. This study aimed to assess the effect of interprofessional education on the behavior of interprofessional professionalism among the surgical team in the intervention compared to the control group. Methods This is a quasi-experimental study. The participants were nurses in anesthetist and surgical technology and surgical residents of Shahid Sadoughi Hospital (n = 150) who were included in the study by the census. The intervention employed an interprofessional case-based learning strategy to explore themes of interprofessional professionalism. Two assessors used the Interprofessional Professionalism Assessment (IPA) tool to measure learners’ performance while observing them in practice prior to the intervention, one and three months after the intervention. Data were analyzed using descriptive tests (mean and SD) and RM-ANOVA. Results In this study, the participants in the intervention (n = 78) and the control (n = 72) groups entered the study. The Baseline IPA scores of participants were reported as 1.25 (0.12) and 1.21 (0.1) in the intervention and control groups, respectively. The IPA score of the participants in the intervention group (2.59 (0.26) and 2.54 (0.24)) was higher than the control group (1.17 (0.08) and 1.12 (0.07)) after one and three months of the intervention (P = 0.0001). The effect of educational interventions was reported at the large level (Eta Square = 0.89). Conclusion Interprofessional professionalism in surgical teams has been recognized as a critical element of team-based care. The present study used an interprofessional education strategy to develop IPP behavior. All professions benefited from interprofessional education. It is suggested that all surgical team professionals participate in interprofessional education.

Introduction: Colorectal cancer (CRC) is the third most common cancer in the world with high mortality, hence, understanding the molecular mechanisms involved in the tumor progression are important for CRC diagnosis and treatment. MicroRNAs (miRNAs) are key gene expression regulators that can function as tumor suppressors or oncogenes in tumor cells, and modulate angiogenesis as a critical process in tumor metastasis. MiR-1290 has been demonstrated as an onco-miRNA in various types of cancer, however, the role of miR-1290 in CRC is not fully understood. This study aimed to investigate the oncogenic and angiogenic potential of miR-1290 in CRC. Methods: Lenti-miR-1290 was transduced into HCT116, SW480, and human umbilical vein endothelial cells (HUVECs). By bioinformatics analysis, we identified thrombospondin 1 (THBS1) as a novel predicted target for miR-1290. Quantitative real-time PCR, western blotting, and luciferase reporter assay were used to demonstrate suppression of miR-1290 target genes including THBS1, Dickkopf Wnt signaling pathway inhibitor 3 (DKK3), and suppressor of cancer cell invasion (SCAI) in HCT116 and HUVECs. Cell cycle analysis, proliferation, migration and, tube formation were determined by flow cytometry, MTT, wound healing, and tube formation assays, respectively. Results: MiR-1290 significantly decreased the expression of THBS1, DKK3, and SCAI. We demonstrated that miR-1290 enhanced proliferation, migration, and angiogenesis partially through suppression of THBS1, DKK3, and SCAI in CRC. Conclusion: These results suggest a novel function of miR-1290 which may contribute to tumorigenesis and angiogenesis in CRC.

Introduction: The aim of the present study was to assess the psychometric properties of the tool for evaluating attitudes toward educational scholarship from the perspective of faculty members in empowerment programs. Method: The present study is a cross-sectional (descriptive-analytical) study, conducted at Shahid Sadoughi University of Medical Sciences. The Delphi technique was used to evaluate the content and face validity of the Persian version of the questionnaire of Jackson et al 2005. Exploratory factor analysis of the questionnaire was performed for the first time. Internal Consistency test and reproducibility was calculated using Cronbach's alpha, ICC test, respectively. Results: The results of content validity showed that all items of the questionnaire based on the Lawshe table had values greater than 49.0. Quantitative and qualitative validity of the questionnaire was confirmed. The results of confirmatory factor analysis showed that the items were categorized into two categories: self-efficacy and motivation. The reliability of the questionnaire was confirmed by the internal consistency with Cronbach's alpha = 0.93 and ICC = 0.89 of the questionnaire. Conclusion: The results confirmed the validity of tool. Therefore this tool could be useful for the evaluation of supportive-educational programs to empower faculty members. In the present study, two factors of self-efficacy and motivation were identified that point to the importance of motivating faculty members that encourages them to start and continue educational research projects. The self-efficacy factor also increases people's belief in the ability to carry out educational research projects. Educational scholarship, mentoring, psychometrics, faculty member development

Abstract Background The present study was conducted to examine the interns’ perceptions of safety attitude and professionalism and to explore their experiences about adherence to the principles during the COVID-19 pandemic. Method The present study was a mixed-method that was performed in two quantitative and qualitative stages. The medical interns at X University (n = 140) were entered. In the quantitative phase, the assessment of the interns’ Safety Attitudes and Professionalism was conducted by a survey. In the qualitative phase, data were gathered by semi-structured interviews. The experiences of participants were analyzed by the inductive content analysis approach of Graneheim and Lundman. Results Participants’ perception scores on safety attitude and professionalism were 98.02 (14.78). The results were explained in a theme of “weakness in systemic accountability in compliance with professionalism and safety”. The theme included three categories: ‘support system inadequacy’, and ‘null curriculum in safety and professionalism education’. Conclusion The present results showed participants’ perception scores on safety attitude and professionalism were below the moderate level. The systemic issues were explored as influencing factors in the occurrence of unsafe and unprofessional behaviors. They reported the weakness of the support system (individual, teamwork, mental health, well-being, management, and culture), and the null curriculum in education of professional, and safety principles effective on unprofessional and unsafe behaviors. During the COVID-19 pandemic, it is recommended to create mechanisms to support the development of professionalism of healthcare workers, especially, novice providers and students, and pay attention to the safety and professionalism in formal and informal educational programs.

Background: Cancer-associated angiogenesis is a fundamental process in tumor growth and metastasis. A variety of signaling regulators and pathways contribute to establish neovascularization, among them as small endogenous non-coding RNAs, microRNAs (miRNAs) play prominent dual regulatory function in breast cancer (BC) angiogenesis. Aim of Review: This review aims at describing the current state-of-the-art in BC angiogenesis-mediated by angioregulatory miRNAs, and an overview of miRNAs dysregulation association with the anti-angiogenic response in addition to potential clinical application of miRNAs-based therapeutics. Key Scientific Concepts of Review: Angioregulatory miRNA–target gene interaction is not only involved in sprouting vessels of breast tumors but also, trans-differentiation of BC cells to endothelial cells (ECs) in a process termed vasculogenic mimicry. Using canonical and non-canonical angiogenesis pathways, the tumor cell employs the oncogenic characteristics such as miRNAs dysregulation to increase survival, proliferation, oxygen and nutrient supply, and treatment resistance. Angioregulatory miRNAs in BC cells and their microenvironment have therapeutic potential in cancer treatment. Although, miRNAs dysregulation can serve as tumor biomarker nevertheless, due to the association of miRNAs dysregulation with anti-angiogenic resistant phenotype, clinical benefits of anti-angiogenic therapy might be challenging in BC. Hence, unveiling the molecular mechanism underlying angioregulatory miRNAs sparked a booming interest in finding new treatment strategies such as miRNA-based therapies in BC.

Education managers can facilitate the improvement of university management by involving faculty members. They have an important role to play in directing the process of change in educational systems. Managers can drive educational innovation and improvement of developmental programs of universities by creating a motivational atmosphere. Education managers are the most important driving factor in managing the mainstream of education and are effective in motivating faculty members to improve their performance and the educational system. This includes the monitoring of sensitivity of educational activities and the complex protocols of universities, made necessary to meet the expectations, monitor the managers in managerial systems, and evaluate the performance of managers and provide feedback to them. Therefore, it can be said that evaluation in universities is a strategic action and managers of the educational system in the educational leadership process need to recognize their strengths and weaknesses and plan based on the results of evaluation. It is necessary to consider development of management skills, Planning to monitor, provide feedback to improve their performance in educational systems. In Shahid Sadoughi University of Medical Sciences, the evaluation of educational managers was designed and implemented based on a multi-source feedback approach. At Shahid Sadoughi University Evaluation of managers is designed from the view of different stakeholders, including senior managers at the faculty level, as well as the educational teachers and leaders, including faculty members. Evaluation was done in two areas of professional behavior and managerial behavior. Feedback on the results will be sent to the educational managers as performance evaluation report.

Background: Feedback‐based learning (FBL) focuses on guiding the learning process according to educational objectives and the student's needs. This study aimed to investigate surgical nursing students' perceptions and explore their experiences of FBL. Method: The present study used a mixed‐methods sequential explanatory design that was conducted in the quantitative and qualitative phases. Surgical nursing students participated in the quantitative phase (n = 105). In the first phase, students completed two questionnaires about FBL and clinical feedback. Semi‐structured face‐to‐face interviews were used to collect qualitative data in the second phase. Graneheim and Lundman's inductive approaches were used to analyse the qualitative data. Results: The mean (SD) score for students' perception of FBL was 3.99 ± 0.70. The qualitative results were explored in two themes, "motivational support for improvement" and "unpleasant learning". Conclusion: In this study, the positive and negative aspects of FBL were explained. FBL is perceived as a motivational support mechanism to improve students' capabilities during their academic courses and also prepare them for future careers. Conversely, FBL may experience unpleasant learning due to negative feedback and negative emotions. [ABSTRACT FROM AUTHOR]

Recent growing interest in using machine learning for turbulence modeling has led to many proposed data-driven turbulence models in the literature. However, most of these models have not been developed with overcoming non-unique mapping (NUM) in mind, which is a significant source of training and prediction error. Only NUM caused by one-dimensional channel flow data has been well studied in the literature, despite most data-driven models having been trained on two-dimensional flow data. The present work aims to be the first detailed investigation on NUM caused by two-dimensional flows. A method for quantifying NUM is proposed and demonstrated on data from a flow over periodic hills and an impinging jet. The former is a wall-bounded separated flow, and the latter is a shear flow containing stagnation and recirculation. This work confirms that data from two-dimensional flows can cause NUM in data-driven turbulence models with the commonly used invariant inputs. This finding was verified with both cases, which contain different flow phenomena, hence showing that NUM is not limited to specific flow physics. Furthermore, the proposed method revealed that regions containing low strain and rotation or near pure shear cause the majority of NUM in both cases—approximately 76% and 89% in the flow over periodic hills and impinging jet, respectively. These results led to viscosity ratio being selected as a supplementary input variable (SIV), demonstrating that SIVs can reduce NUM caused by data from two-dimensional flows and subsequently improve the accuracy of tensor-basis machine learning models for turbulence modeling. [ABSTRACT FROM AUTHOR]