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Background There is a lack of evidence in the literature regarding the learning outcomes of immersive technologies as educational tools for teaching university-level health care students. Objective The aim of this review is to assess the learning outcomes of immersive technologies compared with traditional learning modalities with regard to knowledge and the participants’ learning experience in medical, midwifery, and nursing preclinical university education. Methods A systematic review was conducted according to the Cochrane Collaboration guidelines. Randomized controlled trials comparing traditional learning methods with virtual, augmented, or mixed reality for the education of medicine, nursing, or midwifery students were evaluated. The identified studies were screened by 2 authors independently. Disagreements were discussed with a third reviewer. The quality of evidence was assessed using the Medical Education Research Study Quality Instrument (MERSQI). The review protocol was registered with PROSPERO (International Prospective Register of Systematic Reviews) in April 2020. Results Of 15,627 studies, 29 (0.19%) randomized controlled trials (N=2722 students) were included and evaluated using the MERSQI tool. Knowledge gain was found to be equal when immersive technologies were compared with traditional learning modalities; however, the learning experience increased with immersive technologies. The mean MERSQI score was 12.64 (SD 1.6), the median was 12.50, and the mode was 13.50. Immersive technology was predominantly used to teach clinical skills (15/29, 52%), and virtual reality (22/29, 76%) was the most commonly used form of immersive technology. Knowledge was the primary outcome in 97% (28/29) of studies. Approximately 66% (19/29) of studies used validated instruments and scales to assess secondary learning outcomes, including satisfaction, self-efficacy, engagement, and perceptions of the learning experience. Of the 29 studies, 19 (66%) included medical students (1706/2722, 62.67%), 8 (28%) included nursing students (727/2722, 26.71%), and 2 (7%) included both medical and nursing students (289/2722, 10.62%). There were no studies involving midwifery students. The studies were based on the following disciplines: anatomy, basic clinical skills and history-taking skills, neurology, respiratory medicine, acute medicine, dermatology, communication skills, internal medicine, and emergency medicine. Conclusions Virtual, augmented, and mixed reality play an important role in the education of preclinical medical and nursing university students. When compared with traditional educational modalities, the learning gain is equal with immersive technologies. Learning outcomes such as student satisfaction, self-efficacy, and engagement all increase with the use of immersive technology, suggesting that it is an optimal tool for education.

Implication statement: The COVID-19 pandemic has limited in-person experiences for medical students, especially in situations involving aerosol-generating procedures. We designed a video in situ simulation to orient students to critical steps in COVID-19 intubation algorithms. Small groups of students were paired virtually with facilitators (faculty and residents) and watched a video of an in situ simulation of emergency staff performing a protected intubation, with discussion points appearing on screen at discrete times. The simple design drives engagement, discussion and allows for scheduling flexibility with no risk to the learners. It can be adapted to several different scenarios or levels of training., Énoncé des implications de la recherche : La pandémie de la COVID-19 a limité les expériences en personne pour les étudiants en médecine, en particulier les interventions qui produisent des aérosols. Nous avons conçu une simulation in situ par vidéo portant sur les étapes critiques des algorithmes de l’intubation dans les cas de COVID-19. De petits groupes d’étudiants, jumelés virtuellement avec des animateurs (enseignants et résidents), ont regardé une vidéo de la simulation in situ d’une intubation sécuritaire effectuée par une équipe d’urgence. À des moments précis de la simulation, des points de discussion apparaissaient à l’écran. Cette formule simple, sans risque pour les apprenants, favorise l’engagement et la discussion et elle permet la planification en toute souplesse. Elle peut être adaptée à plusieurs scénarios et à divers niveaux de formation.

Polygenic scores for educational attainment and related variables, such as IQ and “mathematical ability” are now readily available via direct-to-consumer genetic testing companies. Some researchers are even proposing the use of genetic tests in educational settings via “precision education,” in which individualized student education plans would be tailored to polygenic scores. The potential psychosocial impacts of polygenic scores for traits and outcomes relevant to education, however, have not been assessed. In online experiments, we asked participants to imagine hypothetical situations in which they or their classmates had recently received polygenic scores for educational attainment. Participants prompted to answer multi-choice questions as though they had received their own low-percentile score, compared to a control condition, scored significantly lower on measures of self-esteem and of self-perceived competence, academic efficacy, and educational potential. Similarly, those asked to evaluate a hypothetical classmate as though the classmate had received a low-percentile score attributed significantly lower academic efficacy and educational potential, compared to a control condition. Through possible mechanisms of stigma and self-fulfilling prophecies, our results highlight the potential psychosocial harms of exposure to low-percentile polygenic scores for educational attainment.

Objective: There are not enough studies on the views of nurses responsible in the clinic about school-hospital cooperation. As a result, we conducted our research to learn about the perspectives of responsible nurses on school-hospital collaboration.Methods: This study was carried out to investigate the views of nurses working in two training and research hospitals in İzmir province on school-hospital cooperation between December and March 2021. The nurses in charge received the online questionnaire by e-mail and Whatsapp. The nurses who decided to participate in the study gave their consent online.Results: 94% of the responsible nurses (n=47) believed that school-hospital cooperation is necessary, that is, (n=50) that school-hospital cooperation could be made, 77.6% (n=38) of the responsible nurses believed that hospital services would provide the construction of a school hospital stated. 46.9% (n=23) of the responsible nurses stated that they could contribute to paid theoretical and applied for courses and 89.8% (n=44) stated that they would like to cooperate with the school and hospital for practical training.Conclusion: Our study shows that school-hospital cooperation clearly shows that the responsible nurses stated that they see cooperation as necessary, and they believed that cooperation would be achieved., Amaç: Klinikte öğrencilerden sorumlu olan hemşirelerin okul-hastane iş birliğine yönelik görüşleri hakkında yeterince çalışma bulunmamaktadır. Bu nedenle çalışmamız, sorumlu hemşirelerin okul-hastane iş birliğine yönelik görüşlerinin belirlenmesi amacıyla yapılmıştır.Yöntem: Bu çalışma Aralık- Mart 2021 tarihleri arasında İzmir ilinde bulunan iki eğitim araştırma hastanesinde çalışan sorumlu hemşirelerin okul-hastane iş birliğine yönelik görüşlerini belirlemek amacıyla kesitsel tipte bir araştırma olarak gerçekleştirilmiştir. Araştırmada örneklem seçimine gidilmeyip araştırmaya katılmak isteyen 50 sorumlu hemşire ile araştırma tamamlanmıştır. Sorumlu hemşirelere online ortamda oluşturan anket, e-posta ve Whatsapp aracılığıyla ulaştırılmıştır. Araştırmaya katılmayı kabul eden hemşirelerden online onam alınmıştır.Bulgular: Sorumlu hemşirelerin %94’ü (n=47) okul hastane iş birliğinin gerekli olduğunu, tamamı (n=50) okul hastane iş birliğinin oluşturulabileceğine inandıklarını, %77.6’sı (n=38) okul hastane iş birliğinin oluşmasını hastane bakım hizmetleri yöneticilerinin sağlayacağını belirtmiştir. Sorumlu hemşirelerin %46.9’u (n=23) öğrencilerin teorik ve uygulamalı derslerine katkı verebileceklerini ve %89.8’i (n=44) okul hastane iş birliği yapılmasını istedikleri konuların öğrencilerin pratik eğitimi olduğunu belirtmişlerdir.Sonuç: Çalışmamız, sorumlu hemşirelerin iş birliğini gerekli gördüklerini belirtmeleri ve iş birliği sağlanacağına yönelik inançlarının olması okul hastane iş birliğine açık olduklarını göstermektedir.

Background Given the increasing incidence of neonatal opioid withdrawal syndrome (NOWS), medical student training on substance use disorders (SUDs) and opioid use disorder (OUD) in pregnancy must be augmented. Through the Cuddling Assists in Lowering Maternal and Infant Stress (CALM) service-learning program, medical students attend SUD-related didactics and provide monthly cuddling services to infants with NOWS. Objective: This study examines the impact of CALM on medical students’ attitudes toward individuals with SUDs and self-reported comfort with clinical skills related to caring for this population. Methods Self-reported pre- and post-survey data was collected at the beginning and end of an academic year from the intervention group, CALM cuddlers, and the control group, non-cuddlers for 2 years. Mean total survey scores and individual survey questions using a 3-point Likert scale were compared before and after 1 year of participation for cuddlers and for non-cuddlers using paired t-tests and two sample t-tests. Results The mean total score increased for cuddlers after participation in the intervention (MD 0.13, SD 0.26, p = 0.03). Mean scores for the comfort-related subset of questions also increased significantly for cuddlers after participation in the intervention (MD 0.22, SD 0.41, p = 0.01). Cuddlers felt more comfortable discussing substance use with appropriate language (72.0% vs 51.5%, p = 0.03), talking with patients about substance use (72.0% vs 36.0%, p = 0.01), and asking about substance use or recovery (80.0% vs 48.0%, p = 0.01). Conclusion OUD- and NOWS-related service-learning positively impacts student attitudes and self-reported comfort with skills related to caring for individuals with SUDs, such as communicating about substance use.

Telehealth has become an increasingly important part of health care delivery, with a dramatic rise in telehealth visits during the COVID-19 pandemic. Telehealth visits will continue to be a part of care delivery after the pandemic subsides, and it is important that medical students receive training in telehealth skills to meet emerging telehealth competencies. This paper describes strategies for successfully integrating medical students into telehealth visits in the ambulatory setting based on existing literature and the extensive experience of the authors teaching and learning in the telehealth environment.

Community engagement during medical education can assist in helping students to obtain the competencies necessary to be a successful community-centered physician. There is an increasing need for physicians to learn about community issues and to understand diverse community perspectives to more effectively improve the health of the community. The necessity of community engagement in medical education to address society’s health challenges is emphasized across the globe. In this article, authors share 12 tips for successfully implementing community engagement in medical student education. The tips were based on a comprehensive literature review and the authors’ experiences developing and implementing a community-engagement program, which incorporates a required two-year community-engaged scholarly project.

At present, we have ushered in the era of rapid and vigorous development of new media. A variety of new media technologies are emerging in our lives, which are highly praised by students. How to combine student education with new media organically is a challenge for the Continuing Education College. In this paper, with the WeChat official account of the School of Continuing Education of Guangdong University of Science and Technology as the case, the fact that in the new era and the new normal, how the School of Continuing Education uses the WeChat official account to analyze the role played by the public account in a series of relevant measures to promote regional education is deeply analyzed.

Chromatology in the field of design status is increasingly prominent, through the training of painting chromatology to improve the students’ design color expression, creativity to meet the needs of modern development, has become the focus of the discussion. In teaching, chromatology should not only stay in a single surface color, but also be combined with the Chinese and Western cultural painting colors. The structure and concept of color in Chinese and Western art should be systematically studied, and specialized subjects should be adopted to continue the study of subjective color training, so as to try to express one’s feelings to the objective world through painting color and create the expression form of traditional painting color in contemporary Chinese and Western art. Combined with the professional training of design ketone, the subjective color and high pressure color aesthetic taste will be gradually formed, and the cultural connotation of design will be enhanced.

Citomegalovirus pripadnik je obitelji herpesvirusa. Pokazuje visoku seroprevalenciju u cijelom svijetu i uzrokuje bolesti i u djece i u odraslih. Najčešći je uzročnik kongenitalnih infekcija. Cilj ovog istraživanja bio je analizirati znanje među studentima medicine viših godina u Republici Hrvatskoj o samoj kongenitalnoj infekciji. U istraživanje su uključena 602 studenta oba spola sa četiri Sveučilišta, a provedeno je putem upitnika. Upitnik se sastojao od demografskih podataka, pitanja s jednim točnim odgovorom i kategorijama pitanja s više točnih odgovora o citomegalovirusnoj infekciji. Najviše ispitanika čine studentice 6. godine sa Sveučilišta u Zagrebu. Prosječna razina znanja iznosila je 50.84% što upućuje na općenito nisko znanje studenata o ovoj infekciji. Uspoređivalo se znanje studenata prema spolu, godini studija, fakultetu, statusu ispita iz Infektologije i područjima interesa unutar medicine. U ukupnom broju bodova nije pronađena statistički značajna razlika prema ijednom od ovih parametara, a u pojedinim kategorijama u kojima je proveden upitnik (prijenos, simptomi, dijagnostika, terapija i prevencija) pronađene su statistički značajne razlike koje sveukupno ukazuju na najlošiju razinu znanja studenata Sveučilišta u Osijeku. Općenito, treba istaknuti važnost prevencije bolesti, a ovdje su rezultati pokazali vrlo nisko znanje. Za Republiku Hrvatsku 27.6% ispitanika zna da ne postoji metoda probira na cCMV, a 56.5% posto zna da ne postoji cjepivo. Sveukupno, rezultati ovog istraživanja pokazuju nisku razinu znanja i osviještenosti o cCMV infekciji koja može imati teške i dugotrajne posljedice. Stoga je važno pravodobno educirati studente o ovoj bolesti kako bi ona u budućnosti bila na vrijeme prepoznata i liječena., Cytomegalovirus is a member of the herpesviridae family. It shows a high seroprevalence worldwide and it causes disease in both children and adults. It is the most common cause of congenital infections. The aim of this study was to assess the knowledge among 4th, 5th and 6th year medical students in the Republic of Croatia about the congenital infection itself. The study included 602 students of both sexes from four universities and was conducted through a questionnaire. The questionnaire consisted of demographic data, multiple choice questions and multiple response questions in various categories about the cytomegalovirus infection. Most of the respondents were female 6th year students from the University of Zagreb. The average level of knowledge was 50.84%, which indicates a generally low level of knowledge about this infection. Students' knowledge was compared by gender, year of study, faculty, exam status in the course of Infectious Diseases and interests in medical fields. No statistically significant difference was found in the total number of points according to any of these parameters, but in some categories in which the questionnaire was conducted (transmission, symptoms, diagnostics, therapy and prevention) statistically significant differences were found, which indicate the lowest level of knowledge in University of Osijek students. In general, the importance of disease prevention should be emphasized, and here the results showed a very low level of knowledge. For the Republic of Croatia, 27.6% of the respondents knew that there was no screening method for cCMV, and 56.5% knew that there was no vaccine. Overall, the results of this research show a low level of knowledge and awareness about the cCMV infection that can have severe and long-lasting consequences. This leads to a conclusion that it is important to educate students about this disease, so that it can be recognized and treated in time in the future.

Background High-quality workplace-based assessments are essential for competency-based surgical education. We explored education leaders’ perceptions regarding faculty competence in assessment. Methods Surgical education leaders were surveyed regarding which areas faculty needed improvement, and knowledge of assessment tools. Respondents were queried on specific skills regarding (a)importance in resident/medical student education (b)competence of faculty in assessment and feedback. Results Surveys (n = 636) were emailed, 103 responded most faculty needed improvement in: verbal (86%) and written (83%) feedback, assessing operative skill (49%) and preparation for procedures (50%). Cholecystectomy, trauma laparotomy, inguinal herniorrhaphy were “very-extremely important” in resident education (99%), but 21–24% thought faculty “moderately to not-at-all” competent in assessment. This gap was larger for non-technical skills. Regarding assessment tools, 56% used OSATS, 49% Zwisch; most were unfamiliar with all non-technical tools. Summary These data demonstrate a significant perceived gap in competence of faculty in assessment and feedback, and unfamiliarity with assessment tools. This can inform faculty development to support competency-based surgical education.

Author(s): Mansour, Ibrahim; Dyer, Sean; Chhabra, Neeraj | Abstract: Introduction: Clinical rotations in emergency medicine (EM) can be challenging for medical students because of the lack of continuity with attending physicians. To overcome this challenge, institutions have started to match a student’s schedule with that of a resident, referred to as “paired shifts.” We sought to pilot and compare two schedule formats for fourth-year medical students (MS4) – a resident-paired shifts (RPS) and a traditional resident-unpaired shifts (RUS) schedule.Methods: This prospective, crossover trial included MS4s rotating in the emergency department over four consecutive four-week blocks. Each MS4 was assigned two weeks using the RUS schedule and two weeks with the RPS schedule, alternating the format order each month. At the end of the rotation students were anonymously surveyed regarding the differences in learning experience, their ability to showcase their knowledge and clinical skills, and familiarity with the residency program with the two formats.Results: The response rate was 47 of 58 students (84%). Respondents indicated that RPS resulted in more teaching time (64.6% RPS vs 8.3% RUS), a better overall educational experience (68.8% RPS vs 8.3% RUS), and a greater ability to showcase their medical knowledge (52.1% RPS vs 6.3% RUS). Additionally, students felt that the program was better able to evaluate them (66.7% RPS vs 10.4% RUS) and they were better able to better evaluate the program (66.7% RPS vs 6.3% RUS) in the RPS format.Conclusions: When compared to traditional RUS during an MS4 rotation, a RPS format provided students with the perception of an improved learning experience, ability to showcase knowledge, and familiarity with the residency program without sacrificing teaching from attending physicians.

Purpose The COVID-19 pandemic resulted in the cancelation of traditional on-site clinical rotations for medical students across the country. Radiology educators have had to rapidly adapt to a new, virtual educational landscape. We describe our experience restructuring a Trauma and Emergency Radiology Elective to an online format and present survey data obtained from students who completed the course. Methods This elective is a 4-week course offered to third and fourth year medical students at a large Level 1 Trauma Center. Changes to the traditional rotation included assigning an increased number of self-study educational resources, independent review of unknown cases using a virtual workstation, and online interactive conferences. At the conclusion of each block, students were asked to complete post-course feedback surveys. Results Thirteen students enrolled in this online course; 92% submitted post-course surveys. Students strongly agreed that the course was clinically relevant, with accessible, engaging material (average score, 4.92/5), and 91.7% of students were very likely to recommend this rotation to others. Students reported improved post-course confidence in ordering and interpreting imaging studies. A majority (60%) of students who had previously taken an on-site course would have preferred a course that combined traditional and online learning elements. Conclusions The success of our online rotation highlights the merits of self-directed learning and flipped-classroom techniques. Many of the principles incorporated into this course could be applied and/or modified to increase medical student engagement when students return to the hospital. Supplementary Information The online version contains supplementary material available at 10.1007/s10140-020-01874-2.

We describe the implementation of a novel virtual educational program for medical students, Radiation Oncology Virtual Education Rotation (ROVER), and its effect on student interest and knowledge in radiation oncology.ROVER comprised a series of virtual educational panels with case-based discussions across disease sites tailored to medical students. The panels were moderated by radiation oncology residents and included faculty panelists from academic radiation oncology programs across the country. Student pre- and postsession surveys were collected. Paired t tests were used to compare the pre- and postsession assessment results.Six ROVER sessions were held from June 4, 2020, to August 20, 2020, with a total of 427 medical students registering for at least 1 session. Of these, 231 students attended at least 1 session, with 140 completing at least 1 postsession survey (60.6% response rate). Fourth-year medical students were the largest group represented among attendees (32.0%). Most attendees had exposure to radiation oncology (78.8%) before the sessions. The majority of students signed up for these sessions for education (90.6%). Some students signed up for the sessions to help with specialty selection (30.9%) and to network (30.4%). Medical students' understanding of the role of radiation oncology in each disease site (breast, sarcoma, central nervous system, pediatrics, gastrointestinal, genitourinary, gynecologic, lymphoma, lung, and head and neck) was improved by attending each session (pre- vs postsession; P.0001 for all disease sites). Over three-quarters of respondents stated they were considering applying or were likely to apply to radiation oncology both before and after the sessions.ROVER improved medical student perceived knowledge of radiation oncology across all disease sites covered. ROVER fulfills a need for a national medical student education platform for radiation oncology. Future work is warranted to augment virtual and open educational platforms to improve access to radiation oncology education.

This paper discusses an enhancement project completed at two Universities in the United Kingdom (UK). It is an example of contributing student pedagogy [9], exploring why whilst teamworking is valued by employers, its inclusion is less well received by learners themselves [2, 14, 25]. The work began as part of the Cardiff University Student Education Innovation Projects (CUSEIP) Scheme which provides opportunities for staff and placement students to work collaboratively on learning and teaching projects. The work explores learners’ perceptions and experiences of teamworking before and as part of taught courses which are then intercalated into an evolving set of guidelines and used to inform further enhancements. The original guidelines were developed by the CUSEIP student. The approach and outcomes will be of interest to others engaged in the delivery and enhancement of student teamwork within computing related programmes and potentially other disciplines.

Background: The full impact of the COVID-19 global pandemic has yet to be seen, yet medical education has already been critically disrupted. As U.S. hospitals were forced to aggressively limit non-essential care to preserve personal protective equipment and minimize COVID-19 exposure, in-person education and hands-on training was nearly eliminated for students. The objective of this study was to immediately and comprehensively investigate the impact of the COVID-19 pandemic on medical student education. Medical students in the U.S. were invited to complete an online survey about the impacts of the COVID-19 pandemic on their medical education experience. Students provided basic demographic information and answered questions about the impact of COVID-19 on their training/education, finances, and mental health. Results: Medical students reported nearly 18 fewer hours of patient care per week, an immediate switch to virtual learning (74%) along with grading changes (62%), and widespread cancellation of national exams. Additionally, 55% of fourth year students graduated early to provide direct clinical care. Students across years felt that changes from the pandemic would negatively affect their residency applications and that upcoming rotations would be impacted (p

В статье рассматривается модель гуманитарного образования в современном информационном обществе, ее полезность для работы и практики студентов гуманитарных дисциплин, соблюдение стандартов преподавания гуманитарных дисциплин. Анализируется роль классического университета в реализации модели гуманитарного образования. The article considers the feasibility of humanitarian education in the modern information society. Its usefulness for the work and practice of students in humanities. Adherence to standards for teaching humanities. The role of the classical university in the implementation of the model of humanitarian education is analyzed.

Objective The COVID-19 pandemic significantly altered medical student education. The ability for students to be a part of the operating room team was highly restricted. Technology can be used to ensure ongoing surgical education during this time of limited in-person educational opportunities. Design We have developed an innovative solution of securely live-streaming surgery with real-time communication between the surgeon and students to allow for ongoing education during the pandemic. Results We successfully live-streamed multiple different types of neurosurgical operations utilizing multiple video sources. This method uses inexpensive, universal equipment that can be implemented at any institution to enable virtual education of medical students and other learners. Conclusions This technology has facilitated education during this challenging time. This technological set-up for live-streaming surgery has the potential of improving medical and graduate medical education in the future.

Purpose: The purpose of the research of this problem is to obtain relevant information about the features of student education in small groups, as well as to develop recommendations for improving the educational process.

10995/27938 Автор предлагает к рассмотрению опыт организации процесса проектирования с целью углубления некоторых компетенций будущих магистров дизайна в области экологии. Оценивание лично спроектированного объекта с позиции экологии заставляет порассуждать о целесообразности выбранных материалов и технологий. The author proposes to consider the experience of organizing the design process in order to deepen some of the competencies of future masters of design in the field of ecology. Evaluation of an already designed object from the standpoint of ecology forces us to speculate about the appropriateness of the selected materials and technologies.

Artykuł przedstawia rolę projektów socjalnych w kształceniu przyszłych pracowników socjalnych. Realizacja działań projektowych pozwala na przygotowanie wszechstronnie wykształconego, przyszłego specjalisty, który posiada interdyscyplinarną wiedzę i szeroki wachlarz kompetencji społecznych pozwalających na skuteczne podejmowanie aktywności. Przygotowanie i realizacja projektów socjalnych wymaga od studentów wzięcia odpowiedzialności za podjęte decyzje oraz pełnienia różnych funkcji pozwalających na zweryfikowanie gotowości do przyszłej pracy zawodowej. Celem artykułu jest zwrócenie uwagi na ogromną wartość realizacji projektów socjalnych w toku kształcenia akademickiego oraz prezentacja struktury i wybranych projektów realizowanych przez studentów kierunku praca socjalna Katedry Nauk Socjologicznych i Pracy Socjalnej Instytutu Nauk Pedagogicznych Uniwersytetu Opolskiego., The article presents the role of social projects in educating future social workers. The implementation of project activities allows the preparation of a comprehensively educated, future specialist who has interdisciplinary knowledge and a wide range of social competences enabling effective undertaking of activities. Preparation and implementation of social projects requires students to take responsibility for decisions taken and to perform various functions that allow verification of readiness for future professional work. The aim of the article is to draw attention to the huge value of social projects in the course of academic education and to present the structure and selected projects implemented by students of the Social Work of the Department of Sociological Sciences and Social Work of the Institute of Pedagogical Sciences of the Opole University.

Aiming at the demand of artificial intelligence popularization education, this paper designs and implements a web-based a-algorithm visual assistant teaching system. The system realizes the functions of algorithm visualization teaching, adaptive test, learning navigation based on knowledge map, knowledge recommendation and so on. This paper introduces the system structure design, algorithm visualization process, adaptive test based on learner model and knowledge map, knowledge recommendation and other key issues. Calligraphy is one of the quintessence of Chinese excellent traditional culture, and the writing level is the concentrated embodiment of one's comprehensive quality. The 2017 edition of the new curriculum standard strongly advocates the integration of excellent traditional culture into all aspects of student education. But in recent years, with the rapid development of artificial intelligence technology, calligraphy teaching in primary schools has encountered unprecedented challenges and opportunities.

As ultrasound has gained popularity with improving technology and ease-of-use, a push has been made to integrate ultrasound into the medical school curriculum. Many institutions are reporting one- to four-year integrated ultrasound curricula to augment anatomy and pathophysiology teaching. Our goal was to integrate a thyroid ultrasound scanning session into the endocrinology block of our institution’s medical school curriculum to enhance medical student understanding of thyroid anatomy and pathophysiology. We conducted a prospective, single-center cohort (pre-experimental) study to evaluate student performance and knowledge acquisition using a pretest-posttest design. These multimodal sessions, consisting of a didactic, hands-on scanning sessions, and knowledge integration tests, covered ultrasound technique and thyroid evaluation and advanced to diagnosing an abnormal thyroid and working up a thyroid nodule. There were 26 to 27 second-year medical students per session who rotated between three stations proctored by credentialled physicians. Students participated in hands-on scanning of patients with or without thyroid pathology at each station. Out of the 209 students who participated in the ultrasound sessions, 114 (54.5%) consented to participate in the research project and completed both the pretest and posttest. Test data from the 114 students showed a mean pretest score of 57.5% ± 14.6% and the mean posttest score of 73.9% ± 17.4%. They had a 16.5% ± 19.6% (p < 0.001) increase in score between the two tests. Our study demonstrates that a multimodal thyroid ultrasound scanning session is an effective tool to augment the medical school endocrinology curriculum and to improve students’ knowledge of thyroid anatomy, pathophysiology, and diagnostic workup of thyroid nodules.

This chapter explores the theories and histories of the holistic educational paradigm. Beginning with a description of the theoretical structures that underpin the holistic educational viewpoint, it lays the groundwork to understand how pedagogies as diverse as Waldorf, Montessori, Democratic Free Schooling, and homeschooling are connected by a common set of paradigmatic assumptions. Following brief summaries of the origins of these traditions, key aspects of practice and highlights from research carried out in each pedagogy are discussed. Concluding remarks draw connections between the fundamental convictions that gave rise to these pedagogies and the needs of educators in diverse contexts today.

Background During the COVID-19 emergency, medical students were mandated to remain home, creating challenges to providing education remotely for third-year clinical rotations. This study aims to assess student reception and investigate objective outcomes to determine if online learning is a suitable alternative. Methods Medical students enrolled in the third-year surgical clerkship during COVID-19 were asked to participate in a survey. 19 of 27 (70%) students participated. Content, faculty-led lectures, and resident-led problem-based learning (PBL) sessions were assessed using a ten-point Likert scale. National Board of Medical Examiners (NBME) examination, weekly quiz, and oral examination scores were compared to previous years. Student t-tests compared the groups. Results The median age was 25 years. Comparing in-person to electronic sessions, there was no difference in effectiveness of faculty sessions preparing students for NBME (6.2 vs. 6.7, P = .46) or oral examinations (6.4 vs. 6.8, P = .58); there was also no difference in resident-led PBL sessions preparing students for NBME (7.2 vs. 7.2, P = .92) or oral examinations (7.4 vs. 7.6, P = .74). Comparing this group to students from the previous academic year, there was no difference in weekly quiz (85.3 vs. 87.8, P = .13), oral examination (89.8 vs. 93.9, P = .07), or NBME examination (75.3 vs. 77.4, P = .33) scores. Discussion Surgical medical didactic education can effectively be conducted remotely through faculty-led lectures and resident-led PBL sessions. Students did not have a preference between in-person and electronic content in preparation for examinations. As scores did not change, electronic education may be adequate for preparing students for examinations in times of crisis such as COVID-19.

Background: The first two years of medical student education relies on textbooks and lectures for a foundation of knowledge that must be expounded upon in the latter two years. However, this doesn’t mean that students should be constrained to a narrow usage of their intelligence for exam questions, rather they can begin to think about using their knowledge in a clinical setting from the beginning. We researched eight prevalent pathogens that have a higher probability of being encountered by a physician by using real life examples from case reports from around the world. We condensed the materials into a team-based learning (TBL) activity with thought provoking questions related to the case in particular and to fundamental principles of microbiology and immunology as a whole. Approach: We searched extensively through online databases to locate clinical case reports that weren’t too uncommon or too simple. Next, we built a TBL activity using the case report as the framework with clinical presentation, lab values, and images in a certain order that would resemble the way that the physician encountered it. A mixture of questions from simple identification to complex mechanisms were asked along with review of other similar pathogens and relevant pharmacology. Along with every activity, a small abridged review of the pathogen was written after researching and consulting appropriate literature. The review included the most clinically significant information to supplement the TBL activity such as history, epidemiology, transmission, disease, diagnosis, and treatment of the pathogen. Future implications: These TBL activities can be utilized in future host defense course as a way for students to test their understanding while exploring a more clinically relevant scenario. Hopefully, students will appreciate the real world application of their expansive knowledge, and apply their newly developed understanding in rotations, residency, and even their medical practice.

Based on the autonomous practice by FIF oral training app, this paper discusses the specific implementation and effect of peer education in non English major college students from the formulation of peer education plan, the establishment of team management mechanism and the selection and training of student tutors. The results show that the implementation of peer education can effectively mobilize the enthusiasm of students to practice oral English, increase their time investment in oral English practice, and promote the accuracy of pronunciation, the fluency of reading as well as the output of language. It is proved that peer education is a new way of student education, which can be applied and promoted.

O objetivo deste estudo é analisar as características da docência universitária na pandemia de Covid-19 que favoreceram a transição de estudantes ao ensino superior. Oito ingressantes, de ambos os sexos, foram entrevistados e dos dados, analisados qualitativamente, destacam-se: as adaptações pedagógicas realizadas no ensino remoto, as interações professor-aluno, o compromisso com a formação do aluno e o reconhecimento da qualidade da docência universitária como facilitadora da transição ao ensino superior. Tais resultados reafirmam o papel dos professores na aprendizagem e na permanência dos calouros, mas indicam a urgência em se pensar nas implicações políticas e sociais do ensino remoto emergencial, inclusive sobre a docência universitária na pandemia, com sobrecarga de trabalho do professor e pouco espaço para o seu desenvolvimento profissional.

Physicians have difficulty recognizing and diagnosing disorders of primary hemostasis. The root of this may lie in their education, where students are often taught hemostasis using static graphics. We aimed to create a didactic animation on primary hemostasis for medical students to be used in North American medical schools. To promote widespread use of the animation, we surveyed hemostasis educators from Canada and the US on the animation’s learning objectives. The animation’s script and storyboard were developed using the Animation Processing Model (APM), a psychological processing model that addresses the perceptual limitations of learners. This animation is the first biomedical animation to use the APM in its design. Furthermore, this is the first didactic hemostasis animation which sought peer consensus for its learning objectives.

Rationale and Objectives The coronavirus disease 2019 (COVID-19) pandemic has resulted in significant changes to medical student education by disrupting clinical rotations, licensing exams, and residency applications. To evaluate the pandemic's impact and required modifications of radiology medical student courses, the authors developed and administered surveys to Alliance of Medical Student Educators in Radiology (AMSER) faculty and enrolled medical students. The surveys requested feedback and insight about respondents’ experiences and innovations. Materials and Methods Anonymous twenty-question and seventeen-question surveys about the pandemic's impact on medical student education were distributed via email to AMSER members and medical students. The surveys consisted of multiple choice, ranking, Likert scale, and open-ended questions. Differences in the Likert score agreement was performed using one-sided Wilcoxon-Mann-Whitney tests. Survey data were collected using SurveyMonkey (San Mateo, California). This study was IRB exempt. Results The AMSER survey indicated 96% of institutions cancelled medical student courses and 92% resumed with virtual courses, typically general radiology. A total of 64% of faculty enjoyed online teaching, although 82% preferred on-site courses. A total of 62% of students felt an online radiology course was an excellent alternative to an on-site rotation, although 27% disagreed. A total of 69% of students who completed both on-site and online courses preferred the on-site format. Survey-reported innovations and free response comments have been collated as educational resources. Conclusion Faculty were able to adapt radiology courses to the online environment utilizing interactive lectures, self-directed learning, flipped classroom sessions, and virtual readouts, which were effective for student respondents. Hybrid rotations with on-site and online elements may offer the best of both worlds.

As nearly a million university students start term this month, UK medical schools face a perfect storm of financial problems that could dramatically affect student education, reports Stephen Armstrong

RATIONALE AND OBJECTIVES: In response to the COVID-19 pandemic reducing medical student presence on clinical services and in classrooms, academic institutions are utilizing a virtual format to continue medical student education. We describe a successful initial experience implementing a virtual elective in interventional radiology (IR) and provide the course framework, student feedback, and potential improvements. MATERIALS AND METHODS: A 2-week virtual IR elective curriculum was created utilizing a combination of synchronous and asynchronous learning and the "flipped" classroom educational model. Students virtually participated in daily IR resident education conferences, resident-led case review sessions, and dedicated lectures. Asynchronous prelearning material consisted of text and video correlating to lecture topics. Anonymous precourse and postcourse surveys were sent to all participating students (n = 10). RESULTS: Ten students (100%) completed precourse and seven (70%) completed postcourse surveys. Enrolled students were considering residencies in surgery (50%), internal medicine (40%), interventional radiology (30%), and/or diagnostic radiology (30%). Students' understanding of what IRs do and the procedures they perform (p < 0.001), when to consult IR for assistance in patient management (p = 0.005), and the number of IR procedures students could recall (p = 0.015) improved after the course. Case-review sessions and virtual lectures ranked as having the highest education value. Students recommended additional small-group case workshops. CONCLUSION: This successful virtual IR elective provides a framework for others to continue IR medical student education during the pandemic and grow the specialty's presence within an increasingly virtual medical school curriculum. The described model may be modified to improve IR education beyond the COVID-19 era.

A review of a variety of European guidelines for the assessment of medical students and their education, progression and preparedness for practise post-medical school. The various approaches were compared and contrasted with the advantages and disadvantages of each being evaluated. Their approaches towards emergency situation preparedness, or lack thereof, were also assessed.

The concept of Entrustable Professional Activities, recently pioneered in medical education, has emerged to support the implementation of competency-based education. Although competency-based frameworks are widely used in healthcare professional education to develop outcomes-based curricula, assessment of student competency in professional placement settings remains challenging. The novel concept of Entrustable Professional Activities together with established methods of competency assessment, namely e-portfolios and self-assessment, was implemented in the "[La Trobe University Dietetic program in 2015-2016. This study aimed to appraise the e-portfolio and evaluate the use of Entrustable Professional Activities to assess competence. A mixed-methods evaluation, using qualitative and quantitative surveys with follow-up structured consultations, was conducted with final year dietetics students and their supervisors. Dietetics students were comfortable with Entrustable Professional Activities and competency-based assessment, whereas supervisors preferred Entrustable Professional Activity based assessment. All stakeholders valued student self-assessment and the ongoing use of structured e-portfolios to develop and document competency. The use of structured e-portfolios, student self-assessment, and the emerging concept of Entrustable Professional Activities are useful tools to support dietetics student education in professional placement settings.

The process by which NASA’s Aeronautics Research Mission Directorate (ARMD) interacts with the university community has been augmented with the introduction of the University Leadership Initiative (ULI). ULI represents a new approach that asks universities to propose what they want to work on as long as it is in line with the ARMD’s vision for aviation. In ULI, NASA is seeing academia working with industry to solve important aviation problems. Multi-disciplinary, multi-university teams are researching diverse and relevant topics spanning the various ARMD strategic thrusts. Undergraduate and graduate student involvement in ULI research is already having a significant impact in student education and next generation workforce development. Through ULI, ARMD seeks to develop several novel technologies that will complement the NASA-internal portfolio.

Academic programs are trying to implement edge technologies on their Bachelor’s and Master’s degrees offerings. In this paper authors present the experience of a dedicated electromobility research project and its alternative use for academic purposes. A case study is selected in a university in Chile, where the design of a new laboratory that serves for e-mobility research and for careers activities is described as an example of a long-term academic strategy. The numerous activities derived from a governmental funded academic research represents a parallel opportunity for continuous student education on high tech fields, in such a way that active student participation is highlighted as a successful academic knowledge transfer. In a period of nine months, over nineteen students from Bachelor’s Degree in Electrical Engineering and Bachelor’s Degree in Automotive Engineering have direct participation, through student internships and four final degree projects are being developed.

Objectives The coronavirus disease 2019 pandemic has halted in-person medical student education in many large academic centers, including the University of Washington. We identified a unique opportunity to bring comprehensive and targeted anatomic pathology training to large numbers of medical students who would not receive it otherwise but also need credited coursework. Methods We developed a comprehensive 2-week remote-learning course encompassing lectures, virtual slides, discussion groups, and unique case-based activities. Activities are tailored to the nonpathologist future clinician, emphasizing basic microscopy and pathology terminology. We employ multiple strategies and technologies to increase engagement while distance learning, including screen annotation, “flipped classroom” slide presentations, and repetition of common themes. Results Given 13 virtual courses to choose between 13% of students enrolled in our course (70 of our 540 rising third- and fourth-year students), a nearly 10-fold increase in average pathology rotators. Conclusions This is an unprecedented opportunity to provide tailored anatomic pathology instruction, both helping our medical students continue training during crisis and illuminating the field of pathology for our future colleagues. Preliminary results have been overwhelmingly positive regarding understanding of pathology concepts as well as attitudes toward pathology.

Background Interns play a key role in medical student education, often observing behaviors that others do not. Their role in assessment, however, is less clear. Despite accreditation standards pertaining to residents’ assessment skills, they receive little guidance or formal training in it. In order to better prepare residents for their role in medical student assessment, we need to understand their current experience. Objective We aimed to describe the first-year resident experience assessing students’ performance and providing input to faculty for student clinical performance assessments and grades in the inpatient setting. Methods Pediatric interns at Children's National Hospital (CN) from February 2018 to February 2019 were invited to participate in semistructured interviews about their experience assessing students. Constant comparative methodology was used to develop themes. Ten interviews were conducted, at which point thematic saturation was reached. Results We identified 4 major themes: 1) Interns feel as though they assess students in meaningful, unique ways. 2) Interns encounter multiple barriers and facilitators to assessing students. 3) Interns voice varying levels of comfort and motivation assessing different areas of student work. 4) Interns see their role in assessment limited to formative rather than summative assessment. Conclusions These findings depict the intern experience with assessment of medical students at a large pediatric residency program and can help inform ways to develop and utilize the assessment skills of interns.