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Aim: The 1st European Workshop on Periodontal Education in 2009 made recommendations regarding the scope of periodontal education at undergraduate (UG), postgraduate (PG) and continuing professional development (CPD) levels, defining competencies and learning outcomes that were instrumental at the time in helping to define periodontal teaching curricula. The 19th European Workshop on Periodontology and 2nd European Consensus Workshop on Education in Periodontology (Education in Periodontology in Europe) was held in 2023 to identify changes and future developments in periodontal education (including those informed by the COVID‐19 pandemic) and embracing methods and formats of periodontal teaching and training. The aim of this review was to assess current knowledge regarding education methods in periodontology, including traditional face‐to‐face (F2F) teaching and the move to student‐centred methods, virtual learning methods and use of digital technology, as well as blended teaching and learning (including teaching delivery and assessment) at UG, PG and CPD levels. Materials and Methods: Systematic searches were conducted to identify relevant studies from the literature. Data were extracted and descriptive summaries collated. Results: The pandemic was a major disruptor of traditional F2F teaching but provided opportunities for rapid implementation of alternative and supplementary teaching methods. Although online learning has become an integral part of periodontal education, teachers and learners alike favour some form of F2F teaching. Blended teaching and learning are feasible in many areas of periodontal education, both for knowledge and skills acquisition as well as in assessment. Student‐centred methods and blended approaches such as the flipped classroom seem highly effective, and online/virtual classrooms with both synchronous and asynchronous lectures are highly valued. Learning with haptic methods and virtual reality (VR) enhances the educational experience, especially when VR is integrated with traditional methods. The quality of the teacher continues to be decisive for the best knowledge transfer in all its forms. Conclusions: Live F2F teaching continues to be highly trusted; however, all types of student‐centred and interactive forms of knowledge transfer are embraced as enhancements. While digital methods offer innovation in education, blended approaches integrating both virtual and traditional methods appear optimal to maximize the achievement of learning outcomes. All areas of periodontal education (UG, PG and CPD) can benefit from such approaches; however, more research is needed to evaluate their benefits, both for knowledge transfer and skills development, as well as in assessment. [ABSTRACT FROM AUTHOR]

Digital technology creates new opportunities to design multisensory learning experiences. Evidence suggests that digital innovation can greatly benefit health education, including nutrition programs. The COVID-19 pandemic disrupted the education sector, forcing schools to modify standard practices from exclusively in-person delivery to online or blended learning. Digitalized curriculums became particularly useful as an Emergency Remote Teaching tool. This article focuses on developing and implementing a multimedia, multisensory, and scalable Hip-Hop Healthy Eating and Living in Schools (H.E.A.L.S.) Nutrition–Math Curriculum (NMC). NMC comprises 20 lessons—music-based multimedia resources used in the classroom or at home. Fourteen lessons represent self-directed online modules (asynchronous learning) hosted on a Learning Management System (LMS) called "Gooru." The remaining six lessons are teacher-facilitated (in person or using Zoom) review sessions (synchronous learning). The article discusses (1) the development of NMC through the lens of the Multisensory Multilevel Health Education Model (MMHEM), (2) the high acceptability of NMC evaluated using a mixed-methods design among minoritized fifth-grade students attending an after-school program, and (3) the students' completion and mastery rates of the NMC modules based on LMS data. Multimedia nutrition education programs integrated with common core curriculum content, such as NMC, may be a promising avenue for disseminating health education to minoritized children living in New York City and similar high fast-food density cities. [ABSTRACT FROM AUTHOR]

There is a wide gap between what research evidence identifies as effective reading intervention and what is currently offered in schools. This effectiveness study reports the results of a long-term research/school system partnership that is implementing reading intervention for children with reading difficulties in Canadian community schools. In Study 1, growth-curve analyses revealed significant long-term shifts in the reading trajectories of children (n = 731) from Kindergarten to Grade 5 as a function of receiving the Empower™ Reading: Decoding and Spelling intervention. Long-term outcomes were higher in children who received intervention in Grade 2 than in Grade 3, supporting the benefit of earlier intervention. In Study 2, we compare reading outcomes before and after children participated in school system-led intervention (Empower™ Reading, n = 341) to results from previously reported researcher-led intervention and business-as-usual controls. Children in both school system-led and researcher-led interventions showed greater improvement than controls on standardized measures of decoding and reading comprehension. Among school system participants, greater gains were seen for those with stronger reading skills at pre-test. Findings demonstrate successful school system implementation of research-originated and validated reading intervention. Researcher/school system partnerships may be integral in closing the research–practice gap. [ABSTRACT FROM AUTHOR]

Lack of sexual health knowledge among Saudi Arabian adolescents suggests the need for investigation into the sexual health education curriculum provided in schools. This study explored the dominant ideologies that shape sexual health education discourse in Saudi Arabia. To date, there have been few analyses of the ideologies underpinning Saudi Arabia's school curriculum and the approach that is taken to teaching about sexual health. Examining the ideologies informing sexual health education in Saudi schools can assist in a shift towards more comprehensive approaches. In this study, critical discourse analysis was used to identify the underlying ideologies present within Saudi school curricula as they relate to sexual health education. Our findings suggest that conservative ideology dominates sexual health education discourse. Significantly, it is more strongly present in the curricula available to girls and young women. Sexual health education's discourse currently reflects social/cultural perspectives and avoids the inclusion of more comprehensive health-related information that would better enable young people to protect their health. [ABSTRACT FROM AUTHOR]

Purpose: This paper evaluated an electronic service-learning (e-SL) course utilizing regular and intensive delivery modes offered to undergraduate students in the 2020–2021 academic year. Methods: We collected pretest–posttest data (N = 130) and students' subjective evaluations of the course (N = 148) and the services they had provided (N = 160). Results: Students showed significant positive changes in both e-SL modes on positive youth development attributes, service leadership qualities, and life satisfaction, with greater changes among students taking the intensive mode. Students' views towards the e-SL course and the services they provided were positive, and students in the two e-SL modes did not differ significantly in their subjective evaluations. In addition, students' changes in outcome measures were positively associated with their subjective evaluations. Conclusions: The study provides additional support for the potential effectiveness of e-SL and suggests the promising application of intensive mode in implementing e-SL projects. [ABSTRACT FROM AUTHOR]

Objective: Wound care is an important component of nursing care, consuming a significant amount of working hours. Literature reports the existence of many barriers to evidence-based wound care and that nursing students have an increasing need for education in this field. While blended learning activities have shown some benefits in learning outcomes, dedicated wound care modules within baccalaureate nursing courses occur infrequently. The aim of this study was to facilitate an increase in confidence and knowledge of evidence-based wound care in third-year baccalaureate nursing students. Method: In this descriptive pre–post research design, a dedicated wound care module within a baccalaureate nursing course (using a constructivist learning approach) was offered to students in a university in Australia. Pre- and post-implementation surveys were completed (2018–2020). Due to a small number of matching participants, only descriptive statistics were calculated for all variables. Results: A total of 276 students were invited to respond to the survey and 41 responded initially, 35 responded post the wound care module, and 26 responded to the survey after six months. Positive outcomes were noted in increased levels of confidence in the student nurses' ability to assess, manage and prevent wounds; as well as to apply evidence-based practice and change management following the educational wound care module within the baccalaureate nursing course. Conclusion: Implementation of a dedicated wound care module within a baccalaureate nursing course in this sample of third-year students fostered a positive change in the knowledge of evidence-based wound management, assessment and prevention. Education of the next generation of registered nurses in this valuable area of practice is an important part of baccalaureate nursing education. [ABSTRACT FROM AUTHOR]

Introduction: Nursing education continues to evolve with the integration of innovative technologies aimed at enhancing student engagement and understanding of complex medical concepts. Gamification, the application of game elements in nongame contexts, emerges as a promising tool in nursing education. Method: Faculty members collaborated with instructional designers to develop, The Treasures of the Renal Isles, a gamified module for nursing education. Drawing upon their expertise, faculty provided content knowledge and identified key gaming elements, while designers crafted a virtual world and storyline to contextualize the learning experience. The module was implemented within the curriculum, and student feedback was solicited through the Gameful Experience Scale (GAMEX), a validated tool for assessing gamified learning experiences. Additionally, exam scores were analyzed to determine the gamified module's impact on learning outcomes. Results: Analysis of student responses to the GAMEX tool revealed favorable perceptions of the gamified renal module. Specifically, 77.3% of students believed that the module facilitated their understanding of renal content, indicating its efficacy in knowledge acquisition. Moreover, 71% of students expressed a desire for additional gamified modules, highlighting their engagement and interest in this instructional approach. However, despite positive feedback, no significant differences in test scores were observed postimplementation. Conclusion: The findings of this project highlight the potential of gamification as an interactive learning method in nursing education. While the gamified renal module received positive feedback from students regarding its effectiveness in facilitating understanding, the lack of significant improvement in test scores warrants further refinement. By incorporating student feedback and revising the module accordingly, nursing educators can utilize gamification to bridge the gap between theoretical knowledge and clinical judgment. The development of additional gamified modules holds promise for enriching the learning experience and preparing nursing students for the complexities of clinical practice. [ABSTRACT FROM AUTHOR]

Background: Experiential learning holds high potential for medical students' education in palliative care. At RWTH Aachen University in Germany, medical students can participate in the course "The Patient as Teacher" offering a one-to-one exchange with a terminally ill patient over a period of several weeks complemented with four supervision sessions and writing of a reflective essay. The course had run from 2005 to 2020 before it was paused due to the Covid-19 pandemic. This study aimed to assess the course's value as a palliative care teaching tool by investigating students' motivation and experiences over the years 2005–2020. Methods: A stratified sample of 24 essays was taken from all submitted essays (n = 78), eight essays from the years 2005–2009, 2010–2014, and 2015–2020. Subsequently, a thematic analysis of the selected essays was conducted. Results: The students felt motivated by the opportunity to gain more experience in palliative care, to improve their communication skills and to decrease insecurities in interaction with terminally ill patients. They learned about the patient's biography and medical history, and encountered physical, psychological, social, and spiritual dimensions of living with a life-limiting disease. Moreover, they experienced relationship building and communication with a terminally ill patient outside their role as future doctors. Ultimately, they considered their participation as a beneficial experience on both a personal and professional level. Conclusions: The course "The Patient as Teacher" presents a valuable tool for experiential learning in palliative care, which has elicited an unceasingly positive response among the students who participated over the years. It has facilitated medical students in overcoming insecurities in dealing with terminally ill patients and supported them in further developing their professional identity. [ABSTRACT FROM AUTHOR]

Neuroscience should be at the core of a sound sleep health curriculum, especially in early classroom-based medical education. This article canvasses ways in which sleep medicine has been rapidly transformed by tele-sleep tools and by research on neurobiological mechanisms underlying sleep disorders and on comorbidities associated with sleep disorders, including stroke, traumatic brain injury, and movement or neurocognitive disorders. [ABSTRACT FROM AUTHOR]

Objectives: To describe the participants of a university-based COVID-19 contact tracing course and determine whether the course changed knowledge, attitudes, and intention to participate in contact tracing. Participants: Faculty, staff, and students were eligible. Methods: Surveys evaluated the impact of the course on participant intentions to engage in contact tracing. Logistic regression identified characteristics associated with increased likelihood of participating in contact tracing. Results: Nearly 800 individuals participated, of whom 26.2% identified as Hispanic/Latino and 14.0% as Black. Nearly half (48.8%) planned to conduct contact tracing. While attitudes did not change, knowledge improved (67.9% vs. 93.8% scores on assessments; p < 0.001). Younger participants and Black individuals were more more likely to be confident that they would participate in contact tracing. Conclusions: Course completion was associated with increased knowledge. Participants were racially and ethnically diverse, highlighting how universities can partner with health departments to develop workforces that reflect local communities. [ABSTRACT FROM AUTHOR]

Community health promotion offers a potential solution to persistent healthcare challenges, with community health workers playing a pivotal role. The Community Training Institute for Health Disparities (CTIHD) implemented a problem-solving curriculum in Community Health Promotion, integrating a competency-based learning model through two courses: Introduction to Community Health Promotion and Design of an Action Plan for the Promotion of Community Health. Each course comprised ten three-hour sessions, featuring pre/post-tests, evaluations, and a cognitive debriefing. Knowledge change was assessed using pre/post-test scores among 27 community leaders from southern Puerto Rico. Cohort 1 and Cohort 2 demonstrated an overall retention rate of 62.6% and 96.7%, respectively. Although differences in knowledge gained between cohorts and courses weren't statistically significant, a trend toward increased knowledge was noted. Cohort 1 experienced a 22% knowledge increase in Course 1 and a 24% increase in Course 2. Cohort 2 demonstrated a 41% knowledge increase in Course 1 and a 25% increase in Course 2. The CTIHD's Community Health Promotion Program has made significant strides in elevating awareness and knowledge, marking a positive step toward reducing health disparities and fostering healthier, empowered communities in southern Puerto Rico. [ABSTRACT FROM AUTHOR]

Three-dimensional (3D)-printed models of bones are a convenient and durable alternative to real bone specimens, and they have been used in anatomy laboratories. It is necessary to identify the precise advantages of 3D-printed models from all perspectives; not only the improvement in students' knowledge of anatomy but also the students' assessment of such models. Here, students of veterinary medicine and animal science evaluated the reproducibility and effectiveness of 3D-printed models as a learning tool by completing our questionnaires, with a focus on their understanding of the skull-morphological differences among dog breeds. With the COVID-19 pandemic having obliged veterinary universities to provide courses online, we also investigated how the pandemic affected the students' evaluation of the 3D-printed models. The questionnaire results revealed that the animal science students were satisfied with the reproducibility of the 3D-printed models, but the veterinary students were not (they preferred to use real specimens). The skull differences were well understood by both types of students, indicating that 3D-printed models are effective for learning about rare skeletal specimens. The veterinary students who experienced the COVID-19 pandemic tended to choose real specimens more often than those who did not have this experience. Our results suggest that the use of 3D-printed models as an introduction and the use of real specimens in anatomy laboratory courses can be adequate for veterinary students. Together our findings suggest ways to improve the educational performance of 3D-printed models for veterinary students who need to understand the anatomy of many species. [ABSTRACT FROM AUTHOR]

The Competencies and Recommendations for Educating undergraduate Nursing Students (CARES) was originally designed for nursing students' palliative and end-of-life care education. The competencies were later revised to align with the 2021 American Association of Colleges of Nursing Essentials core competencies for baccalaureate nursing education. This project aimed to (1) review the courses in an accelerated baccalaureate nursing program for alignment with CARES, (2) determine any gaps, and (3) make program recommendations. The CARES competencies and Essentials were mapped according to the nursing program's 12 core curriculum courses and evaluated. Three CARES competencies were not met, and 12 were partially met. Areas of improvement were identified across the curriculum. Results of the mapping included palliative concepts needing earlier program introduction, reflective journaling was recommended for clinical practice courses, and incorporation of palliative care simulations was proposed to bridge the gaps. [ABSTRACT FROM AUTHOR]

Background/Objectives: In perioperative nursing practice, nursing students can engage in direct, in-person clinical experiences in perioperative environments; however, they face limitations due to infection and contamination risks. This study aimed to develop and evaluate educational content for perioperative clinical practice for nursing students using virtual reality (VR) and haptic technology. Methods: The program, based on the Unity Engine, was created through programming and followed the system development lifecycle (SDLC) phases of analysis, design, implementation, and evaluation. This program allows nursing students to engage in perioperative practice using VR and haptic technology, overcoming previous environmental limitations and enhancing practical and immersive experiences through multi-sensory stimuli. Results: Expert evaluations indicated that the developed content was deemed suitable for educational use. Additionally, a usability assessment with 29 nursing students revealed high levels of presence, usability, and satisfaction among the participants. Conclusions: This program can serve as a foundation for future research on VR-based perioperative nursing education. [ABSTRACT FROM AUTHOR]

Providing video recordings of lecture material may enhance student flexibility, but does it alter attendance or influence their grade? This project assessed the extent and purpose of video usage by students and evaluated their impact on course performance within first-year basic science courses in a chiropractic curriculum. All first-year students enrolled at a chiropractic college based in the United States were invited to complete a retrospective survey regarding video usage, attendance, and study behaviors for basic science courses they were enrolled during the previous term. Grades were third-party obtained for each consenting student. Statistical analysis included descriptive statistics and independent t tests for each course. Effect size using Cohen's d was calculated for all statistically significant courses (p <.05). Overall, 260 students completed the questionnaire assessing 18 courses in total. The perceived helpfulness of video recordings was associated with heavier usage, primarily to study for exams. Shorter summary videos were preferred by 78% of students over full lecture recordings. Use of videos to replace lectures increased from 21.9% to 53.2% in first through third trimester, respectively. Video use in Neuroanatomy I, Neuroanatomy II, Gross Anatomy II, Organ Histology, and Endocrinology were associated with lower exam scores and overall grades (p <.05), yielding moderate to large effect sizes. Videos were used < 1 hour per week, primarily to study for exams. When used as a study tool, video use decreased course performance. Rewatching videos to prepare for exams may be mistaken for mastery of material. [ABSTRACT FROM AUTHOR]

Introduction: Since 2015, the Guanghua School of Stomatology has established an elective dental basic research course (EDBRC). To make all students benefit from the dental basic research course without causing excessive academic burden, the "flexible" compulsory dental basic research course (CDBRC) was settled in 2020. This study intends to introduce the "flexible" compulsory teaching module and assessment system of CDBRC, and analyze its effectiveness over 3 years. Materials and methods: The grade point average (GPA), course pressure, level of basic research knowledge and skills, and students' research achievements were collected and analyzed between EDBRC and CDBRC. The unpaired t test was used to analyze the difference. Results: The "flexible" CDBRC has been successfully constructed with compulsory teaching module and hierarchical assessment system. The CDBRC has not caused significant course pressure to students compared with the EDBRC. Besides, the "flexible" CDBRC can improve the students' GPA, basic research knowledge, and research achievements. Conclusions: The "flexible" CDBRC can improve students' academic performance and basic research abilities without causing significant course pressure, which can be conducted in dental schools with similar backgrounds. Trial registration: Not applicable. [ABSTRACT FROM AUTHOR]

Background/objectives: We aim to systematically review and evaluate the current landscape of postgraduate pharmacy education to a) identify current evidence, best practices, challenges, recommendations, and solutions; and b) develop a framework to optimize postgraduate pharmacy programs. Methods: A scoping review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). Electronic databases, including PubMed, Scopus, EMBASE, ProQuest, Web of Science, and Google Scholar were utilized. The search covered studies published from January 2011 to September 2023. Following the principles of Arksey and O'Malley's framework, data charting and extraction were performed using a pre-designed data collection tool, followed by the synthesis and grouping of studies based on common themes. Results: Of the 5542 articles found, the review included 36 eligible ones focusing on pharmacy postgraduate education (PhD and MSc), grouped into three themes: 1) courses and curriculum; 2) training and skills development; 3) assessment and mentorship methods. Utilized methodologies included descriptive analyses, questionnaires, surveys, trials, and focus groups/interviews. The studies underscored the need for competency-based curricula with regular evaluations, career planning, and diverse course offerings. Identified key skills and competencies in the studies included soft skills, communication, research, desperate skills (e.g., leadership and management), and critical thinking. The studies also emphasized the value of comprehensive evaluation and peer review methods. Challenges included balancing academic and real-world requirements, training, limited resources, time constraints, and faculty workload. Conclusion: Evidence-based suggestions to improve postgraduate pharmacy education include the implementation of practice-oriented courses, value of tailored/or comprehensive assessments, focus on real-world skills, effectiveness of advanced teaching methods, and mentorship role. The proposed framework can guide program enhancement and highlight the need to improve programs holistically, entailing the three themes. [ABSTRACT FROM AUTHOR]

Introduction: There has been an advent in the use of Mobile Apps in the academic space. The pandemic hastened their usage, and forced us to rapidly innovate in order to meet the educational needs of our students. Also, Mobile Apps have been known to facilitate self-learning, make it enjoyable, and personalize the pace of learning of the individual. Given the level of skill-learning in Physiotherapy education, the use of Mobile Apps can pose a challenge, as well as offer an opportunity to explore its scope to enhance learning, and create innovative pedagogic strategies. There are a very few learning mobile apps that have been assessed in Physiotherapy education. Aim: To develop, establish content validity and internal consistency of a curriculum based App on the kinesiology of normal Gait for bachelor of physiotherapy students, and to evaluate the App with regards to use, quality, engagement, and overall experience. Materials & methods: In the first phase, a mobile app based on a bachelor of physiotherapy Gait curriculum was developed and validated using Delphi procedure, with 80% agreement criteria, by a group of experts. Subsequently, the App was rated by 200 users on: engagement, aesthetics, information, subjective quality. Results: The content validity index following 2 rounds of Delphi was found to be 0.88. Also, therapists found the App easy to use, and 80% gave it a rating of > 3 stars. Conclusion: Creating, designing, implementing, and evaluating the efficacy of a Gait App as a means to teaching the GAIT component to physiotherapy students was found to be appealing and beneficial. [ABSTRACT FROM AUTHOR]

The landscape of nutrition education within the US healthcare system has a rich history, although the impact remains limited. This article explores various change drivers to address the need for increased value for incorporating knowledge of food and nutrition into health professions education. Key initiatives discussed include the 2022 White House National Strategy on Hunger, Nutrition, and Health; the 2023Medical Education in Nutrition Summit; and recent 2024 Food IsMedicine Summits, which have contributed to reshaping healthcare priorities. This article also underscores the relevance of valuebased care and interprofessional collaboration in addressing the nation's nutrition-related challenges. With acknowledgement of persistent barriers to the effective integration of nutrition education across the medical curricula continuum, the article recognizes the historical perspectives that have contributed to today's landscape. It also explores strategies proposed to enhance medical nutrition education, including funding sources, curriculum development, competency frameworks, culinary medicine programs, and legislation. The authors emphasize the need for sustained advocacy, innovative and intentional curriculum design, and interprofessional collaboration to equip healthcare professionals with the knowledge and skills needed to effectively address the mounting burden of diet-related diseases today. [ABSTRACT FROM AUTHOR]

The prevalence of diabetes is rising globally these days. Multidisciplinary teamwork for diabetes patients in nursing care is essential to preventing both acute and long-term complications. Additionally, this method of providing services will give students access to modern medical practice while they are in school. 120 students were enrolled in the post-piloted courses and 133 students took the pre-test. Through the Erasmus+ project with international cooperation, we established a "student-run free clinic for diabetic patients" to support the treatment of diabetes, which makes use of the goal attainment scale method and the International Classification of Functioning, Disability and Health framework. Students are ready to offer free services for educational opportunities for other new generations of medical students and medical care to diabetic patients, according to the questionnaire for the student evaluation of the quality insurance of the piloted courses. In addition to offering diabetic patients and their families access to ongoing medical education, the "student-run free clinic for diabetic patients" also offers diabetic patients medical care. [ABSTRACT FROM AUTHOR]

Despite decades of research efforts, data-based instruction (DBI) for students with intensive intervention needs are not being widely used in practice as anticipated, and many educators have difficulties in implementing it. This systematic review aimed to examine what kinds of implementation drivers and strategies have been used to support educators implementing DBI and what kinds of implementation outcomes researchers have measured. Eighteen studies were synthesized using the Implementation Drivers framework and Implementation Outcomes taxonomy and were quality appraised. We found that the majority of studies primarily used competency drivers to increase teachers' DBI expertise, while a limited number of studies focused on organizational and leadership drivers. Acceptability and fidelity were frequently assessed as implementation outcomes. We discussed the implications of the findings, including the need for researchers to incorporate implementation drivers and outcomes at diverse levels to best support educators' implementation of DBI, as well as the limitations of this review, such as the limited generalizability of the findings. [ABSTRACT FROM AUTHOR]

Early childhood teacher candidates (TCs) need preparatory experiences using authentic assessments to inform their instructional practices with rural learners and their families. The shift to virtual field placements in response to COVID-19 restrictions pushed faculty in teacher preparation programs to reimagine how to engage TCs in meaningful experiences using authentic assessments with children and families. This study explores how TCs experienced authentic assessment practices using an online assessment management system, Assessment, Evaluation, and Programming System Interactive (AEPS i), during virtual field experiences. Fifty-five undergraduate and graduate TCs from 11 universities (10 U.S. & 1 international) completed a 45-item survey about their experience. Teacher candidates articulated knowledge and skills aligned with best practices underpinning authentic assessments. The virtual learning environment created opportunities for faculty to reimagine practices for promoting TCs' understandings of assessment in early childhood special education contexts. We discuss implications for training TCs in rural areas to use authentic assessment. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To enhance your understanding of the training needs of ward nurses who manage major trauma patients • To read about the development and evaluation of a bespoke major trauma course for ward nurses • To identify potential challenges in quality improvement projects and how they can be addressed. Nurses working with major trauma patients in ward environments in the UK are expected to evidence their knowledge and skills in a set of national competencies. This article describes a bespoke major trauma course and a coaching and portfolio development programme designed to enhance ward nurses’ knowledge and skills, help them evidence their competence and support their professional development. Evaluation of the course showed an overall improvement in nurses’ self-rated competence and confidence in a range of relevant major trauma topics and clinical skills. Evaluation of the coaching and portfolio development programme showed that nurses believed their knowledge and skills had improved after taking part and that they valued the opportunity for professional development. [ABSTRACT FROM AUTHOR]

One of the major impacts of hearing disability that hinders the individual's effective participation in society and full enjoyment of human rights and fundamental freedoms is his/her ability to communicate with others. Sign language is one of the main methods of communication used by people with hearing disability. Therefore, improving access to sign language services and increasing the availability of interpreters contribute to better inclusion and integration of people with hearing disability into society. This paper explores the experience of a Jordanian university that launched a pioneering initiative by offering a sign language course for its students. It reports the findings of a study that evaluated this initiative from the perspective of students. Feedback was recorded during unstructured interviews with 23 student participants who had taken the course. The paper concludes that universities can play a significant role in integrating people with disabilities into the education system and promoting their participation in society. [ABSTRACT FROM AUTHOR]

The age of the onset of menstruation, termed menarche, has been declining for decades worldwide. Approximately 12% of Australian girls reach menarche between eight to 11 years of age. Current health and physical education subject guidelines from the Australian Curriculum Assessment and Reporting Authority state that puberty education should be introduced to students between year levels five to six (ages 10–12) when many have already begun puberty. To explore how girls experiencing early menarche are currently supported in Australian primary schools, semi-structured telephone interviews were conducted with 15 primary school staff from separate schools, including teachers, principals, a school services officer, and a school counsellor. Thematic analysis identified three main themes, (1) the prevalence of deficit models of early menarche and children's capacity to know; (2) gendered gatekeeping of menstruation knowledge; and (3) systemic barriers and inconsistencies in menstruation education. Our analysis complements but extends recent calls for improvements to menstruation education in Australian schools. Affirmative menstrual support practices and facilities are needed in primary schools to normalise and encourage conversations with students about menarche and menstruation irrespective of age, gender, class or culture. [ABSTRACT FROM AUTHOR]

Procedural sedation is the administration of medication to obtund, dull, or reduce the intensity of pain or awareness associated with a therapeutic or diagnostic procedure. Because registered nurses play a key role in ensuring patient safety during procedural sedation, it is essential they have the requisite knowledge and skills to provide safe, quality care. This paper describes the development, implementation, and outcomes of a course designed for nurses providing care to patients undergoing procedural sedation. [ABSTRACT FROM AUTHOR]

Background and purpose: Physical therapist (PT) education programs seek to identify applicants who will be academically successful in the program and pass the licensure examination. Part one of this systematic literature review aimed to understand the value of cognitive variables in PT education admissions. Methods: The initial literature search identified 1,592 articles in databases and relevant journals. Of the 39 studies meeting the inclusion criteria, 31 reported on cognitive measures. Results: Seven studies identified one or more sections of the Graduate Record Examination (GRE) as significant predictors of students' academic performance in PT programs. Ten studies reported that one or more sections of the GRE predicted National Physical Therapy Exam (NPTE) performance, wheres 4 studies found no significant relationship. Undergraduate grade point average (GPA) predicted academic performance in the PT program and on the NPTE in more than 10 studies, whereas 4 found no significant relationship. Other components of the academic record, such as prerequisite course grades, undergraduate institution quality, undergraduate degree, and retaking prerequisite courses, had varying relationships with academic and NPTE performance. Discussion and conclusion: These outcomes appear to inform the policies and processes for admissions into PT education programs, evidenced by customary use of applicants' GRE scores and GPAs in admission decisions. The inclusion of both cognitive measures in admission decisions may help ensure that admitted students successfully manage the academic rigor of doctoral education and pass the NPTE. [ABSTRACT FROM AUTHOR]

Aim: To explore the link between nurse professional competence and various educational components within nursing education based on empirical evidence. Design: A scoping review. Methods: A comprehensive literature search was conducted from 1999 to 2024 using the Academic Search Premier, Business Source Complete, CINAHL, Education Research Complete, ERIC, and PubMed databases. Data were analysed using thematic analysis. Results: Thirty relevant studies met the inclusion criteria. The identified competencies were grouped into three main categories: management, nursing intervention, and societal and social competencies. Educational components were divided into two main categories: directive-regulated curricula and optional educational components. Most nurse competencies were linked to one or more educational components. Conclusion: This review found that competencies such as patient care initiation, interprofessional teamwork and nurse leadership received more research attention than others. The most frequently studied educational components were study modules / training in nursing curricula and clinical placements. However, no clear link was found between nurse competence and educational components for graduate nurses. [ABSTRACT FROM AUTHOR]

Nurses play a critical role in caring for elderly patients; however, the emphasis on aging care in undergraduate programs may be insufficient. The present study aims at identifying the relevance given to theoretical and/or practical gerontological and geriatric contents in undergraduate study plans in Portugal and Spain. Presenting a two-part investigation, an integrative review approach examines nursing education on a global scale and a comparative analysis, using Bereday's comparative method, to assess the nursing curricula between Portugal and Spain. The search found 117 documents, with 16 being included. Studies covered diverse educational practices in geriatric and gerontological nursing, emphasizing curriculum development, faculty expertise, practical training, attitudes towards elderly care, and future directions. The comparative analysis of nursing curricula revealed that Portugal places a priority on building foundational theoretical knowledge in the first year and then gradually integrating practical training. In contrast, Spain emphasizes an extensive and integrated approach with a strong focus on practical skills and comprehensive assessments. Our research emphasizes the need to incorporate aging-focused education into nursing curricula and update the curriculum, providing hands-on training with early exposure to these environments. Additionally, simulation classes can enhance critical thinking by allowing students to experience aging effects firsthand. [ABSTRACT FROM AUTHOR]

The widespread implementation of artificial intelligence technologies provides an appealing alternative to traditional search engines for online patient healthcare education. This study assessed ChatGPT-3.5's capabilities as a source of obstructive sleep apnea (OSA) information, using Google Search as a comparison. Ten frequently searched questions related to OSA were entered into Google Search and ChatGPT-3.5. The responses were assessed by two independent researchers using the Global Quality Score (GQS), Patient Education Materials Assessment Tool (PEMAT), DISCERN instrument, CLEAR tool, and readability scores (Flesch Reading Ease and Flesch–Kincaid Grade Level). ChatGPT-3.5 significantly outperformed Google Search in terms of GQS (5.00 vs. 2.50, p < 0.0001), DISCERN reliability (35.00 vs. 29.50, p = 0.001), and quality (11.50 vs. 7.00, p = 0.02). The CLEAR tool scores indicated that ChatGPT-3.5 provided excellent content (25.00 vs. 15.50, p < 0.001). PEMAT scores showed higher understandability (60–91% vs. 44–80%) and actionability for ChatGPT-3.5 (0–40% vs. 0%). Readability analysis revealed that Google Search responses were easier to read (FRE: 56.05 vs. 22.00; FKGL: 9.00 vs. 14.00, p < 0.0001). ChatGPT-3.5 delivers higher quality and more comprehensive OSA information compared to Google Search, although its responses are less readable. This suggests that while ChatGPT-3.5 can be a valuable tool for patient education, efforts to improve readability are necessary to ensure accessibility and utility for all patients. Healthcare providers should be aware of the strengths and weaknesses of various healthcare information resources and emphasize the importance of critically evaluating online health information, advising patients on its reliability and relevance. [ABSTRACT FROM AUTHOR]

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Mary Carrier serves as the Technology & Growth Specialist for the four counties of the Mohawk Valley Library System in Schenectady, New York. Prior to this position, Mary dedicated over 15 years to teaching digital literacy and technology trends at the Clifton Park-Halfmoon Public Library, a suburban public library that has over 40,000 registered patrons and 1,500 visitors per day. The community has a strong presence in youth and family programs and is a popular place for teens and children to learn, play, and create. In 2015, she began offering coding and STEM classes to children and teens at the library and in the community as outreach programs. Mary will share her expertise in technology programming for children and teens and the importance of planning, preparing, and testing curriculum for coding and robotics classes. [ABSTRACT FROM AUTHOR]

Background: Recovery colleges are an education-based approach to supporting mental health recovery that incorporate the voice of both lived and living experience, and experience by training in their design, production, and delivery. Aims: To understand students' experiences of attending a youth-focused 'discovery college' course. Specifically, to see whether students were satisfied with the course, whether the learning goals of the courses were met, and what students felt makes discovery college different. Methods: A mixed methods design analysed quantitative data on students' ratings of the course and their learning goals. A co-produced thematic analysis, incorporating the voice of lived and living experience, was also conducted on students' responses to the question "what makes discovery college different?" Results: Overall, students rated their experience with the course very positively, and mostly met the learning goals of courses. The co-produced thematic analysis revealed students valued the incorporation of lived and living experience in courses, the lack of power imbalance between teachers and students, and felt it was a safe space to share and learn. Conclusions: Findings support the delivery of the recovery college model within a youth setting, and highlights this as a useful initiative in engaging people from a range of perspectives in education about mental health. [ABSTRACT FROM AUTHOR]

Objective: To explore the construction and application of the multi-course evaluation system of Pathogen Biology and Immunology under the mode of online and offline mixed teaching. Methods: A total of 104 students from two classes of clinical major of Grade 2022 in Quanzhou Medical College were studied, and combined online and offline teaching mode was adopted for teaching. A curriculum evaluation system was constructed, including process evaluation, assessment evaluation and summative evaluation. Selfefficacy, self-learning ability, course questionnaire and other aspects were statistically analyzed before and after the course. Results: The students' normal grades could be reflected objectively by the new curriculum assessment and evaluation system. The final comprehensive grades were better, and the course passing rate was higher. The paired t-test analysis demonstrated statistically significant improvements in students' learning motivation, learning management, and self-efficacy after the course（ P<0.05）. However, the differences in information literacy and cooperation ability were not statistically significant compared with those before the course （P>0.05）. Course questionnaire survey found that 89.4% students had a high evaluation of the new course evaluation system, which was conducive to promoting learning. Conclusion: The newly constructed curriculum assessment system is more scientific and reasonable, which is conducive to improving students' self-efficacy and autonomous learning ability, and promoting students' learning. [ABSTRACT FROM AUTHOR]

The Master Adaptive Learner is a model used to develop students to become self-regulated and adaptable lifelong learners to practice medicine in a complex and ever-changing environment. The Hackensack Meridian School of Medicine (HMSOM) proposes a new course, Patient Presentation Problem-Based Learning Curriculum (PPPC), a dynamic and integrated course that goes beyond the scope of traditional Problem-Based-Learning (PBL). PPPC allows students to build domain-general skills in tandem with domain-specific content learned during a pre-clerkship curriculum. An integrated case provides weekly scaffolding, such that the course takes place throughout the week and is not isolated from the rest of the curriculum. Students receive iterative feedback and structured assignments which allows development of self-directed learning skills along with integration and consolidation of weekly curricular content. A layered analysis approach was used to outline the philosophies, principles and techniques that link to our course objectives. Techniques used could easily be translated to other pre-clerkship curriculum to promote development of self-directed learning and clinical reasoning skills, as well as promote more meaningful learning of basic, clinical, and health system science content. [ABSTRACT FROM AUTHOR]

BACKGROUND: We analyzed data from a study to evaluate the effectiveness of the Relationships Under Construction (RUC) sexual risk avoidance education program promoting positive youth development and healthy relationships. METHODS: Twelve schools in the Midwestern region of the United States randomized to the intervention implemented RUC in health or science classes, while control schools collected study measures and implemented the standard curriculum. RESULTS: Post‐randomization analyses revealed significant differences in grade, race/ethnicity, and prior relationship education at baseline between intervention and control students. Subsequent analyses controlled for these differences. We distributed parental notification letters to 641 students, and no parents requested that their adolescent opt out of data collection. We obtained assent and baseline computer‐assisted survey interviews or paper‐and‐pencil instrument forms from 100% of these students. Findings suggest that RUC significantly reduced sexual activity (odds ratio = 0.56, p =.046) at 3‐month follow‐up, compared to those in the control group. RUC also reduced pornography viewing and improved attitudes about delayed gratification, beliefs, decision making, and negative outcome expectations. CONCLUSIONS: Our findings suggest that RUC improves sexual attitudes, beliefs, and behaviors among this population of adolescents. Additional research is needed to assess RUC impacts among diverse populations. [ABSTRACT FROM AUTHOR]

BACKGROUND: Undergraduate majors in education, specifically in school health education (HE), have declined considerably in the United States. Reductions in state and federal funding for K‐12 public education and increased demands on educators to prioritize standardized academic outcomes versus focusing on the whole child encompass many factors leading to fewer qualified teachers and reduced quality of HE delivery within schools. METHODS: A content analysis of over 300 HE teacher preparation programs throughout the United States was conducted from 2019 to 2020 to assess available and required curriculum for pre‐service HE teachers. Seven curriculum areas were reviewed: nutrition, physical activity (PA) and physical education (PE), HE, chronic disease management (CDM), social emotional learning and mental health (SEL/MH), drug abuse and tobacco prevention (DA/TP), and a methods course in teaching HE. RESULTS: Findings indicated program type influenced course offerings, with stand‐alone HE and joint HE/PE programs providing the most comprehensive curriculum. Most programs required courses in general HE, PA and PE, and nutrition. Programs were deficient in offering courses in CDM, DA/TP, and SEL/MH. CONCLUSION: This article contains recommendations to improve the quality of HE delivery in public schools, for example by ensuring that school health educators are trained in providing skills‐based HE to youth, which can assist in addressing child and youth health outcomes (eg, CDM, mental health) for the nation. [ABSTRACT FROM AUTHOR]

Background: The emergence of Generative Artificial Intelligence has brought a number of ethical and practical issues to higher education. Solid experimental evidence is yet inadequate to set the functional rules for the new technology. Objectives: The objective of this study is to analyse the experience of undergraduate students' interaction with ChatGPT and contribute to identifying the problems arising from the widespread use of artificial intelligence. Methods: Junior university students (N = 25) were assigned the task of working on their seminar essays with the aid of ChatGPT. Most students were novices with this tool (the study was conducted in the spring of 2023). Their essays were analysed qualitatively, according to the principles of the general inductive approach. Results and Conclusions: The initial attitudes towards artificial intelligence were almost equally distributed from enthusiastic to indifferent and cautious, with one student refusing to interact with the chatbot on ideological grounds. After the first experience, most of the students declared themselves adopters of the new technology. We have found some evidence for enhancing critical thinking competence when using ChatGPT, as well as examples of unquestioned reliance on its outputs. The tendency to personification of the chatbot was apparent in the students' essays. Implications: The findings show how easily the students embrace artificial intelligence and suggest a failure of any attempts for its strict regulation. This, on the other hand, underlines the need for emphasis on personal and research‐oriented approaches in teaching and learning. Lay Description: What is currently known about this topic: Tools such as ChatGPT have spread rapidly in the university environment, but exactly how students use them is not yet well understood. What does this paper add: We analyzed students' interactions with ChatGPT and identified a few patterns such as personification and overreliance on the AI outputs. Implications for practice or policy: Changes to education introduced by AI tools emphasize the need for personal and research‐oriented approaches in teaching and learning. [ABSTRACT FROM AUTHOR]

We examined how a two-staged approach to recentering statistics courses in scientist–practitioner psychology (PhD) programs led to changes in course evaluations. Because course evaluations (up to three per student) were nested within the individual, we evaluated three dimensions of course evaluations (i.e., perceived value to the student, traditional pedagogy, socially responsive pedagogy) with multilevel models. In the first stage, the transition from SPSS to R (a shift from fee-based to zero-cost, open-source, software) negatively impacted students' perceived value of the course (B = −0.40, p =.001) and evaluation of traditional pedagogy (B = −0.56, p <.001). Explicit recentering positively impacted evaluation of traditional (B = 0.37, p <.001) and socially responsive (B = 0.24, p =.003) pedagogies. Post hoc, multilevel correlations supported the notion that after the initial decline associated with the transition to R, course evaluations improved with the subsequent number of "times taught." Qualitative findings indicated that most students recognized and appreciated the strategies used in the recentering. Some worried that the recentering efforts would not be sustained, a few responses noted resistance or the potential for harm. The recentering process requires continuous evaluation and revision. Tools such as the "liberate your syllabus" section of the Council of Chairs of Training Councils 2020: Social Responsiveness in Health Service Psychology Education and Training Toolkit can be useful to faculty who are working toward a socially responsive pedagogy. Public Significance Statement: As psychology programs seek to be more socially responsive, statistics courses can be overlooked. Our research article reports on strategies for "recentering" statistics courses through open-access software, open resource materials, assignment options that meet the needs/interests of the students, and justice-oriented research vignettes. Our investigation of these efforts highlighted their positive and negative impacts to course evaluations. [ABSTRACT FROM AUTHOR]

In recent years, the presence of foreign-born female academics (FBFA) in U.S. higher education has noticeably increased. Despite this progress in inclusion and diversity, they continue to face significant challenges related to race and gender biases in education. These challenges are evident when student evaluations of teaching (SETs) are the mechanism that evaluates the effectiveness of their teaching. Adopting a duo-ethnography methodology, researchers examined the effects of SETs in their professional lives, exploring the intersections of their experiences in their academic roles. Results highlight the potential biases in SETs, emphasizing the need to question the trustworthiness of these measures. [ABSTRACT FROM AUTHOR]

Limited opportunities are available for students with disabilities to participate in physical activity on college campuses, particularly for academic credit. Participation in physical activity improves overall health, increases life satisfaction, decreases depressive symptoms, and develops a positive self-identity. Using content analysis, the current study reviewed the online course catalogs of physical education classes offered in the Southern Association of Colleges and Schools Commission on Colleges (SACS-COC). Results indicated there are fewer than 50 physical education courses were offered specifically for students with disabilities indicating that administrators and faculty need to be more thoughtful and deliberate to create more opportunities for students with disabilities to participate in physical activity in higher education. [ABSTRACT FROM AUTHOR]

Curriculum change is relatively frequent in health professional education. Formal, planned curriculum review must be conducted periodically to incorporate new knowledge and skills, changing teaching and learning methods or changing roles and expectations of graduates. Unplanned curriculum evolution arguably happens continually, usually taking the form of "minor" changes that in combination over time may produce a substantially different programme. However, reviewing assessment practices is less likely to be a major consideration during curriculum change, overlooking the potential for unintended consequences for learning. This includes potentially undermining or negating the impact of even well-designed and important curriculum changes. Changes to any component of the curriculum "ecosystem "- graduate outcomes, content, delivery or assessment of learning – should trigger an automatic review of the whole ecosystem to maintain constructive alignment. Consideration of potential impact on assessment is essential to support curriculum change. Powerful contextual drivers of a curriculum include national examinations and programme accreditation, so each assessment programme sits within its own external context. Internal drivers are also important, such as adoption of new learning technologies and learning preferences of students and faculty. Achieving optimal and sustainable outcomes from a curriculum review requires strong governance and support, stakeholder engagement, curriculum and assessment expertise and internal quality assurance processes. This consensus paper provides guidance on managing assessment during curriculum change, building on evidence and the contributions of previous consensus papers. [ABSTRACT FROM AUTHOR]

There is growing impetus for social work to move beyond a human-centric social justice orientation to include the consideration of animals. Social work programs in Australia are currently not required to include content related to animals within the curricula and little is known about the extent to which this content is currently being taught in Australia. The aim of this study was to explore how consideration of human–animal relations has been incorporated into Australian social work programs. Fifteen social work educators were surveyed with three of these participants also undertaking semistructured interviews. The findings revealed that where animal-related content was included it predominantly took an "instrumental" or "anthropocentric" focus related solely to human wellbeing. Exceptions to this focus were found to exist within some ethics and theory units under topics such as "green social work". Participants report barriers to including such content citing factors related to challenges within the university context and the perceived relative importance of other topics within a crowded social work curriculum. Despite an upsurge in interest in animal-related content reflected in the literature and a broader shift in societal attitudes towards animals, the findings of this small study indicate that Australian social work curriculum currently does not reflect this increasing interest. As a social justice–oriented profession social work has an ethical responsibility to expand its focus to include consideration of human–animal relations within the Australian social work curriculum. There is evidence that inclusion of content related to animals is limited and is often a reflection of the educator's commitment and passion for the topic rather than curriculum priorities or requirements. Further research is needed to gain a better understanding of the extent to which human–animal relations content is included within Australian social work curriculum and what barriers may exist to its inclusion. [ABSTRACT FROM AUTHOR]

Language, as an integral aspect of human interaction, plays a pivotal role in the reformation process within the correctional setting. Nigerian correctional centers consist of a diverse population of incarcerated individuals originating from various cultural backgrounds, each possessing distinct linguistic abilities and comprehension. However, a conspicuous gap in the literature remains concerning the language practices of instructors in Nigerian correctional education programs and the active participation of incarcerated individuals in shaping their own educational experiences. The present study investigates the complex dynamics of language utilization in the correctional education system, with a specific focus on the perspectives and experiences of convicted incarcerated individuals. The study gathered data from a sample of 20 convicted incarcerated individuals who were actively participating in correctional education programs, using semi-structured interviews as the primary method of data collection. Information on the various forms of language utilization within correctional institutions, the impact of language on the learning experiences of incarcerated individuals, and linguistic obstacles encountered in accessing high-quality education were thematically analyzed. The study revealed that formal language, technical language and everyday language are the various forms of language used in correctional centers. However, the form of language used by the instructor can make or mar the incarcerated person's learning experience thereby defeating the main goal of correctional education. Correctional educators should employ clear language to convey information. Insights into the influence of language on the rehabilitation of incarcerated individuals can inform the development of social work curricula. [ABSTRACT FROM AUTHOR]

Nurses play a crucial role in reducing health disparities and advancing health equity for individuals and communities. The future nursing workforce relies on their nursing education to prepare them to promote health equity. Nursing educators prepare students through a variety of andragogical learning strategies in the classroom and in clinical experiences and by intentionally updating and revising curricular content to address knowledge and competency gaps. This critical review aimed to determine the extent to which health equity concepts are explicitly present in prelicensure undergraduate nursing curricula globally. Of 434 articles screened, 22 articles describing 20 studies met inclusion criteria. Frequency and quantity of health equity content, concepts and topics, teaching strategies, evaluation strategies, and the overall extent of integration varied widely. Notably, only two articles described overall well‐integrated explicit health equity content, and there was little attention to whether students transfer this learning into practice. A focus on individualism rather than population and community was noted, highlighting the presence of whiteness in nursing. Results from this review confirm that nursing education has room to improve with respect to health equity in the curricula. [ABSTRACT FROM AUTHOR]

Given the high variability of secondary agricultural teacher background and facility constraints, the instruction of tractor (and similar agricultural machinery) component identification, function, maintenance, and corresponding safety precautions oftentimes prove difficult and/or inconsistent. This study focused on the development and plausible application of quick response codes, commonly referred to as QR codes, placed on a demonstration tractor or machine to be used as a self-guided student learning experience for training the next generation of safe operators. This review documents a novel self-guided instruction methodology utilizing "gamification" learning theory. Content materials were derived from the nationally disseminated, open source, Gearing Up for Safety Production Agriculture Safety Training for Youth curriculum. Specifically, QR code learning modules were recommended to supplement Gearing Up for Safety, Lesson 16: Hands-On Tractor Operation of the youth worker certification component of the Pre-Operational Skills Exam. [ABSTRACT FROM AUTHOR]

This systematic review examined geographical and temporal trends in medical school ophthalmology education in relationship to course and student outcomes. Evidence suggesting a decline in ophthalmology teaching in medical schools is increasing, raising concern for the adequacy of eye knowledge across the rest of the medical profession. Systematic review of Embase and SCOPUS, with inclusion of studies containing data on medical school ophthalmic course length; 1 or more outcome measures on student ophthalmology knowledge, skills, self-evaluation of knowledge or skills, or student course appraisal; or both. The systematic review was registered prospectively on the International Prospective Register of Systematic Reviews (identifier, CRD42022323865). Results were aggregated with outcome subgroup analysis and description in relationship to geographical and temporal trends. Descriptive statistics, including nonparametric correlations, were used to analyze data and trends. Systematic review yielded 4596 publication titles, of which 52 were included in the analysis, with data from 19 countries. Average course length ranged from 12.5 to 208.7 hours, with significant continental disparity among mean course lengths. Africa reported the longest average course length at 103.3 hours, and North America reported the shortest at 36.4 hours. On average, course lengths have been declining over the last 2 decades, from an average overall course length of 92.9 hours in the 2000s to 52.9 hours in the 2020s. Mean student self-evaluation of skills was 51.3%, and mean student self-evaluation of knowledge was 55.4%. Objective mean assessment mark of skills was 57.5% and that of knowledge was 71.7%, compared with an average pass mark of 66.7%. On average, 26.4% of students felt confident in their ophthalmology knowledge and 34.5% felt confident in their skills. Most evidence describes declining length of courses devoted to ophthalmology in the last 20 years, significant student dissatisfaction with courses and content, and suboptimal knowledge and confidence. Proprietary or commercial disclosure may be found in the Footnotes and Disclosures at the end of this article. [ABSTRACT FROM AUTHOR]

Introduction: Attitudes of speech-language pathologists (SLPs) toward stuttering play an important role in managing stuttering cases. Yet, such studies had not been studied in Malaysia, a country that is still developing the profession of speech-language pathology. This study aimed to explore the attitudes of Malaysian SLPs and speech-language pathology students toward stuttering. Methods: A total of 50 SLPs and 67 speech-language pathology students completed the Clinician Attitudes Toward Stuttering (CATS) inventory. There were eight domains of attitudes toward stuttering: (a) etiology, (b) early intervention, (c) therapeutic efficacy, (d) personalities of people who stutter (PWS), (e) clinician expertise and roles, (f) teacher/counsellor roles and client/public reactions, (g) therapy strategies, and (h) parent attitudes. Descriptive data were presented, and multivariate analysis of variance was conducted to examine the effects of clinical certification on the eight domains of attitudes toward stuttering. Results: Participants who possessed a clinical certification were more accepting toward the personalities of PWS and therapy strategies. On the other hand, participants without a clinical certification were more accepting toward clinician expertise and roles. Conclusions: Current curriculum and professional training should be reevaluated to remediate less accepting stereotypes held by SLPs and students toward PWS and to enhance essential skills such as counseling. [ABSTRACT FROM AUTHOR]

Background: Despite the direct access to clients in physiotherapy worldwide, Iran has yet to achieve significant improvements in the educational standards and professional responsibilities of physiotherapists. Currently, Iranian physiotherapists do not have direct access to patients. This study aims to present solutions for the professional development of physiotherapy, based on the perspectives of scholars in this field. Methods: This qualitative content analysis study explored the experiences of 12 physiotherapy scholars from three levels of study (bachelor's, master's, and doctorate) through structured and semi-in-depth face-to-face interviews. Data analysis was conducted concurrently with data collection using Granheim and Ludman's content analysis method. Results: The identified potential solutions include continuous review of the curriculum, strengthening clinical education, elevation of the basic level of physiotherapy education to a professional doctorate or master's degree, post-graduation competency assessment, revision of educational priorities, establishing a strong presence in hospital and community departments, preventing the influence and interference of other disciplines, raising public awareness of the capabilities and potential of the profession, and paying greater attention to professional ethics. Conclusion: In the absence of entry-level general doctor of physiotherapy and direct access to patients, the quality of physiotherapy services will not improve, leading to suboptimal health outcomes for clients and consequent waste of time and financial resources for both patients and insurance providers. [ABSTRACT FROM AUTHOR]