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This study explored the effect of different dual-task (DT) training programs on DT interference in adults with intellectual disability. Center-of-pressure (CoP) mean velocity in single-task (ST) and cognitive-DT conditions and the Timed Up-and-Go Test (TUGT) during ST, cognitive-DT, and motor-DT conditions were assessed before and after intervention in a cognitive–motor training group, a motor–motor training group, and a control group. Before training, CoP mean velocity and TUGT time increased (p <.001) in DT compared with the ST condition. After training, the CoP mean velocity values remained unchanged (p =.07) in DT compared with the ST condition among the cognitive–motor training group. Furthermore, compared with the ST condition, no increase (p = 1) was reported in the TUGT time during the cognitive-DT condition for the cognitive–motor training group and during the motor-DT for the motor–motor training group (p =.12). The effect of DT training on DT interference depends on the training modality. [ABSTRACT FROM AUTHOR]

Purpose: While the expectancy–value theory recognizes the significance of cost as an essential component, it has garnered minimal attention in physical education. Utilizing two separate datasets, we explored the degree to which the inclusion of cost in an expectancy–value–cost model could augment its predictive capability. Method: Study 1 utilized a cross-sectional data set (N = 144) to investigate the predictive roles of expectancy belief, task value, and cost on behavioral and emotional engagement. Study 2 employed a longitudinal data set (N = 251) to assess how these variables influenced the hypothetical choice of attending physical education and cardiorespiratory fitness. Results: Cost played a significant role in explaining additional variance, surpassing what could be predicted through expectancy and value. Specifically, cost emerged as a crucial factor in predicting emotional engagement, hypothetical choice, and cardiorespiratory fitness. Conclusion: Incorporating cost as an independent construct can yield valuable supplementary insights into the determinants of students' learning. [ABSTRACT FROM AUTHOR]

This randomized pilot trial investigated the feasibility of an active learning physical activity intervention through video conferencing and its preliminary effects. Participants comprised community-dwelling older adults who could use e-mail. The intervention group underwent a 12-week active learning intervention via video conferencing to promote a healthy lifestyle, particularly physical activity. The control group received information via e-mail once per week. The amount of physical activity and sedentary behavior was measured using an accelerometer at baseline, postintervention, and 24-week postintervention (36 weeks). Of the 31 participants, 29 were eligible and randomized into two groups (15 for the intervention and 14 for the control). Adherence to the intervention was 83%–100% (mean, 97%). Compared with the control group, the intervention group showed moderate maintenance effects on total physical activity and sedentary behavior at 36 weeks. Active learning physical activity intervention through video conferencing was found to be feasible and contributed to the prevention of physical activity decline in older adults. [ABSTRACT FROM AUTHOR]

The aim of this study was to determine factors associated with participation of community-dwelling older Australians (≥65 years) in the Exercise Right for Active Ageing program, consisting of 12 low- to moderate-intensity group exercise classes, delivered weekly, in person or online, by accredited exercise scientists and physiologists across Australia. Out of 6,949 participants recruited, 6,626 (95%) attended one or more classes and were included in the primary analysis, and 49% of participants attended all 12 classes. Factors associated with higher class attendance included participation in yoga/flexibility/mobility classes, attendance at a free trial class (adjusted incidence rate ratio [95% confidence interval]: 1.05 [1.03, 1.08]), and attending online classes (1.19 [1.11, 1.26]). Factors associated with lower class attendance included state of residence, living in inner regional areas (0.95 [0.93, 0.98]), and having two or more comorbidities (0.97 [0.95, 0.99]). High class attendance suggests that the Exercise Right for Active Ageing program was well received by older Australians, particularly in states less impacted by COVID-19 lockdowns. [ABSTRACT FROM AUTHOR]

Physical activity improves the well-being of persons living with dementia but few exercise programs include them. The Dementia-Inclusive Choices for Exercise (DICE) toolkit aims to improve exercise providers' understanding of dementia and ability to support persons living with dementia in physical activity. We evaluated the co-designed DICE toolkit with exercise providers using a mixed-methods approach comprising pre/post questionnaires and interviews and reflection diaries. Among 16 participants, self-efficacy for exercise delivery to persons living with dementia and both knowledge and attitudes toward dementia significantly improved. Thematic analysis suggested participants (a) had a deeper understanding of the variability of dementia, (b) were planning for equitable access for persons living with dementia, (c) planned to promote social connection through exercise, and (d) were optimistic for future engagement with persons living with dementia. The DICE toolkit may improve exercise providers' knowledge and confidence to plan proactively to support persons living with dementia in programs and services. [ABSTRACT FROM AUTHOR]

The current study examined the acquisition, retention, and transfer effects of a motor program. Children with autism spectrum disorder participated in a 9-week program that targeted 13 fundamental motor skills based upon the Test of Gross Motor Development-3. Assessments were conducted before and after the program, as well as at 2-month follow-up. Significant improvements were found on not only the trained fundamental motor skills (acquisition) but also the untrained tasks on balance (transfer). The follow-up tests revealed continuous improvement on the trained locomotor skills (retention), as well as the untrained skills on balance (retention + transfer). These findings highlight the importance of continuous support and long-term participation on motor practices. [ABSTRACT FROM AUTHOR]

Focused on physical education (PE), this study examined the association between teachers' communication and students' psychological needs, enjoyment/boredom, PE usefulness, and students' grade perception. Participants were 1,000 students (572 girls; Mage = 14.58 ± 0.65) from 29 Spanish secondary schools. A path model including variables measured at three times was tested: teachers' verbal/nonverbal communication (Time 1), needs satisfaction/frustration (Time 2), and PE outcomes (Time 3). Verbal communication positively predicted needs satisfaction, which, in turn, positively predicted enjoyment, PE usefulness, and students' grade perception and negatively predicted boredom. Verbal communication negatively predicted needs frustration, which was a positive predictor of boredom. Multigroup analysis showed that gender did not moderate the associations in the path model, whereas mediating effects were found between teachers' communication and consequences via students' psychological needs. Teachers should improve their communicative capacities to satisfy students' psychological needs and promote positive PE outcomes. [ABSTRACT FROM AUTHOR]

Education is crucial for Filipinos, offering a path to a better future. Despite challenges, the Philippine Department of Education (DepEd) strives to deliver quality education, emphasizing the importance of assessments like the Division Achievement Test (DAT) in measuring student learning. This study analyzes the DAT results and academic performance in Mathematics of high school students at San Isidro National High School, Tagbilaran City. The research aimed to evaluate the correlation between DAT results and academic performance and to propose measures for improvement. Data was collected from 319 students across grades 7 to 10, utilizing documentary analysis of final ratings in Mathematics and DAT results. Findings revealed that Grade 7 students had a mean DAT score of 62.69%, indicating a need for improvement. In contrast, their academic performance was rated as satisfactory, with a mean score of 80.34%. The study also showed that San Isidro National High School ranked third among seven public high schools in Tagbilaran City. Analysis indicated a significant correlation between DAT results and academic performance, with higher academic achievers also performing well on the DAT. There was no significant difference between male and female students' DAT results, but females outperformed males in academic performance. These findings highlight the need for targeted interventions, such as remediation sessions and peer tutoring, to enhance student performance. Recommendations include close monitoring of students with low DAT scores, conducting item analysis after summative tests, and promoting the use of learning modules and resources. The study underscores the importance of continuous assessment and support to improve educational outcomes for Filipino students. [ABSTRACT FROM AUTHOR]

AbstractTeachers’ approaches to teaching have been proved to influence students’ learning outcomes in face-to-face teaching. It is necessary to extend the research to approaches to teaching in online environments, as few empirical studies have been conducted for this mode of study. This study aimed to characterize lecturers’ approaches to teaching in two distinct forms of online teaching in distance education courses and examine the influences upon the approaches to online teaching adopted. Data were collected from interviews with fourteen lecturers in a Vietnamese regional university and analyzed using a grounded theory approach. The study revealed a framework for approaches to online teaching with one motivation and seven strategy components. System-level design issues were found to impact upon approaches to online teaching, so components of synchronous/asynchronous teaching and craft/industrialized system were added to the framework. [ABSTRACT FROM AUTHOR]

This systematic review and meta-synthesis assesses the effectiveness of Conditional Cash Transfers (CCTs) and Unconditional Cash Transfers (UCTs) in Sub-Saharan Africa. Analyzing 27 studies (2014–2024) using PRISMA guidelines, the research examines impacts on financial stability, education, and health. CCTs generally outperform UCTs in achieving specific education and health targets by incentivizing behaviors, while UCTs offer greater flexibility, improving mental health and economic resilience in fragile settings. The findings stress the context-dependent nature of cash transfer programs and the need for tailored, integrated approaches. Policy recommendations emphasize designing programs based on local conditions and desired outcomes. [ABSTRACT FROM AUTHOR]

Background: Musculoskeletal disorders (MSDs) are common among nursing professionals and require effective management strategies. Implementing targeted training programs for nurses is a vital approach to reduce these problems. Aim: This study aimed to evaluate problem‐based learning (PBL) effectiveness in reducing work‐related musculoskeletal symptoms (WMSs) among nurses. Methods: Fifty Iranian nurses participated in this interventional study. Some data were collected by a demographic/occupational questionnaire and a Persian version of the Nordic Musculoskeletal Questionnaire (P‐NMQ). Some other was gathered by Rapid Entire Body Assessment (REBA) and PBL method. Results: The prevalence of WMSs during the last 12 months in the subjects was related to the lower back (76%), wrists/hands (70%), neck (64%), and knee (64%), respectively. The results showed that the prevalence of WMSs decreased significantly only in the subjects' elbow region in the postintervention (p = 0.031). Although the prevalence decreased in the postintervention stage in other regions, this decrease was not statistically significant (p > 0.05). Conclusions: This study showed that the implementation of PBL could reduce the WMSs prevalence and the level of nurses' exposure to risk factors for MSDs. [ABSTRACT FROM AUTHOR]

According to the extant literature, inquiry-based learning instruction can be an effective pedagogical tool as it frames learning as problem-solving activities. However, considerable debate exists about how to implement inquiry-based instruction. The present study compared the academic performance and engagement (as measured by course learning outcomes) of freshmen exposed to one of two inquiry-based learning modes differing in the volume of load-reducing instruction. The context was a writing-intensive, research-oriented course that enrolled second-language speakers with a didactic past. Thus, the study also examined whether the two modes differentiated freshmen's second-language writing anxiety, a key emotive negative reaction likely to emerge in a writing-intensive course. At the end of the semester, the condition that involved greater load-reducing instruction before problem-solving activities yielded superior attainment of learning outcomes encompassing knowledge acquisition and use of problem-solving skills. No differences in engagement, withdrawal rates, or writing anxiety were detected. Writing anxiety was only minimally related to students' performance and engagement as measured by the course learning outcomes. These findings illustrate that ostensibly minimal variations in the implementation of inquiry-based learning can have a selective impact on cognitive rather than emotive processing. [ABSTRACT FROM AUTHOR]

Background: The growing number of vulnerable migrants and refugees (VMRs) in the European Union presents challenges to healthcare systems, emphasizing the need for enhanced intercultural competence training for healthcare professionals. Educational escape rooms, using gamification-based principles, may offer an innovative solution to improve these competencies. Objective: This pilot study evaluates the acceptability and preliminary effectiveness of an educational escape room aimed at improving intercultural competence, self-efficacy, and knowledge among healthcare students and professionals caring for VMRs. Methods: A pre-post, single-group pilot study was conducted with 101 healthcare students and professionals, recruited through convenience sampling. Participants engaged in an educational escape room simulating a migratory crisis, designed to foster collaborative problem-solving under pressure. A newly validated questionnaire was administered before and after the intervention to measure changes in intercultural competence, self-efficacy, and knowledge. Paired t-tests were used to analyze pre-post differences, and thematic analysis explored participant feedback on the learning experience and the acceptability of the intervention. Results: Significant improvements were observed in intercultural competence (d = 1.13, p < 0.001), self-efficacy (d = 0.38, p = 0.001), and knowledge (d = 1.19, p < 0.001). Participants reported high engagement, satisfaction, and an enhanced understanding of healthcare challenges related to VMRs. The escape room was deemed acceptable. Conclusions: This pilot study provides evidence of the acceptability and effectiveness of an educational escape room in enhancing intercultural competence, self-efficacy, and knowledge. Further research with larger, more rigorous studies is recommended to confirm these findings and explore scalability. [ABSTRACT FROM AUTHOR]

Background Objectives Methods Results Conclusions Language assessment plays a pivotal role in language education, serving as a bridge between students' understanding and educators' instructional approaches. Recently, advancements in Artificial Intelligence (AI) technologies have introduced transformative possibilities for automating and personalising language assessments.This article aims to explore the design and implementation of AI‐enabled assessment tools in language education, filling the research gaps regarding the impact of assessment type, intervention duration, education level, and first language learner/second language learner (L1/L2) on the effectiveness of AI‐enabled assessment tools in enhancing students' language learning outcome.This study conducted a systematic review and meta‐analysis to examine 25 empirical studies from January 2012 to March 2024 from six databases (including EBSCO, ProQuest, Scopus, Web of Science, ACM Digital Library and CNKI).The predominant design in AI‐driven assessment tools is the structural AI architecture. These tools are most frequently deployed in classroom settings for upper primary students within a short duration. A subsequent meta‐analysis showed a medium overall effect size (Hedges's g = 0.390, p < 0.001) for the application of AI‐enabled assessment tools in enhancing students' language learning, underscoring their significant impact on language learning outcomes. This evidence robustly supports the practical utility of these tools in educational contexts.The analysis of several moderator variables (i.e., assessment type, intervention duration, educational level and L1/L2 learners) and potential impacts on language learning performance indicates that AI‐enabled assessment could be more useful in language education with a proper implementation design. Future research could investigate diverse instructional designs for integrating AI‐based assessment tools in language education. [ABSTRACT FROM AUTHOR]

AbstractAdaptive action-related reactions to errors, i.e. (meta-)cognitive processes and behaviours directly aimed at overcoming an error, have been proposed to benefit learning outcomes. However, causally interpretable findings are sparse in the current literature. Addressing this research deficit, the present study aimed at investigating whether action-related error adaptivity during the learning process facilitates knowledge acquisition in an actual learning situation. Data of 177 undergraduate students was analysed in structural equation models. Adaptive action-related reactions to errors were simultaneously assessed via self-reports and a behavioural indicator (voluntary repetitions of previous learning material after errors). Both forms of operationalisation were positively correlated and revealed similar result patterns. In two separate models, self-reported as well as behavioural adaptive action-related reactions to errors indicated a positive effect on knowledge acquisition. These findings further validate the self-report measurement of action-related error adaptivity and point to its direct impact on the learning outcome. [ABSTRACT FROM AUTHOR]

Introduction: Gamification integrates game-like elements, such as points, badges, and leaderboards, into the educational process. This study examines the influence of a gamified approach on improving graphic design education. By implementing this methodology, we aim to create a more dynamic learning environment that could lead to better academic outcomes. Methods: A quasi-experimental design was employed to compare students' average grades and academic achievements using the gamified technique with those taught using conventional methods. Thirty-two students participated in the study, with these students enrolled in three different terms. Data collection involved tracking students' grades, participation, and completion rates of gamified activities. Results: Participants in the August—December 2023 semester (Experimental 2 group) who experienced the gamified approach with the proposed platform showed significant improvement, with a p-value of 0.033, compared to those in the August—December 2022 semester (Control group), which used only conventional approaches. Furthermore, better learning outcomes were obtained when the Experimental 2 group was compared with the January-May 2023 semester (Experimental 1 group), which used only the gamification methodology (p-value = 0.025). Additionally, out of 15 students in the Experimental 2 group, 10 achieved certification in Adobe Illustrator and 13 in Photoshop, suggesting that gamification elements applied through a digital platform can improve academic performance and enhance students' practical skills and readiness for professional challenges in graphic design. Discussion: Results indicate that the gamified methodology can improve learning outcomes. Nevertheless, the proposed approach also has limitations and areas for improvement. Manual data capture, integration with external tools, the amount of teachers applying the approach, and the sample size of participants are limitations of the study that could have affected the accuracy of the results. Future work will focus on developing a proprietary platform that integrates course content and automates the tracking system to improve efficiency and accuracy. Moreover, a subsequent study will include a larger sample of students and professors to validate the present study's findings. [ABSTRACT FROM AUTHOR]

This study investigates the effectiveness of a Low-Cost Single-Channel BCI system in improving mathematical learning outcomes, self-efficacy, and alpha power in university students. Eighty participants were randomly assigned to either a BCI group receiving real-time neurofeedback based on alpha rhythms or a sham feedback group. Results showed that the BCI group had significantly higher mathematical performance, self-efficacy, and alpha power compared to the sham feedback group. Mathematics performance, alpha wave intensity, and self-efficacy showed significant positive correlations after training, indicating that neurofeedback training may have promoted their interaction and integration. These findings demonstrate the potential of BCI technology in enhancing mathematical learning outcomes and highlight the importance of considering pre-test performance and self-efficacy in predicting learning outcomes, with implications for personalized learning interventions and the integration of BCI technology in educational settings. [ABSTRACT FROM AUTHOR]

Community engagement initiatives, which include ideas of social change and collaboration, seek to value and use students' knowledge in real-world situations. However, a lack of connection between academic learning and the community environment may result in disengagement on the part of students. The article argues that, by including the philosophy and practice of moderate communitarianism in CEI, it is possible to balance individual rights with community obligations, in this way bridging the existing divide between the two. Based on Kwame Gyekye's thoughts, this article presents a conceptual framework that highlights the importance of humanity in the African sense (Ubuntu), interdependence, communalism, and respect and dignity concerning CEI. I argue that these four aspects have the potential to provide a harmonious relationship between individual autonomy and society's requirements and, in so doing, to improve educational outcomes and, in turn, the advancement of social equality. [ABSTRACT FROM AUTHOR]

Global higher education aims to develop students' intellectual capacities, foster personal growth, and mold behaviors, thoughts, and creativity for a fulfilling life. Within this framework, university residential spaces play a vital role in advancing these objectives. A well-designed hostel, tailored to students' needs and comfort, promotes shared interests and positive educational outcomes. Therefore, the importance of satisfactory residential facilities in improving students' performance should not be underestimated. This research examined the satisfaction levels of current residents of the College of Agriculture and Environmental Science hostel at Kaduna State University (KASU) regarding their accommodation. It also explored variations in satisfaction among groups with different socio-demographic characteristics. The study focused on two performance requirements for the evaluation of students' satisfaction, namely, the technical performance requirement (thermal comfort, acoustical comfort, visual comfort, indoor air quality, and fire safety) and the functional performance requirement (interior and exterior finish systems, room layout, support services, efficiency of circulation, and proximity to other facilities on campus). A total of forty-eight (48) performance indicators from the two performance requirement were evaluated through a survey questionnaire. The findings indicated that students generally expressed dissatisfaction across all performance elements, except thermal comfort and indoor air quality, room layout and size, efficiency of circulation, and proximity to facilities. The significance of this study lies in its potential to inform targeted improvements and interventions that enhance student satisfaction, comfort, and overall experience within university hostel accommodations. Findings from this study will contribute to creating a more supportive, enjoyable and conducive living environment for students, ultimately promoting their well-being and academic success. [ABSTRACT FROM AUTHOR]

Background: The education of children with learning disabilities in public schools' resource rooms remains a vital area of concern, particularly in Amman, where diverse educational needs and varying levels of resource allocation pose significant challenges. Despite the establishment of resource rooms, there is a notable lack of comprehensive data on parental satisfaction with these services. Previous research has indicated that the effectiveness of such educational settings largely depends on the quality of instruction, the adequacy of educational resources, and the extent of parental involvement and satisfaction. However, there is a significant gap in understanding how these factors specifically impact parents' perceptions in the context of Amman's public schools. Aim: This study aimed to address this gap by evaluating the perspectives of parents of students with learning disabilities in resource rooms within Amman's public schools, focusing on their satisfaction with educational services, including instruction quality, resource adequacy, and facility accessibility. Methods: A cross-sectional study design was utilized, involving a structured questionnaire administered to 200 parents of children attending resource rooms in 33 public schools across Amman. The questionnaire included Likert-scale questions and demographic queries to assess parents' perspectives on the educational services provided. Data were analyzed using SPSS version 27 to compute descriptive statistics, correlation coefficients, and hierarchical linear modeling (HLM) to account for clustering effects. Results: The majority of respondents were female (60%, n = 120), and the largest age group was 31–40 years (45%, n = 90). Most parents held a Bachelor's degree (50%, n = 100) and were employed (75%, n = 150). The predominant age group of the children was 11–15 years (50%, n = 100), with dyslexia being the most common type of learning disability (40%, n = 80). Parents rated the quality of instruction at a mean of 3.5 (SD = 1.2), adequacy of educational materials at 3.3 (SD = 1.1), and overall satisfaction with the program at 3.6 (SD = 1.0). Accessibility of facilities was rated lower at 2.8 (SD = 1.3). This interpretation is based on the lower mean score, which indicates a less favorable perception of accessibility, and the relatively high standard deviation, which reflects variability in parental experiences. HLM analysis revealed significant positive relationships between quality of instruction (β = 0.75, SE = 0.05, t = 15.00, p < 0.01), adequacy of educational materials (β = 0.70, SE = 0.04, t = 17.50, p < 0.01), and accessibility of facilities (β = 0.65, SE = 0.06, t = 10.83, p < 0.01) with overall parental satisfaction. Conclusion: The study underscores the importance of high-quality instruction, sufficient educational materials, and improved facility accessibility in enhancing parental satisfaction with resource room programs in Amman. This conclusion is supported by the findings from both the hierarchical regression analysis and the descriptive statistics, demonstrating that these factors are crucial for the effective support of children with learning disabilities. [ABSTRACT FROM AUTHOR]

Content and Language Integrated Learning (CLIL) has emerged as a pedagogical approach integrating foreign language learning with subject content. Nevertheless, its foray into the online environment, where courses are commonly delivered in two modes: asynchronous and synchronous, remains unexplored. By integrating synchronous delivery into an asynchronous-only online CLIL course, this study aims to probe how synchronous delivery affects students’ learning performances (learning behaviors and outcomes), and investigate learners’ perspectives on synchronous delivery as affordances for enhancing these performances. The study involved 969 learners and two teachers, with data collected from six sources for triangulation: tracking data from social media chat logs, website learning records, course scores, teachers’ reflective narratives, observation of synchronous learning, and student interviews. The findings unveil the effectiveness of synchronous delivery in promoting learning performances, evident in students’ proactive time management and interactive behaviors, as well as elevated learning outcomes. Three affordances – pedagogical, technological, and social – are offered by synchronous delivery for promoting learning performances. Particularly noteworthy are the social affordances, which significantly enhance learning behaviors and outcomes by fostering efficient interactions, cordial interpersonal relationships, and a learning community. [ABSTRACT FROM AUTHOR]

Clinical risk scores that predict outcomes in patients with atrial fibrillation (AF) have modest predictive value. Machine learning (ML) may achieve greater results when predicting adverse outcomes in patients with recently diagnosed AF. Several ML models were tested and compared with current clinical risk scores on a cohort of 26,183 patients (mean age 70.13 (standard deviation 10.13); 44.8% female) with non-valvular AF. Inputted into the ML models were 23 demographic variables alongside comorbidities and current treatments. For one-year stroke prediction, ML achieved an area under the curve (AUC) of 0.653 (95% confidence interval 0.576–0.730), compared to the CHADS2 and CHA2DS2-VASc scores performance of 0.587 (95% CI 0.559–0.615) and 0.535 (95% CI 0.521–0.550), respectively. Using ML for one-year major bleed prediction increased the AUC from 0.537 (95% CI 0.518–0.557) generated by the HAS-BLED score to 0.677 (95% CI 0.619–0.724). ML was able to predict one-year and three-year all-cause mortality with an AUC of 0.734 (95% CI 0.696–0.771) and 0.742 (95% CI 0.718–0.766). In this study a significant improvement in performance was observed when transitioning from clinical risk scores to machine learning-based approaches across all applications tested. Obtaining precise prediction tools is desirable for increased interventions to reduce event rates. Trial Registryhttps://www.clinicaltrials.gov; Unique identifier: NCT01468701, NCT01671007, NCT01937377. [ABSTRACT FROM AUTHOR]

AbstractThere is a considerable body of research documenting the languages First Nations children bring to school. However, despite language being a key factor impacting on educational outcomes, there is little research focussing on the students’ language use within schools outside specific learning contexts. Therefore, in this study we sought to explore the language resources used by Australian Aboriginal children at school, particularly those underexamined cohorts living in regional and remote locations. We examined how they used language in the classroom and in the playground, and with different audiences (e.g. peers vs teachers). Naturalistic language data were collected in seven schools located in different settings within Western Australia. 230 children and their teachers were recorded. The data show these students draw on their full linguistic repertoire when at school – moving between lighter or heavier varieties of Australian Aboriginal English (AAE), their traditional languages (e.g. Martu and Kija), SAE, as well as Kriol (an Australian creole) in some remote locations. We also found they adjusted their language choices according to the audience and content of their discussions and they utilised processes of translanguaging as part of these school interactions. [ABSTRACT FROM AUTHOR]

Background: In recent years, limited studies have evaluated the development of cultural awareness, sensitivity, skills, communication and competence among nursing students using different models and curricula. Objectives: This study aimed to evaluate the effectiveness of a new internationally developed curriculum for transcultural nursing education. Methods: This mixed methods study was conducted on nursing students (n = 83) who attended a transcultural nursing course from 2021 to 2022 during the fall semester. A paired samples test was used to compare total scores, and the related-samples Wilcoxon signed-rank test was used to compare subscale scores. Results: The vast majority (94.0%) of the participants mentioned Islam as their religion. Turkish was the mother tongue of 91.6% of them, while 10.8% were able to speak English and 6.0% were able to speak Kurdish fluently. The mean score for the achievement of cultural competence subdimension posttest was significantly greater (p < 0.001). Posttest mean scores for challenges and barriers in providing culturally competent care subdimensions were significantly lower (p = 0.003). The mean score on the culturally sensitive communication subdimension pretest was 21.00 ± 4.76, and the mean score on the posttest increased to 23.02 ± 6.05, which was a statistically significantly greater difference (p = 0.024). According to the qualitative results of our study, five main themes were analyzed: transcultural nursing as an opportunity, transcultural nursing as a didactic process, transcultural nursing as a professional field, transcultural care as a safe environment, and transcultural care as an obligation. Conclusions: In this study, after a semester of continuing education, nursing students developed respect for cultural diversity, cultural competence, and culturally sensitive communication. [ABSTRACT FROM AUTHOR]

Background and objectives: Preterm birth (PTB) affects ~10% of births worldwide; however, most literature focused on short-term clinical outcomes, with much less focus on long-term socioeconomic outcomes after PTB. We examined associations between PTB and individuals' income, employment, and educational outcomes during early adulthood. Methods: We conducted a population-level matched cohort study including all live births in Canada between 1990 and 1996, followed until 2018. Outcomes included Employment income per year in 2018 CAD and employment between ages 18 and 28 years, postsecondary education enrollment (18–22 years), and maximum educational attainment at age 22–27 years. Mean differences and risk ratios (RR) and differences (RD) were estimated using generalized estimating equation regression models for economic outcomes and multinomial logistic regression models for educational outcomes. Results: Of 2.4 million births, 7% were born preterm (0.3%, 0.6%, 0.8%, and 5.4% born extremely preterm (24–27 weeks), very preterm (28–31 weeks), moderately preterm (32–33 weeks), and late preterm (34–36 weeks) respectively). After matching on baseline characteristics (e.g., sex, province of birth, and parental demographics) and adjusting for age and period effects, preterm-born individuals, on average, had $958 CAD less employment income per year (95% CI: $854-$1062), 6% lower income per year, than term-born individuals, and were 2.13% less likely to be employed (1.98–2.29%). PTB was also negatively associated with university enrollment (RR 0.93 (0.91–0.94) and graduation with a university degree (RR 0.95 (0.94–0.97)). Mean income differences for those born 24–27 weeks were -$5,463 CAD per year (17% lower), and adjusted RR were 0.55 for university enrollment and graduation. Conclusion: In this population-based study, preterm birth was associated with lower economic and educational achievements at least until the late twenties. The associations were stronger with decreasing GA at birth. Policymakers, clinicians, and parents should be aware that the socioeconomic impact of PTB is not limited to the early neonatal period but extends into adulthood. [ABSTRACT FROM AUTHOR]

AbstractMultiple empirical studies suggest teacher empathy supports improved educational outcomes for all students, particularly in diverse settings; however, recent research shows such results to be inconsistent. These mixed findings have been explained as the result of inconsistent measurement practices as well as overly generalized conceptualizations of teacher empathy. Moreover, some educational researchers have cautioned against misapplications of empathy that may harm historically minoritized students. In this manuscript, we offer the conceptual framework of adaptive teacher empathy in response to these concerns. Adaptive teacher empathy is situated in the classroom context and centers the students’ perspective. We identify its three core phases: prioritizing cognitive empathic processes, cultivating beliefs and emotions that support teacher motivation to empathize, and implementing behaviors that support improved educational outcomes for students. Additionally, we articulate our understanding of equitable teaching practices and illustrate how adaptive teacher empathy can support equitable instruction, particularly in diverse classrooms. Further, adaptive teacher empathy is compared to similar classroom constructs and examples of each phase are applied to promote equitable teaching. We close with implications for research and teaching. [ABSTRACT FROM AUTHOR]

ABSTRACT Aim Materials and Methods Results Conclusion The aim of this study was to systematically review the relevant literature on teaching professionalism in dental curricula and report the relevant data from a survey of members of the Association for Dental Education in Europe (ADEE) on the topic.We conducted a systematic review of the literature and a cross‐sectional study using an online questionnaire regarding teaching and assessment of professionalism in dental schools, members of the ADEE. The literature review identified 33 articles related to professionalism in dental curricula. The survey sent to the membership of the Association for Dental Education in Europe yielded responses from 27 European dental schools and four schools outside Europe.Various study designs were identified in the review, and the main themes discussed included teaching/pedagogy, ethics/humanities, core domains and assessment of professionalism. Twenty schools reported having specific courses dedicated to professionalism, while the format varied, including entire modules, separate learning outcomes or unit structures. Ethics, communication, law/legal framework/deontology, teamworking and management/leadership were among the common topics taught under the banner of professionalism. Many schools reported increases or no changes in hours, staffing, themes/topics covered and weight in the curriculum for professionalism over the last decade.The paper provides valuable insights into the current state of professionalism education in dental curricula and offers directions for enhancing its effectiveness and relevance in preparing future dental professionals. Collaborative efforts among dental educators and institutions can contribute to the continuous improvement of professionalism education and practice in dentistry. [ABSTRACT FROM AUTHOR]

Introduction: Worked examples support initial skill acquisition. They often show skill application on content knowledge from another, "exemplifying" domain (e.g., argumentation skills have to be applied to some contents). Although learners' focus should remain on the skill, learners need to understand the content knowledge to benefit from worked examples. Previous studies relied on exemplifying domains that are familiar and contain simple topics, to keep learners' focus on skill acquisition. Aim: We examined whether using a relevant exemplifying domain would allow learners to acquire both skills and content knowledge simultaneously, or whether relevant content distracts from the main learning goal of skill acquisition. Methods and results: In a training study with 142 psychology students, we used example-based learning materials with an exemplifying domain that was either relevant or irrelevant for participants' course outcomes. We assessed cognitive load, declarative knowledge about skills and course-related content knowledge, and argumentation quality. Incorporating relevant content knowledge in worked examples did not reduce learning outcomes compared to a condition using an irrelevant exemplifying domain. Discussion: Contrary to previous research, the results suggest that worked examples with a relevant exemplifying domain could possibly be an efficient teaching method for fostering skills and content knowledge simultaneously. [ABSTRACT FROM AUTHOR]

This research investigates the integration of industry projects and mentorship into academic curricula, aiming to enhance student learning and professional readiness. By incorporating real-world projects and pairing students with industry mentors, this approach seeks to provide a unique blend of theoretical knowledge and practical application. Utilizing a mixed-methods research design, the study captures both quantitative and qualitative data to assess the educational outcomes of this innovative model. Quantitative metrics include final grades, attendance rates, participation rates, placement rates, project grades, and professional skills ratings, while qualitative feedback is gathered from students, mentors, and faculty. The study is set against the backdrop of two courses that have been redesigned to include elements of industry collaboration. The findings are expected to shed light on the effectiveness of this approach in preparing students for the demands of the modern workforce, offering insights into how industry mentorship and project-based learning can enhance academic curricula and better equip students for their future careers. [ABSTRACT FROM AUTHOR]

Background: The challenges associated with ensuring widespread system changes to enable early diagnosis and prevention of oral cancer could benefit from interprofessional practice. A needs assessment study was conducted to inform the Interprofessional Education and Collaborative Practice (IPECP) course related to oral cancer. The primary objectives of this study were 1) to establish a tool assess the knowledge attitude and practice (KAP) related to prevention and early detection of oral cancer of health professional students, and 2) to assess the same KAP of pre-licensure dental students. Additional objectives were to consider the possibility that dental students would demonstrate good scores related to early detection and prevention of oral cancer thus indicating their readiness for interprofessional learning and collaborative practice. Methods: Two questionnaires were utilized for this study which included 1) Readiness for interprofessional learning was assessed using the pre- validated tool of Readiness for Interprofessional Learning Scale (RIPLS) 2) A questionnaire to assess the KAP related to early diagnosis and prevention of oral cancer which was developed, validated, and evaluated. Statistical analysis includes, descriptive statistics, Mann–Whitney U test, Ordered logistic regression and Probit analysis. p value was set at < 0.05. Results: A total of 130 dental students (74.6% female) were included in the study. Mean scores related to KAP were 15.96 ± 1.394, 4.70 + 1.146, 7.02 ± 1.019 respectively. The mean score of RIPLS was 73.15 ± 15.961. The probability of overall samples to have good RIPLS scores was around 0.68 to 0.76 (Male 0.68—0.82 & Female 0.68 -0.74). The percentage of students having good knowledge score was 93.8%, good attitude score was around 54.6% and good practice score was around 90%. Conclusion: Knowledge and practice related to prevention and early detection of oral cancer were scored highly. Attitude scores were lower in a relatively higher proportion of participants and needed to be addressed in the curriculum. RIPLS score indicates a positive attitude towards interprofessional learning. [ABSTRACT FROM AUTHOR]

Introduction: Breastfeeding challenges may be difficult to address within the constraints of a typical well-child visit. A team-based approach, including lactation consultants, can reduce physician workload, increase breastfeeding self-efficacy, and increase patient satisfaction. Continuity of care issues, including absent or delayed referrals, hinder patient access to skilled lactation support. Objectives: To examine the post-residency referral patterns of physicians to lactation consultants among physicians who did or did not participate in a brief outpatient lactation rotation at an academic lactation clinic during residency. Methods: A cross-sectional online survey of physicians who completed residency programs in pediatrics, family medicine, or medicine-pediatrics between 2013 and 2022 was conducted using REDCap; 46 valid responses were received. Results: Respondents who participated in a brief outpatient lactation rotation during residency refer patients to lactation consultants with significantly higher frequency than those who did not complete the rotation. Among those with lactation consultants in their geographic area, this relationship remained significant even when adjusting for residency type, gender, experience with an inpatient lactation consultant, and infant feeding attitudes using multiple linear regression. Conclusions: An outpatient lactation rotation during medical residency may increase the likelihood of referring to a lactation consultant in post-residency practice, which can improve breastfeeding outcomes. [ABSTRACT FROM AUTHOR]

There is a broad consensus in politics, economy and science about the importance of promoting STEM competences. To promote STEM skills in the classroom, we propose a cross-domain approach combining the STEM sub-domains of Biology and Technology/Engineering. Therefore, we have developed a model that illustrates how the STEM sub-domains of Biology and Technology/Engineering can complement each other in a cognitive process. Both sub-domains show similarities in working methods and consider structural and functional relationships. These synergies can be brought together in a design process. This approach leads to the question of the extent to which a cross-domain approach utilising a design process can be a learning opportunity for biological subject knowledge. Based on this model, we have created a learning arrangement on the topic of the 'locomotor system'. Learners should use a design process to build a feeding machine inspired by structural-functional relationships in different locomotor systems. In a quasi-experimental study, we compared this Design approach with two alternative teaching approaches (a Reconstruction approach and a Biology approach). In the Reconstruction approach, students receive the same input on structural-functional relationships in locomotor systems but build their feeding machine according to a predetermined plan. In the Biology approach, no feeding machine is built; instead, structural-function relationships in locomotor systems are modelled using further examples from the animal world. 413 pupils (age: M = 12.53, SD = 0.818) took part in the study. Longitudinal and cross-sectional analyses emphasise the potential of the Design approach compared to the other methods and show significant differences in long-term learning outcomes. Path models illustrate that cognitive abilities (IQ) and participation in the 'Design'-intervention group are decisive prerequisites for learning success. The results also show that students following the Design-approach develop a significantly improved understanding of concepts related to the musculoskeletal system. Using a design process combining biology and engineering presents a learning opportunity for students to develop long-term robust biological knowledge and understanding of biological concepts. Thus, using a design approach can be a cross-domain bridge for integrated STEM instruction in order to foster pupils' knowledge acquisition and competences. [ABSTRACT FROM AUTHOR]

The use of SMS messaging for education has grown in recent years, with particular attention recently during the Covid‐19 pandemic. Mobile phones often have high levels of ownership in low‐income contexts compared to computers, and lower connectivity requirements, which arguably make this a more equitable medium than data‐heavy online instruction, for example. However, given that gender can be a factor to influence mobile device access and use, it is also important to consider educational applications through a gender lens, to avoid further exacerbating digital divides. In this paper, we present an analysis of server log and evaluation data in relation to a literacy‐focused initiative for primary‐aged learners carried out in Kenya as part of the Tusome programme and through the SMS‐based M‐Shule education platform, which does not require an Internet connection or smartphone to run. The extent of engagement with the platform varies according to gender and location within the country. The data also demonstrate a positive impact on learning outcomes regardless of learners' gender and location. Furthermore, the learning gains are shown to be relatively cost‐effective in comparison with educational technology interventions in similar contexts. The findings show that this low‐connectivity adaptive model has a positive impact on learning outcomes. It is a scalable approach to support a range of learners in Kenya, providing more support to learners who need it, and leading to increased foundational learning outcomes overall. As such, the findings will also be of highly relevant to other low‐connectivity contexts. Practitioner notes What is already known about this topic Mobile phones can be used as a means to support learning, through mobile learning and SMS, particularly in low‐connectivity contexts, although there is a lack of rigorous evidence of impact upon learning outcomes. Mobile phone device ownership tends to be higher than computer or wired Internet connections in many low‐income contexts. Software applications which adapt to the learners' level have shown good potential for gender‐equitable learning outcomes in low‐income contexts; however, these often require an Internet connection in addition to computers or tablets to be run on. What this paper adds There is a lack of contextually relevant evidence of the impact of SMS‐based mobile learning applications in low‐resource and low‐connectivity contexts upon learning outcomes. Through analysis of data generated via an experimental design, this study provides evidence that literacy materials delivered through an SMS‐based educational platform—M‐Shule—can have a positive impact upon learning outcomes. Furthermore, gains are equitable in terms of learners' gender, and location, within Kenya. Implications for practice and/or policy Mobile phones can be an effective way of reaching learners to provide additional educational support as part of existing education programmes in low‐connectivity environments. Learning gains using M‐Shule are evidenced as significant and relatively cost‐effective. Existing high‐quality learning materials developed in other media can be effectively adapted to SMS to reach learners particularly who are out‐of‐school or during periods of educational disruption. What is already known about this topic Mobile phones can be used as a means to support learning, through mobile learning and SMS, particularly in low‐connectivity contexts, although there is a lack of rigorous evidence of impact upon learning outcomes. Mobile phone device ownership tends to be higher than computer or wired Internet connections in many low‐income contexts. Software applications which adapt to the learners' level have shown good potential for gender‐equitable learning outcomes in low‐income contexts; however, these often require an Internet connection in addition to computers or tablets to be run on. What this paper adds There is a lack of contextually relevant evidence of the impact of SMS‐based mobile learning applications in low‐resource and low‐connectivity contexts upon learning outcomes. Through analysis of data generated via an experimental design, this study provides evidence that literacy materials delivered through an SMS‐based educational platform—M‐Shule—can have a positive impact upon learning outcomes. Furthermore, gains are equitable in terms of learners' gender, and location, within Kenya. Implications for practice and/or policy Mobile phones can be an effective way of reaching learners to provide additional educational support as part of existing education programmes in low‐connectivity environments. Learning gains using M‐Shule are evidenced as significant and relatively cost‐effective. Existing high‐quality learning materials developed in other media can be effectively adapted to SMS to reach learners particularly who are out‐of‐school or during periods of educational disruption. [ABSTRACT FROM AUTHOR]

Background: Proper diagnosis in primary care is crucial due to the large number of skin cancer diagnoses each year and its associated growing economic burden. Understanding how primary care providers can be best trained in dermoscopy is instrumental in helping primary care providers differentiate benign and malignant cutaneous lesions so that appropriate action can be taken (eg, biopsy/referral to dermatology or reassurance). Objective: To assess the success of concise dermoscopy training among primary care providers. Design: A cohort study was conducted in primary care at Mayo Clinic, Rochester, including primary care physicians, nurse practitioners, and physician assistants in internal medicine and family medicine. Diagnostic accuracy was measured on standardized testing through image-based recognition and in clinical practice through observation of referral and biopsy patterns both before and after dermoscopy education, focused on the TADA plus method. Results: Forty-three primary care providers completed the image-based recognition tests, with significant improvement in mean score measured after dermoscopy training workshop (20%). Among the thirteen primary care providers who continued to use dermoscopy in clinical practice, a significant improvement (31%) in mean clinical diagnostic accuracy was observed comparing 1 year of practice data before versus after dermoscopy training. Conclusion: Improvement in diagnostic accuracy with utilization of the TADA plus method translates into clinical practice. Therefore, training primary care providers in dermoscopy may improve the dermatologic care patients receive in primary care, especially in rural or medically underserved areas where access to dermatology is limited. [ABSTRACT FROM AUTHOR]

This study assessed the acceptance and satisfaction levels of Grade Six learners in Sierra Bullones District, Sierra Bullones, Bohol, during the School Year 2023-2024, focusing on video-based learning materials. The research aimed to craft an enhanced lesson guide based on the findings. Specifically, it aimed to evaluate the learners' acceptance of video-based materials and measure their satisfaction levels, while also exploring the correlations between perceived usefulness, perceived ease of use, behavioral intention to use, actual usage, and satisfaction. The study employed a descriptive-correlational method, using a quantitative descriptive survey and an adapted questionnaire based on previous studies. Data were collected from Grade 6 learners across five elementary schools in Zone 2 of Sierra Bullones, Bohol, using a structured ten-day data-gathering process. Analysis included weighted mean calculations and Pearson Product Moment Coefficient of Correlation to interpret the findings. Results indicated high levels of acceptance and satisfaction among learners with video-based learning materials, underscoring their perceived usefulness and ease of use. Significant positive correlations were found between these factors and satisfaction, highlighting the materials' impact on learning outcomes. The study's findings support the Technological Acceptance Model, emphasizing the importance of designing and implementing effective instructional materials to enhance educational practices and learner satisfaction. Recommendations include continual improvement of materials, educator training, further research on acceptance factors, and exploration of instructional design elements to optimize learner learning experiences. [ABSTRACT FROM AUTHOR]

Optimizing learning outcomes in university students necessitates an understanding of the processes that drive high-quality learning outcomes. This study investigates the motivational factors and learning methodologies perceived by computer science students during an introductory course. A cross-sectional study was conducted with 171 computer science students asked to complete a psychometric instrument ("Study Skills Inventory for Students") during the first year of their university studies. Two major theoretical frameworks in educational psychology, namely students' self-efficacy and learning approaches were tested relative to a factor structure obtained from learning situations. The findings supported self-efficacy and three learning approaches among computer science students. Models for deep, surface, and strategic learning approaches suggest that students with higher self-efficacy tend to adopt a deeper approach to learning. Conversely, students with lower self-efficacy were more inclined toward surface learning methods. Furthermore, a link was identified between strategic learning approaches and students' experiences within their learning environments. The results substantiate earlier research and align with learning approach theories. The findings indicated that, in higher education settings, focus should be directed toward understanding the motivational factors influencing students and their learning approaches for educational outcomes. [ABSTRACT FROM AUTHOR]

This study explores the effects of the two‐generation program CareerAdvance—which combines education and training for parents in healthcare with Head Start for children—on children's academic, language, mathematics, and inhibitory control followed for 3 years. The sample (collected in Tulsa, Oklahoma from 2011 to 2018) includes 147 children in the CareerAdvance group and 139 children in a matched comparison group (n = 286; 40% Black, 17%, White, 10% Hispanic, 33% Mixed Race, or Other Race; M = 3.6 years old; 47% female). Overall, the effect of CareerAdvance on child outcomes is neither greater nor less than Head Start alone. These findings suggest that children's developmental outcomes do not worsen or improve in the short term when their parents return to school. [ABSTRACT FROM AUTHOR]

Despite the disproportional impact of HIV, Black individuals are benefiting the least from pre-exposure prophylaxis (PrEP). Motivational interviewing (MI) for PrEP uptake (MI-PrEP) is a two-session culturally tailored intervention incorporating MI strategies to improve PrEP motivation and uptake among cisgender Black women. A pilot randomized control trial was conducted in the Southeastern United States, and 41 women were randomized to MI-PrEP (session 1 with PrEP psychoeducation and MI and session 2 with MI and light case management) or enhanced treatment as usual (ETAU; two sessions of PrEP psychoeducation [videos explaining PrEP]). Women completed one follow-up assessment (1 month after visit 2). Measures captured primary (motivation [via contemplation and readiness ruler] and PrEP uptake via medical records) and secondary outcomes (e.g., PrEP knowledge, barriers to PrEP, and speaking to a provider about PrEP). Difference-in-differences analyses comparing MI-PrEP with ETAU as well as t-tests for within-group changes over time were conducted. Women who completed MI-PrEP (90.5% retained) compared with ETAU (100% retained) had a significantly higher likelihood of speaking to a provider about PrEP (OR = 4.42e7, CI [8.55e6, 2.29e8], DiD = 17.60, se = 0.84, p < 0.001). Within the MI-PrEP group, women had significant increases in PrEP prescription, knowledge, and motivation/contemplation, and significant decreases in financial resources as a PrEP barrier and medical mistrust (MMT). ETAU had within-group increases in PrEP prescription and speaking to a provider, no changes in motivation and MMT, and increases in specific barriers to care (e.g., transportation). MI-PrEP shows promise, and a large-scale study may be beneficial to further assess efficacy and examine implementation. [ABSTRACT FROM AUTHOR]

Presented study seeks to examine the potential applications of the OpenAI language model, GPT-3, within the realm of education. Specifically, the inquiry focuses on the feasibility of utilizing GPT-3 to generate essays based on customized prompts. To this end, the experimentation involved providing GPT-3 with tailored prompts derived from diverse historical epochs, and subsequently assessing the generated essays in terms of their coherence, accuracy, and relevance. The outcomes of the study demonstrate that GPT-3 possesses a degree of suitability for employment within various educational contexts. The research delves into the opportunities that GPT-3 provides for both students and educators, while also taking into consideration the limitations of AI usage. Ultimately, the study concludes that GPT-3 can be assimilated into a variety of learning strategies, and possesses significant potential for augmenting educational outcomes. The findings of this research have critical implications for the utilization of artificial intelligence within education, and suggest that GPT-3 has the ability to revolutionize the manner in which students learn and engage with course material. [ABSTRACT FROM AUTHOR]

Virtual reality (VR) has been shown to induce excessive affective processing, which in turn impacts the learning process and learning outcomes. Therefore, a better understanding of emotional dynamics and how emotions are instigated while learning with VR is needed. For this purpose, the students learning process with a VR simulation was captured using continuous measurement of facial expressions. In addition, personality traits and self-regulated emotion (SRE) characteristics were examined. The findings suggest that overall, joy was the most predominant emotion expressed by students, while intraindividual components of personality traits and SRE strategies were associated with negative emotional expressions. Specifically, students with high conscientiousness or agreeableness personality traits tended to experience less anger and/or sadness. In addition, the findings demonstrate that the experience of these negative emotions was mediated by the SRE strategies of reappraisal and suppression, implying a mechanism of emotional engagement while learning with VR. This suggests that while individual personality traits are relatively stable and immutable, SRE preferences can be supported as part of the VR instructional design and scaffolding. Future studies should explore how students' emotion regulation preferences can be supported to benefit their emotional experiences while learning. [ABSTRACT FROM AUTHOR]

Technology and artificial intelligence (AI) advancements are increasingly impacting second language (L2) learning, particularly in writing skills development. Motivated students seeking writing feedback can benefit from AI implementation, with writing feedback literacy being crucial for effective use. Engaged students with specific writing goals benefit from ongoing practice and learning to attain high-quality outcomes, whether from formal or informal settings such as AI application. AI's integration into L2 education underscores the need to comprehend its role in improving L2 writing engagement, writing feedback literacy, and writing outcome. A mixed-method study was conducted, which involved 46 students at the upper-intermediate level. The student cohort was divided into two groups for the purpose of the study. One group was designated the control group, while the other was the experimental group, each comprising 23 students. By using Wordtune, an AI-based application, the experimental group was able to significantly improve their writing outcomes, engagement, and feedback literacy when compared to the control group. Furthermore, the Wordtune application received positive feedback from students interviewed about its ability to improve their writing outcomes, engagement, and feedback literacy. These findings will contribute to our understanding of AI in L2 learning and inform instructional considerations for Wordtune's application. [ABSTRACT FROM AUTHOR]

Background: Research suggests that participating in a stuttering simulation‐based learning (SBL) program could help speech–language pathology (SLP) students feel more at ease, less nervous and more capable while interacting with people who stutter. Personality traits may influence SLP students' self‐efficacy beliefs as well as their level of interest in working with clients who stutter. In particular, we suggest that the combination of low neuroticism and high extraversion, previously linked with a more outgoing, emotionally stable and social personality, may enhance self‐efficacy. Aims: To examine the impact of participating in a stuttering SBL program on clinical self‐efficacy (CSE) in managing stuttering therapy among SLP students, as well as its influence on their interest in working with fluency disorders and their associations with personality dimensions. The study also evaluated satisfaction with the SBL experience. Methods & Procedures: SLP students (n = 49) underwent a fluency disorders academic course, self‐reported on CSE, and had an interest in working in the field of stuttering and NEO‐Five‐Factor Inventory (NEO‐FFI). Post‐stuttering SBL program participation, CSE and level of interest in practice of stuttering were reassessed. Satisfaction with the simulation was also gauged. Outcomes & Results: Students interested in working with fluency disorders scored lower in neuroticism and higher in extraversion than their uninterested counterparts. Before the SBL activity, interest ratings were negatively correlated with neuroticism and positively correlated with extraversion. Pre‐SBL neuroticism was negatively correlated with CSE. Following the SBL activity, increased CSE and interest in working with fluency disorders were evident, indicating robust and medium effects of the simulation on those indices, respectively. Post‐SBL neuroticism was also negatively correlated with CSE. Overall, participants reported high satisfaction with the SBL experience. Conclusions & Implications: The study suggests SBL is an effective tool for enhancing motivation to work with fluency disorders. Consideration of personality traits and professional interests in designing educational interventions for SLP students, along with tailoring approaches to individual differences, may enhance learning outcomes. The study also highlights the need to differentiate between CSE and objectively assessed clinical competence and the fact that professional development is influenced by various factors. Nonetheless, the positive correlations between personality traits, CSE and satisfaction emphasize the potential of SBL programs in shaping not only clinical skills but also the attitudes and preferences of future SLPs. WHAT THIS PAPER ADDS: What is already known on this subject: SLPs in the field of stuttering therapy reportedly experience low levels of comfort and professional confidence, possibly due to insufficient clinical experience. According to earlier research, taking part in SBL programs may elevate the CSE of SLP students and help them feel more confident about treating people with stuttering. What this study adds to the existing knowledge: In addition to showing the beneficial effects of an SBL activity on SLP students' self‐efficacy and interest in working in stuttering therapy, our research shows a significant relationship between personality traits and CSE. Specifically, the combination of high extraversion and low neuroticism was found to be associated with higher CSE and higher levels of satisfaction from the SBL. What are the potential or actual clinical implications of this work?: The study shows that SBL is an effective tool for enhancing motivation to work with fluency disorders. Overall, students who exhibit high extraversion and low neuroticism show higher levels of CSE, greater motivation in stuttering treatment, and higher levels of SBL stratification. Development of future SBL activities and other educational interventions should take into consideration such personality traits, to enhance learning outcomes. [ABSTRACT FROM AUTHOR]

Background: Morphosyntactic problems are a core symptom of Developmental Language Disorder (DLD). In the Netherlands, children with (presumed) DLD can receive special care in language‐focused treatment groups. The focus of these groups mainly lies in improving communicative intentions, vocabulary and phonology. Morphosyntactic skills receive less attention. Aims: The authors developed a scripted group‐based intervention targeting morphosyntactic skills in young children with DLD. In this study, the effect of the intervention on the morphosyntactic skills of preschoolers with (presumed) DLD was tested and the usability for pedagogical practitioners (PPs) was evaluated. Methods & Procedures: Twenty‐seven preschoolers with DLD (aged 2;10–3;10 [years;months]) participated in an A‐B group study in which the development of grammatical structures was monitored with a morphosyntactic task and language sample analyses (LSA). Progression during 8 weeks usual care (UC) and 8 weeks morphosyntactic intervention was examined using Bayesian mixed effects models. In LSA, structures that were targeted were compared to control structures. The intervention consisted of a weekly script‐based group session in which morphosyntactic structures were targeted, and daily activities in which these target structures were repeated. The intervention was provided by trained PPs, who were coached by a speech‐language therapist. An early indication of usability and feasibility was evaluated using an online questionnaire. Outcomes & Results: The analyses show that morphosyntactic skills improved during the intervention period, with strong evidence for growth in the production of target structures on the morphosyntactic task and target and control structures in LSA, while barely any evidence was found for growth in the use of these structures in UC. However, target structures and control structures seem to develop at the same rate. General measures of morphosyntactic ability showed improvement both during UC and the intervention phase. Evaluation among practitioners suggested that the intervention is regarded as usable and feasible. Conclusions & Implications: Growth in morphosyntactic skills of children in the intervention period was demonstrated, but this could not be proven to be related to the intervention because both target and control structures improved during the intervention. This growth might be due to maturation instead of the intervention. Nevertheless, our study demonstrates that the morphosyntactic skills of preschoolers with DLD can show considerable improvement over a period of 8 weeks. Furthermore, our study underlines the importance of using LSA measures when monitoring the morphosyntactic development of children, as they might be more sensitive to change than standardised tests. WHAT THIS PAPER ADDS: What is already known on the subject: Most children with Developmental Language Disorder (DLD) experience difficulties in their morphosyntactic development. In the Netherlands, preschoolers with DLD can receive special care in language‐focused treatment groups. These groups mainly focus on stimulating communicative intentions, vocabulary and phonology, but less so on stimulating morphosyntactic skills. What this study adds: We designed a new group‐based intervention targeting the expressive morphosyntactic skills of children with DLD, examined the effect and investigated the usability and feasibility. Although there is strong evidence for growth in morphological skills, intervention effects could not be demonstrated. Evaluations among practitioners suggested that the intervention is regarded as usable and feasible. Furthermore, this study shows that children's morphosyntactic skills can improve over relatively short periods of time and language sample analyses seem to be sensitive to detect these changes. What are the clinical implications of this work?: Currently, very few group‐based morphosyntactic interventions exist (in the Netherlands). Since practitioners were generally positive about the intervention and its usability and feasibility, the proposed intervention might benefit the treatment of morphosyntactic problems in children with DLD. [ABSTRACT FROM AUTHOR]

The article focuses on the challenges faced in transforming the dietetics curriculum, particularly in relation to curriculum drift and overcrowding. Topics include the use of constructive alignment based on constructivist learning theory, the need for an outcome-based approach to curriculum design, and the impact of individual academic decisions on the consistency and effectiveness of the curriculum.

Aim: To update the competences and learning outcomes and their evaluation, educational methods and education quality assurance for the training of contemporary specialists in periodontology, including the impact of the 2018 Classification of Periodontal and Peri‐implant Diseases and Conditions (2018 Classification hereafter) and the European Federation of Periodontology (EFP) Clinical Practice Guidelines (CPGs). Methods: Evidence was gathered through scientific databases and by searching for European policies on higher education. In addition, two surveys were designed and sent to program directors and graduates. Results: Program directors reported that curricula were periodically adapted to incorporate advances in diagnosis, classification, treatment guidelines and clinical techniques, including the 2018 Classification and the EFP CPGs. Graduates evaluated their overall training positively, although satisfaction was limited for training in mucogingival and surgical procedures related to dental implants. Traditional educational methods, such as didactic lectures, are still commonly employed, but they are now often associated with more interactive methods such as case‐based seminars and problem‐based and simulation‐based learning. The evaluation of competences/learning outcomes should employ multiple methods of assessment. Conclusion: An update of competences and learning outcomes of specialist training in periodontology is proposed, including knowledge and practical application of the 2018 Classification and CPGs. Harmonizing specialist training in periodontology is a critical issue at the European level. [ABSTRACT FROM AUTHOR]

Aim: This review is intended to adapt the current conceptual framework in dental education based on four domains to propose a set of competences, learning outcomes and methods of teaching, learning and assessment for undergraduate education in periodontology. Review: Based on the current framework of competences and learning outcomes recommended by the Association for Dental Education in Europe (ADEE), undergraduate education in periodontology has been updated using the classification and clinical practice guidelines for the diagnosis and treatment of periodontal and peri‐implant diseases. Conclusions: Specific learning outcomes have been proposed within each competence area, that is in Domain I (n = 10), Domain II (n = 13), Domain III (n = 33) and Domain IV (n = 12). Teaching methods and learning activities based on the different dimensions of the cognitive process have been proposed. Additionally, 10 key learning outcomes have been proposed as exit outcomes, which implies their accomplishment within the final assessment of any graduating student. [ABSTRACT FROM AUTHOR]

Background: The second European Consensus Workshop on Education in Periodontology was commissioned, as a result of the changes in the discipline and the advances in educational methods/technology, to update the 2009 Consensus report of the first European Federation of Periodontology (EFP) Workshop on the same topic that was jointly authored by the Association for Dental Education in Europe. Aim: To identify and propose changes necessary in periodontal education at three levels, namely undergraduate, specialist and continuing professional development (CPD), with respect to learning outcomes, competencies and methods of learning/training and evaluation. Methods: Four working groups (WGs) considered education in periodontology at the undergraduate, specialist and CPD levels, and education methods. Four commissioned position papers, one per WG, summarized the relevant information. Workshop participants gathered at an in‐person consensus meeting to discuss the individual reviews, and this consensus report summarizes the conclusions. Results: The learning outcomes for undergraduate and specialist education in periodontology have been updated, and a proposal for learning outcomes for CPD programmes was made. Learning/teaching/training and evaluation methods were proposed for each level of education, which included face‐to‐face, virtual and blended learning methods. Conclusion: Developments in oral/dental medicine and in contemporary educational technologies have been translated into updated learning outcomes and learning/teaching/ training/evaluation methods relevant to education in periodontology. [ABSTRACT FROM AUTHOR]

Objective: This research examines the effects of educational materials, delivered with "take-home and cook-with-friends" meal kits, on college students' food agency. Participants: In the spring of 2021, 186 students were recruited at a US public university and randomly allocated into either an intervention group that received meal kits and educational materials or a control group that received only meal kits. Methods: Meal kits containing local ingredients were distributed weekly to the participants and surveys were conducted to measure participants' food agency, using the Cooking and Food Provisioning Action Scale (CAFPAS). Hypothesis tests and regression analysis were then conducted to examine the educational intervention's effects on the CAFPAS scores. Results: The educational intervention had a positive and statistically significant effect on students' CAFPAS scores. Conclusions: Educational interventions hold promise in enhancing college students' food agency, at least in the short term. [ABSTRACT FROM AUTHOR]

Objective: To evaluate the effectiveness of a vaccination education module to improve vaccine expectations and behaviors among college freshmen. Participants: The participants were 177 college freshmen at one private Utah university. Participants were eligible for this study if admitted as new freshmen during the 2019–2020 school year. Methods: The study was a cross-sectional pre- and post-education evaluation assessing vaccine expectations and behaviors using Likert-type and open-ended questions. Results: After completing the vaccination education module, participants' vaccine expectations and behavioral intentions improved. Participants reported they were more likely to be up-to-date on personal vaccines and more likely to expect other students to be up-to-date on their vaccinations. Participants were more likely to ask other students to vaccinate and were also more likely to ask their family members to be vaccinated. Conclusions: This online vaccination education module effectively improved participants' vaccine expectations and behavioral intentions. [ABSTRACT FROM AUTHOR]

Objective: To promote influenza vaccine acceptance among community college students during the Fall 2020 semester to reduce the incidence of a "twin-demic" occurring of influenza and COVID-19. Participants: A convenience sample of 185 students enrolled in an entry level health course. Methods: Non-experimental cross-sectional design that used a self-paced, online teaching intervention. Qualitative data in the form of online discussion board posts were collected and analyzed assessing attitudes, normative references, and knowledge. Results: High rates of favorable attitudes toward influenza vaccine, evidence of subjective normative references toward science-based information, and an increase in participant knowledge. Conclusions: An online teaching intervention can be effective in changing attitudes, referencing subjective norms related to scientific information, and increasing knowledge. [ABSTRACT FROM AUTHOR]