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Introduction Materials and Methods Results Conclusion This study aimed to develop a module that incorporates hands‐on and reflective feedback in teaching dental materials science and subsequently analyse undergraduate dental students' learning experiences with the module.The module was developed based on the ADDIE (Analyse, Design, Develop, Implement, Evaluate) model. First, a need analysis was conducted, followed by designing the module to address the needs. Next, the module sought experts' feedback and was piloted. The revised module was implemented among all second‐year undergraduate dental students. Finally, a validated questionnaire (5‐point Likert scale items and open‐ended questions) was used to evaluate students' learning experiences. The questionnaire Likert scale items were analysed descriptively, whereas open‐ended responses were analysed using content analysis.In the analysis phase, a slight misalignment in cognitive competency levels was observed, alongside a need for the inclusion of more hands‐on activities. In the design phase, learning objectives and resources were listed. Subsequently, a module consisting of four teaching sessions (3 h each) was developed, and the pilot test showed favourable feedback. The module was then implemented in small groups of 10–12 students. In the evaluation phase, 72 students (97% response rate) completed the questionnaire. The majority of students agreed with all items, with mean scores ranging from 4.53 to 4.72. Open‐ended responses highlighted that hands‐on activities and reflective feedback sessions were useful.Students demonstrated positive learning experiences after participating in the module, advocating for dental educators to consider more hands‐on activities and reflective feedback sessions in teaching dental materials science. [ABSTRACT FROM AUTHOR]

Diversity management is a core priority in the definition of international education policies, and educational inclusion is a strategic indicator of quality and excellence. As a contribution to improving educational inclusion in higher education, this study seeks to map out the opinions and positions expressed by university lecturers regarding their teaching action in the classroom with respect to educational diversity and inclusion. To this end, qualitative research was designed and developed in eight Spanish public universities. A total of 17 interviews and eight focus group were held, analysing and interpreting the output by means of mixed deductive and emerging thematic analysis. Findings indicate two stances or positions expressed, identified as conventional logic and critical logic, which point to different conceptions of diversity held by the lecturers, the purpose of inclusion in university and its justification, the difficulties they encounter and their proposals for improvement. Global integrated approaches are necessary for the institutionalization of inclusion, despite conceptual confusion, poor training and institutional difficulties encountered by teachers in the classroom. [ABSTRACT FROM AUTHOR]

This qualitative research examines the attitudes of physical education teachers in schools towards people with disabilities using the theory of planned behaviour. Fourteen (eleven male, three female) physical education teachers who work in a province in Turkey and have 6–25 years of teaching experience participated in the study. An interview form with semi-structured questions was used to collect the data for the study. The interviews focused on the in-class attitudes of the participants towards students with disabilities. The data of the study were analyzed thematically. It was determined that most of the participants exhibited negative attitudes towards students with disabilities while teaching them in physical education classes. In addition to the emergence of culture-specific themes, it was observed that even though the participants received adequate support from their administrators and colleagues, they failed to include students with disabilities in their classes through inclusive education philosophy in the field of adapted physical education. [ABSTRACT FROM AUTHOR]

Given a peculiar sociocultural pressure for knowledge to reap immediate socioeconomic benefits in Africa, philosophy courses have gained a very low valuation by African students. They misperceive the courses not to be relevant to their future careers, leading to a lack of engagement with the courses. Focusing on South Africa, this paper proffers one way to bridge this relevance gap. The central claim is that this perceived irrelevance is fuelled by the construction of philosophy course syllabi solely from the instructor's perspective, such that the relevance gap is bridged by including African students' perspectives. [ABSTRACT FROM AUTHOR]

Engagement in social work education can be a critical factor in the success and retention of information for students. Similarly, an engaged classroom provides a better experience for faculty and students. This article considers how the Students-Teaching-Students (STS) model might increase engagement in undergraduate social work courses. The STS model is introduced, described, applied to online and in-person students, and analyzed for its impact on student engagement. Descriptive analysis shows the interests and preferences of students who participated in the STS model. Bivariate analysis revealed how STS might impact overall engagement and involvement in the course in various academic settings. Findings from this study will better inform and introduce social science faculty about how to incorporate and utilize the STS model to create a more vibrant and interesting student experience. [ABSTRACT FROM AUTHOR]

OBJECTIVE To assess the knowledge score between lecture-based learning (LBL) alone and the combination of problem-based learning (PBL) and LBL in internal medicine students. METHOD A meta-analysis was conducted by collecting articles in Scopus, PubMed, and Embase. The required information was extracted from each study. The comparison of knowledge score between LBL alone and the combination of PBL and LBL was assessed using the Mantel-Haenszel method. RESULTS A total of eight articles consisting of 510 students using PBL and LBL and 489 students using LBL alone was analyzed. Our study found that the highest knowledge score was observed in the combination of PBL and LBL with the mean difference being 7.00 compared to PBL alone. CONCLUSIONS Our study identified that the combination of PBL and LBL has better efficacy than LBL alone for the teaching method of internal medicine students. [ABSTRACT FROM AUTHOR]

The article examined the effectiveness of using summative evaluation in developing a deep understanding and critical thinking skills among secondary school students. Preparing questions which contain an explanation of concepts in the question paper helps the students to develop a deep understanding and critical thinking skills while answering. The answers of the students were analyzed both quantitatively and qualitatively. The researchers identified five themes based on Bloom's theory of cognitive taxonomy to explore the critical thinking skills of the respondents. There were five components: comprehension, application, analysis, synthesis, and evaluation. Content analysis indicated that the above method limits the confirmation bias. A comparison of answers to three tests in history showed a significant difference (p < 0.01) between the control group (N = 151) and experimental group students (N = 129). Adding positive or negative content in the description of concepts in the essay question influences the response. [ABSTRACT FROM AUTHOR]

Embracing the modern "student-centered" educational philosophy, this approach aims to reinvent the analytical chemistry curriculum by incorporating modern media, innovative teaching techniques, and ideological and political education. Aligning with professional training objectives, the curriculum content has been restructured. With the aid of tools like the Chinese University MOOC, virtual simulation training platforms, and Xuexi Tong, modern media is employed to deliver teaching content. By choosing novel teaching methodologies, we aim to spark students' passion for learning and enhance their ability to apply theoretical knowledge to analyze and address complex issues. The consistent integration of ideological and political elements throughout the teaching process accentuates the courses' value-oriented role. In line with the instructional methods, a diverse assessment system is established to evaluate both teaching outcomes and student learning achievements. [ABSTRACT FROM AUTHOR]

Introduction: Teamwork is an essential component of delivering successful physiotherapy services to patients; therefore, the education of physiotherapy students should be directed toward strategies that promote interaction between classmates. A flipped classroom (FC) is a pedagogical strategy that promotes active learning. The present study aimed to design, implement, and evaluate the FC for postgraduate physiotherapy students. Materials and Methods: A total of 44 postgraduate general and sport physiotherapy students participated in this study from 2016 to 2019. Two theoretical courses were designed and delivered based on the FC approach. The data were collected using a questionnaire that contained 12 items based on the 5-point Likert scale. The data were analyzed using descriptive statistics, Mann-Whitney, and Fisher exact tests. Results: The students' familiarity with FC was 2.52±1.51 (median=3). The total agreement with FC was 3.42±0.92 (median=3). Only 22.7% of the students reported no increase in motivation. Meanwhile, 71% of the students agreed with a blended classroom, while only 52% preferred to teach only with FC. Conclusion: Most students preferred a blended classroom combining in-class and home activities. Also, the FC could augment the interaction and motivation of the students. Accordingly, FC is a valuable teaching strategy for postgraduate physiotherapy students. [ABSTRACT FROM AUTHOR]

Vocal music teaching through E-learning platforms and in-person classrooms requires intense attention and practice. The vocals and strings with/without instrument support are required for improving the voice, pitch presentation, and learning improvement. With digitalization, the assessments are performed using a computer and process-aided technologies for musical performance evaluation. This article introduces a Leveled-Fuzzy Logic Approach (LFLA) for evaluating the musical performance of the vocal teaching method. The evaluation improves the teaching mode by matching the actual learning guidelines. The vocal music teaching guidelines vary for different musical sessions and types. Such different aspects are analyzed using leveled fuzzy; the session flow is analyzed for maximum inference with the actual learning process. The number of learning levels forms the crisp input and the input is analyzed until the fuzzification extracts precise high matching for the guided and real-time teaching. The crisp inputs are induced for combinational inference during the fuzzification process using lagging features. The lagging features such as time, sessions, and evaluation per session are considered for fuzzification. The proposed approach is verified using the metrics assessment rate, lag detection, assessment time, and errors. [ABSTRACT FROM AUTHOR]

Teaching medicinal chemistry in English plays a crucial role in cultivating international and innovative pharmaceutical talents. This study, based on the practical work of teaching medicinal chemistry in English, identified the pain points of this practice, such as limited and abstract teaching content and the limited teachers' level. Moreover, adhering to the concept of "student-centered and international-oriented" teaching, this study entailed an innovative practice research on teaching medicinal chemistry in English from the perspectives of teaching staff, teaching content, and teaching methods. It was revealed that, to improve the quality of teaching, this practice should focus on an innovative international teaching system based on the following four aspects: teaching team building, teaching methods, curriculum system, and teaching materials. [ABSTRACT FROM AUTHOR]

The integration of research and teaching in pharmaceutical education provides valuable teaching materials for cultivating innovative pharmaceutical talents. The development of drugs against COVID-19 represents a concentrated embodiment of new strategies and technologies in the field of pharmacy, reflecting the high-level intelligence of pharmaceutical researchers. This article takes the development of anti-SARS-CoV-2 drugs as an example to explore and summarize the methods of constructing an integrated teaching case library for pharmaceutical education. [ABSTRACT FROM AUTHOR]

Case-based teaching is an important lever for improving teaching quality. The collection and organization of case materials are crucial steps. This article takes pharmaceutical-related courses as an example, and combines with specific instances, summarizes common approaches for mining and organizing teaching case libraries. [ABSTRACT FROM AUTHOR]

Certaines études rapportent une chute de l'empathie clinique des étudiants en médecine lors de leur première année d'externat. Or, différentes pédagogies expérientielles et interactives pourraient limiter sa chute, voire favoriser son développement. Cette étude évalue l'efficacité d'un module associant simulations humaines (jeux de rôle et consultations avec patients simulés) et groupes Balint sur l'évolution de l'empathie des étudiants. Une étude interventionnelle monocentrique prospective avec évaluation avant et après du module pédagogique a été mise en place à destination d'étudiants de quatrième année de médecine en Île-de-France. L'empathie était mesurée par auto-questionnaire Jefferson Scale of Empathy – Medical Students et les connaissances par questions à réponse multiples. Les scores des 100 étudiants d'empathie autoévaluée montrent une amélioration statistiquement significative entre avant (108,8 ± 11,9) et après (113,7 ± 10,4 ; p < 0,001) le module. Une amélioration statistiquement significative entre avant (2,3 ± 1,1) et après (2,9 ± 1,2 ; p < 0,001) est retrouvée pour les 101 étudiants ayant rempli les questionnaires de connaissances. Enfin, une faible corrélation positive a été retrouvée (r = 0,256) entre les améliorations des questionnaires d'empathie et de connaissances. La simulation humaine associée aux groupes Balint semble favoriser le développement de l'empathie cognitive des étudiants en médecine en contexte français. Leur transposition sous visioconférence avec jeux en téléconsultation semble une voie pertinente et alternative aux limites de la réalité virtuelle dans les domaines non techniques. Some studies have reported a decline in medical students' clinical empathy during their first-year internships. Empathic skills in doctor–patient relationships have proven to have substantial benefit on the physiological as well as psychological parameters, and on the patients' and physicians' satisfaction. A range of experiential and interactive training modules have the potential to limit this decline and even foster the development of empathy, and yet French medical schools do not routinely implement such non-technical training. Moreover, there is no consensus about the concept of empathy, and previous studies rarely coordinate their definition with the method chosen to implement how it is measured. This study aims to evaluate the effectiveness of a training module that combines human simulations (simulated patient interviews and role-playing) and Balint groups in order to develop medical students' empathy as a measured cognitive attribute, declarative knowledge, and their correlation. We implemented a monocentric prospective study of fourth-year medical students from the Île-de-France area, which included pre/post-test assessment. First-year clinical interns initially completed five role-play sessions of one hour and a half each, with a group of 12 to 14 students led by a trained senior medical doctor. The sessions addressed successively issues of the doctor–patient relationship, breaking bad news scenarios, management of chronic conditions, violence and aggression, inappropriate treatment requests, or communication about medical errors. A pre-briefing session provided oral and written instruction and promoted a non-judgmental approach. Then two students role-played the doctor–patient interaction. Finally, a three-stage debriefing supported reflective learning. Subsequently, the students attended six Balint group sessions of one hour and a half each, within the same groups. One of the students was encouraged to bring up a challenging clinical situation. Then, the trained Balint supervisor invited all the students to share their observations, so as to explore the assumptions, beliefs and emotions raised by this account, and to collectively reframe the multiple perspectives on the case. At the end of the year, each student carried out two ten-minute consultations with a simulated patient, without an observer. The clinical scenarios were an HIV diagnosis disclosure and resisting a request for a prescription for antibiotics for a common cold. After each simulation, the simulated patient (SP) provided direct feedback to the student, with at times additional feedback given by their supervisor. The SP feedback was focused on empathy. The level of the medical students' empathy was assessed using the self-reported Jefferson Scale of Empathy, which measures their declarative knowledge through multiple-choice questions. Of the 100 students who completed the empathy questionnaires, we found a statistically significant difference between the pre (108.8 ± 11.9) and post-test (113.7 ± 10.4; P < 0.001). On the three JSPE-MS subscales, two students reported a statistically significant improvement (perspective taking; and the ability to put themselves in the patient's shoes). Of the 101 students who completed the knowledge questionnaires, we found a significant difference between the pre (2.3 ± 1.1) and post-test (2.9 ± 1.2; P < 0.001). Moreover, a weak correlation was found (r = 0.256) between improvements of empathy and knowledge assessments. These results in the French context are consistent with those reported in international literature on the benefits of implementing simulation training and Balint groups to limit the decline of empathy during the medical students' first clinical internships. These results are further reinforced by the consistency between the definition of empathy and the implementation of a means to measure it as a cognitive dimension. The reliance on self-assessment of empathy might lessen the validity of these results and stresses the need for a wider multidimensional approach. The quality of the evidence is also limited by a monocentric, non-randomized and non-controlled design, which calls for further research. The use of human simulations combined with Balint groups seems to support the development of the cognitive empathy of medical students in the French context. Given the recent developments in remote learning worldwide to comply with social distancing measures, their online translation into role-played tele-consultations would appear to be a very topical opportunity, while also avoiding the inherent limitations of virtual reality to address non-technical skills. [ABSTRACT FROM AUTHOR]

Based on the core goal of establishing morality and cultivating people, this paper explores a new idea of organic chemistry teaching for undergraduate students, and explores and studies it from the aspects of improving teachers' guiding role, enhancing students' autonomous learning ability, and optimizing evaluation and assessment methods. Taking CDIO-BOPPPS collaborative teaching model as the guiding ideology, combining various teaching methods and various evaluation methods, an "N-Two-N" integrated classroom teaching system has been constructed. The CDIO concept was introduced to innovate the teaching design conception, and the BOPPPS model was combined to reform the teaching process. The CDIO-BOPPPS collaborative teaching was promoted by a variety of teaching methods and evaluation methods. This paper describes the implementation process of the "N-Two-N" model and the advantages and achievements of the teaching system. [ABSTRACT FROM AUTHOR]

Introduction: Limited studies have been conducted on the use of a hybrid team‐based learning (TBL) and case‐based learning (CBL) approach in dental education. The present study aims to evaluate students' experience of the hybrid TBL–CBL in learning dental materials science subjects. Methods: All second‐year undergraduate Bachelor of Dental Surgery (BDS) students were invited to participate in a TBL–CBL session. These participants were randomly allocated to six different groups of 10–12 students, and the session was conducted by one lecturer as the facilitator. A 23‐item questionnaire assessing four domains (perceptions of effectiveness, teacher, team interaction and learning environment) was administered at the end of the TBL–CBL session. Results: The response rate was 91.9% (n = 68). Mean scores for the questionnaire items ranged from 4.13 to 4.60 suggesting a positive perception among the students towards the hybrid TBL–CBL approach. Regarding the open‐response questions, students emphasised that the TBL–CBL session was effective for team interaction and group discussions. However, students wished to have a better venue for future sessions. Conclusion: Positive perceptions of the students encourage future educators to consider the use of TBL–CBL approach in teaching dental materials science and to avoid the reliance on standalone conventional lectures. Future research could consider examining its effects on students' academic achievement as well as the perspectives of teachers regarding its adoption in different dental specialities. [ABSTRACT FROM AUTHOR]

Aim: The aim of the present study was to determine the usefulness of patient education and if AR control was affected by different methods of teaching of nasal spray usage. Methods: The Present study was conducted in the Department of ENT and General Medicine, Mamata Medical College, khammam and patients were recruited aged 18 and above with clinical symptoms suggestive of mild persistent or moderate-severe persistent AR (ARIA guidelines 2008). Total 100 patients were included in the study. Results: Patients were between 20 to 60 years old (mean=32.4 years) and among them 40 (40%) were male patients and 60 (60%) were female patients. Based on the 2008 ARIA guidelines, 88 (88%) patients were diagnosed with moderate-severe persistent (MSP) AR, 4 (4%) had moderate-severe intermittent (MSI) AR while 8 (8%) had mild persistent (MP) AR. Assessment on the techniques during the 2nd (visit 2) showed that none of the participants were able to show a correct technique on the usage of INCS. During the 3rd visit despite re-education, only 26% of participants were able to show the correct techniques. There was statistically significant association between ARIA classification and severity of TNSS during V1-V3. Majority of patients with MSP AR had severe TNSS during V1 and subsequently improved to moderate symptoms during V2 and mild/very mild during V3. Conclusion: Our study showed the importance of educating patient regarding the use of INCS. Both objective and subjective assessment of improvement after each method of patient education showed statistically significant outcome. [ABSTRACT FROM AUTHOR]

Education has gained increasing importance in the current context. Both teachers and students face difficulties due to the lack of knowledge in the use of technological tools and good practices of this type of learning. With the aim of improving academic performance and motivation in the learning process, an investigation was carried out to evaluate the effectiveness of gamification and ubiquitous learning in higher education, taking into account the learning styles of students. The methodology used was Design-Based Research, using a quantitative approach and a convenience sample made up of several faculties of the Autonomous University of Queretaro, Mexico. Likert scale surveys were conducted before and after implementing gamification and ubiquitous learning practices. Subsequently, an analysis was performed using the T test for paired samples. The results showed a significant difference before and after the implementation of these practices, which supports the idea that students improved their academic performance and motivation in the teachinglearning process. The research concluded that the effectiveness of gamification and ubiquitous learning in higher education was due to the fact that a predominant learning style was considered in each group, thereby enabling the formulation of strategies to enhance students' academic performance and motivation in the learning process. [ABSTRACT FROM AUTHOR]

This article explores how the idea of teachers as agents of change is historically constructed through the institutionalisation, secularisation, and normalisation process of professional teacher knowledges. Authors comparatively examine eighteenth-century Habsburg Monarchy literary sources and nineteenth-century US documents on the formation and expansion of public elementary teacher education institutions. The analysis highlights two points. First, the focus of teacher training was changed from the religious tradition to secularised practices by adopting modern science in teacher education; second, the construction of professional teacher knowledges in the form of "teaching methods" made it possible for the teacher to be a social agent. Despite the differences in time and place, teacher education institutions during the nation-building periods commonly adopted and used modern science for teacher training, emphasising sensory knowledge and empiricism as alternative means of professional development. Highlighting the training of teachers through modern science and methodical practices as a normalising process to make the ideal(ised) teacher, this study shows how teachers were constituted as a profession for the nation, whose salvific agential roles still remained in the scientific forms of teaching methods and secularised notions of teacher agency. [ABSTRACT FROM AUTHOR]

Outdoor education has many benefits for students, and the interest among teachers in this teaching method is growing. The aim of this study is to examine Finnish and Norwegian student teachers' views on outdoor education as a teaching method. Student teachers from one teacher education programme in Finland (n = 66) and one in Norway (n = 32) participated in the study. A web questionnaire with both multiple-choice and open-ended questions was used, and the data was analysed by statistical analysis and content analysis. The results showed that both Finnish and Norwegian student teachers have different kinds of previous experiences with outdoor education, although the Norwegian experiences were mainly around outdoor life in general. Both student groups expressed positive views on outdoor education, but the views of the Norwegian students were somewhat more positive. However, they both noted some negative aspects of teaching outdoors and communicated an insecurity regarding teaching outdoors. [ABSTRACT FROM AUTHOR]

Introduction: A dental technologist is one of the most essential allied dental health professionals and the dental technology curriculum should be comprehensively reviewed on a regular basis. This study aims to compare the only existing Bachelor of Dental Technology (BDT) curriculum in Malaysia with BDT programmes offered by other well‐established universities, and map out the similarities and differences, as well as to explore future recommendations and propose a new curriculum framework. Materials and Methods: A descriptive analysis was carried out using Laurie Brady's four‐stage strategy. First, available curriculum materials were collected from four different institutions' electronic webpage: AIMST (Malaysia), GU (Australia), UO (New Zealand) and CMU (United Kingdom), and then compared based on three key domains: curriculum contents, teaching and learning strategies and assessments. Following that, the similarities and differences between various curricula were identified. Future recommendations and a curriculum framework were then proposed. Results: The core BDT curriculum content is concurred upon by all four universities, with an emphasis on basic sciences, laboratory materials, practical sessions and research projects. However, the credit weightage for each course or module varied across the four institutions, with some offering unique subjects and implementing different teaching methods and assessments. A simple BDT curriculum framework with a proposed syllabus was designed based on the three key domains and future recommendations for curriculum improvement were explored. Conclusion: The present study identified several areas for Malaysian BDT curriculum development and improvement. The proposed framework can be a guide for Malaysian dental schools in designing a comprehensive dental technology programme. [ABSTRACT FROM AUTHOR]

Objective To explore the role of case-based collaborative learning （CBCL) in the standardized training of residents. Methods All 64 residents included in this study were randomly divided into two groups: the experimental group （n = 32) and the control group （n = 32). The experimental group adopted CBCL teaching method and the control group adopted PBL teaching method. After 8 weeks of teaching, the two groups of residents were assessed and questionnaires were conducted to obtain the assessment scores of the two groups of residents and the evaluation scores of the residents on the two teaching methods. The scores difference between the two groups of residents were compared. Results The total scores of the experimental group were significantly higher than that of the control group （70.40±5.85 vs. 60.90±5.34, P < 0.05). The subitem scores of the experimental group （basic theoretical knowledge, case analysis knowledge, new progress knowledge and practice-related knowledge scores) were higher than those of the control group ( P < 0.05). The results of the questionnaire showed that the experimental group presented higher scores than the control group （general evaluation of teaching methods, P < 0.001; Evaluation of teaching methods stimulating interest in learning, P < 0.05; Evaluation of teaching methods improving practical ability, P = 0.008; Evaluation of teaching methods to improving diagnostic ability, P < 0.05; Evaluation of teaching methods to improving treatment, P < 0.05). Conclusion CBCL teaching method can be used in standardized training of residents. [ABSTRACT FROM AUTHOR]

This study aimed at identifying the impact of using the teaching methods of the (guided discovery, training) on learning some skills of ground movement in artistic gymnastics. The study sample consisted of (38) students from the faculty of sports sciences at Mu'tah University who are enrolled in the course of Gymnastics 1during the second semester of the academic year 2021-2022, where they were distributed randomly into two identical groups: the first group applied the guided discovery method, and the second group applied the training method. In order to achieve the study objectives, the researcher used the experimental approach due to its compatibility to the study nature. The researcher used the statistical methods represented by means, standard deviations, Pearson correlation coefficient and (t-test). The results showed that using the two methods of guided discovery and training method positively affected learning the skills of gymnastics (backward roll, forward roll, handstand). When comparing the results of the pre and post measurement, the method of guided discovery was favorable. In the light of the results, the study recommended the necessity of urging the methods of guided discovery and training due to their positive effect on teaching the skills. [ABSTRACT FROM AUTHOR]

Teachers’ perspectives on teaching, learning, and education are their beliefs, attitudes, and understandings. This study examines Vietnamese teachers’ perspectives on constructivist theory, a “revolution in current educational psychology”. Because it has greatly influenced teaching and education philosophy and practice worldwide, notably general education program reform. This study uses constructivist theory to build techniques and forms for Vietnamese primary teachers through experiential activities. The north Vietnam: Hanoi Capital, Vinh Phuc City, Ninh Binh City, Cao Bang City, Lao Cai City, Bac Giang City. The average tenure of teachers is nearly 11 years. The authors used a teacher’s questionnaire from six provinces to collect data on constructing experiential activities in a constructivist primary school subject. The findings showed that primary teachers preferred experiential activities in the subject based on constructivist theory and that story-telling and conversation were the most popular teaching methods and instructional forms. Constructivist theory stresses that learners actively construct knowledge and understand via experience. Teachers that use constructivist theory to build primary school experiences will help kids at this foundational level acquire quality and capacity. [ABSTRACT FROM AUTHOR]

Previous research has analyzed the meaning and value of STEM education and explored both its current possibilities and future development. However, STEM education experts have not reached a consensus on the goals of STEM education, making its promotion more challenging. Thus, this study examined which particular STEM education goals should be emphasized through a survey questionnaire. The study employed a stratified random sampling method to collect survey data from secondary teachers of STEM-related courses (i.e., science, technology, and mathematics) in Taiwan. A total of 645 valid survey responses were collected and then analyzed by independent t-test and analysis of variance to examine teachers' perceptions about 17 critical competencies proposed as education goals relevant to STEM education. The findings revealed that STEM teachers generally had positive attitudes and high levels of acceptance toward implementing the 17 proposed STEM education goals through integrative STEM education. However, the proposed goal of "cultivating students' entrepreneurial capabilities" received lower scores and should not be used at the secondary level. It may be introduced as an important education goal in tertiary STEM education. In addition, STEM teachers with different backgrounds (e.g., STEM teaching experience, perceptions of STEM teaching methods) perceived the competency goals as having different levels of importance in STEM education. Teachers' willingness to teach STEM using a transdisciplinary integration method increases when they have access to sufficient resources and support. [ABSTRACT FROM AUTHOR]

ObjectiveTo establish the diversified clinical education model in physiotherapy for pediatric patients and to examine the effect in improving skills of students. Methods The undergraduate students majoring in physiotherapy who were admitted to Kunming Medical University in year 2018 and 2019 were selected as the research subjects, and were divided into experimental group （year 2019 students, n = 52） and control group （year 2018 students, n = 63). The experiment group received diversified clinical education model and the control group received the traditional clinical education model during the COVID-19. The learning effect was evaluated by questionnaire of students’ learning confidence and scores of clinical education and final examination. Results The results showed that the students’ confidence in professional knowledge and clinical reasoning and professional behavior were improved significantly （P < 0.05), but the difference of practice skills was not significant （P > 0.05). The examination scores of clinical education in experimental group were significant higher than that of control group. But there were no significant difference in the final exanimation score between two groups. Conclusion The diversified clinical placement training improved the effectiveness of clinical education. The students could benefit from the program in professional knowledge and clinical reasoning. [ABSTRACT FROM AUTHOR]

The main objective of this research is to investigate engineering pedagogy approaches to improve the quality of teaching in engineering education. This qualitative research was carried out using the seven-step method of Sandlovski and Barroso. The meta-synthesis team consisted of three experts in curriculum planning and one expert in meta-synthesis research. 27 related research sources were used as the basis of the analysis, the result of which is the extraction of 5 themes of students' individual characteristics, professors' professional competences, course plan status, society's needs and values, and environmental and organizational factors. The validity of the data was confirmed using the techniques of reliability, transferability. Alignment and trustworthiness of the data was also confirmed by the accurate guidance of the flow of information collection and alignment of the researchers. The findings showed that to guide science and the art of education, pedagogy can be linked to real pedagogical situations and learners to be able to acquire new information, behaviors and skills with full understanding using it. Using the engineering pedagogy approach, constructive interaction between professor and student is formed, which leads to deep learning in learners. [ABSTRACT FROM AUTHOR]

Objective To evaluate the training outcomes of refresher physicians in Department of Rheumatic Immunology, Peking Union Medical College Hospital, and to explore the standardized training mode. Methods In September 2021, twenty three intermediate-level refresher physicians from the Department of Rheumatology and Immunology, Peking Union Medical College Hospital participated in a comprehensive multi-scene training program including outpatient tutorials, case-based teaching of difficult and critical cases in wards, specialist lectures and multi-disciplinary lectures. After six months of training, the refresher physicians completed a questionnaire survey covering medical care, scientific research, teaching format, and advanced training duration, with 10 multiple-choice questions and 3 fill-in-the-blank questions. The results were analyzed descriptively. Results After six months of training in a multi-scene comprehensive training program, as shown by the results of the self-assessment by the trainees, the clinical skills and scientific research capacity improved by 55.7% and 50% respectively as compared to the pre-training period. The average improvement of standardized diagnosis and treatment was 60.9%, and the average improvement of diagnosis and treatment skills was 53.5%. The average improvement in the diagnosis and treatment level of difficult cases was 53.0%. The average improvement in the diagnosis and treatment level of rare diseases was 50.4%.There were 65.25% of the refresher physicians believed that the most rewarding learning was in the outpatient clinics, followed by discussion of difficult cases in wards and lectures by the fellowship physicians. 56.5% of the refresher physicians felt that the optimal duration of the advanced training was 12 months. Conclusions: A comprehensive training system combining outpatient tutorials, case-based training of difficult cases in the ward, specialized lectures and multidisciplinary lectures for advanced refresher physicians is effective for training rheumatologists. [ABSTRACT FROM AUTHOR]

The purpose of the study is to test the effects of the collaborative learning program on the levels of inclusion among university students in B-Learning environments of the Research Seminar course of the 2021-2 academic cycle of a university in Metropolitan Lima, as well as to analyze the perception of teachers on the effects of this program. The design used is sequential explanatory. Eighty students and 12 teachers of the course were considered as participants for the study. The former were given a test with 20 items based on the first dimension of the “Index for inclusion” referred to creating inclusive cultures and the latter were given a semi-structured interview. At a quantitative level, the results of the pretest and posttest were analyzed using SPSS software and at a qualitative level, the results of the interviews were analyzed using IRaMuTeQ software. The derivations of the Student’s t-test confirm the hypothesis, since the error probability value (p) is equal to 0.008 lower than the significance level (0.05). On the other hand, the perception of the teachers coincides that with the instructional program applied, the students are the center of the educational process, achieving to favor the levels of inclusion with the participation of all of them. The results of the study show that the collaborative learning program improves the levels of inclusion among university students. In this sense, working collaboratively promotes inclusion in the classroom and is the essence of quality teaching. [ABSTRACT FROM AUTHOR]

This study investigates the factors that influence how long it takes for master's-level graduate students to find employment. The original contribution stems from questioning whether the structure and content of university programmes play a role in graduates' ability to secure jobs. To this end, we focus on three dimensions at three points in time after graduation: competence acquisition, teaching methods and programme characteristics. The dataset comes from a large-scale study on graduates' employability by the Observatory for University Employability and Employment (OEEU) and contains detailed information about master's degree graduates in Spain. A multinomial logit estimated by the maximum likelihood method is used to identify the critical factors influencing the likelihood of acquiring a job sooner. The findings indicate that educational programmes fail to provide the necessary competencies to ensure a smooth transition from the university to the job market and that study programme initiatives related to active learning and internships make a difference in this transition. We believe that these results shed light on specific characteristics of academic programmes and should be considered during programme design to enhance graduates' employability and faster labour market insertion. [ABSTRACT FROM AUTHOR]

Given increasing enrollments in the online teaching of accounting, accounting educators must become aware of the things that work and the things that don’t work, when delivering courses over the internet. This paper is aiming to review and promote a few teaching methods after performing some critical analysis of their usefulness and application in the accounting domain. The relevant literature is revised to introduce some of the recent accomplishments in mastering the online teaching of accounting disciplines at universities. Moreover, it looks at optimal ways to integrate state-of-the-art technology into an online teaching model and explores ways to increase the effectiveness of online delivery as compared to traditional courses. In particular, the paper addresses the good and bad aspects of teaching accounting online. In addition, it examined teaching accounting courses online at Prof. dr Assen Zlatarov University, Burgas. Our research identifies features in the course that led to its effectiveness. [ABSTRACT FROM AUTHOR]

The study aimed to reveal the degree of application of Islamic education teachers in the Sultanate of Oman of concept-based thinking standards in the post-basic education stage (the eleventh and twelfth grades) and also sought to determine the impact of each of the variables (gender, academic achieve qualification) and to the objectives of the study, the researcher used the descriptive approach, where he prepared a questionnaire consisting of (29) criteria distributed on four axes (planning, implementation, building generalizations, evaluation) and after making sure of the questionnaire's validity and stability, it was applied to the study sample, which amounted to (140) male and female teachers in each of (Muscat, Al Dakhiliyah, Al Sharqiya). The study showed that the level of teachers' practice of the conceptbased thinking approach in the axes of the study in general was large with an arithmetic mean of (4.18), and the results of the study revealed that there are statistically significant differences at the level of significance (α ≥ 0.05) due to the effect of gender on the axes of the tool as a whole, and in favor of females except for the evaluation axis, it was not statistically significant, and the study did not show statistically significant differences at the level of significance (0.05 ≥ α) due to the academic achieve qualification variable,,According of this, The study concluded with several recommendations the necessity of holding training courses and workshops to develop teachers' practice of conceptbased thinking and spreading it among them, applying this study to different disciplines, materials and educational stages. [ABSTRACT FROM AUTHOR]

The library of Nanjing University of Aeronautics and Astronautics has incorporated the theory and practice of reading therapy into the curriculums and set up the "reading and mental health" course to popularize reading therapy and improve the effectiveness of reading therapy. The course introduces the theories and methods of reading therapy through classroom teaching, guides students’ reading behavior and solves students’ psychological confusion through interactive reading and discussion. Taking this course as a case, this paper studies the construction objectives, contents, teaching modes and course evaluation methods of the reading therapy course for science and engineering college students, and preliminarily constructs a teaching mode based on the theory and methods of reading therapy, supported by the reading bibliography of six special topics, based on reading interaction, discussion and scientific evaluation. [ABSTRACT FROM AUTHOR]

Introduction: Practical skills are vital for undergraduate nursing students. The attainment of skills depends largely on the methodology used in the teaching. The study was to determine the satisfaction level towards the two teaching methods during a practical session namely the didactic and videotape methods. Method: This study was conducted among 243 nursing students at University Teknologi Mara (UiTM) using the convenience sampling method. A cross-sectional study design was applied to assess the students’ satisfaction level with the teaching methods during the practical session. Additionally, the study was to compare the satisfaction level of two tertiary education groups, namely Diploma and Bachelor of Nursing students using the Satisfaction Teaching Methodology questionnaire. Result: The findings showed that the overall mean of students’ satisfaction was 3.93±0.43 for the didactic method and 2.14 ±0.12 for the videotape method, indicating that all nursing students (n=243) were satisfied with the didactic teaching method used during the practical sessions. Moreover, the two tertiary education groups, namely, the Diploma and Degree level Nursing students did not show a significant difference in the satisfaction level of didactic teaching (p value=0.76). Hence, 90% of students preferred didactic teaching for their practical sessions rather than videotaped demonstrations. Conclusion: The findings suggest that each practice session should begin with didactic teaching to enhance immediate learning absorption and be followed by video demonstration as a teaching aid for retention of knowledge and memory retrieval. [ABSTRACT FROM AUTHOR]

This study compared the effectiveness of the Project-Based Learning method (PBL) with the conventional teaching method in developing cross-curricular skills and improving academic performance among 1064 undergraduate students at the north coast of Colombia. A t–student test, Welch test, and the Tau Kendall correlation coefficient were used to analyse the PBL and non-PBL groups in 40 Economic Integration courses in three years. A pre-test, post-test, and achievement of academic objectives questionnaire was applied, as well as a verification test of previous knowledge and a focus group at the end of the courses. It was observed that the PBL method is superior in the development of problem-solving and teamwork skills only of five observed. The application of the PBL method was associated with the fulfilment of two of the five academic objectives analysed, which is confirmed by the feedback from the focus groups. This research contributes to the analysis of the usefulness of teaching methods in different geographical contexts. [ABSTRACT FROM AUTHOR]

Introduction: Simulation training has been practiced in dental schools all throughout. The pertinent use of simulation in any professional education program allows the students to get clarity for their clinical skills without the danger of harming the patient during the learning process. The success of different teaching methods in skill laboratories is still debated in the literature. One of them is Peyton's approach which is designed for student: teacher ratio of 1:1. To overcome this modified Peyton's method was introduce which allows each of the trainees to perform respective skill at least once. Aim: To evaluate and compare modified Peyton's approach with conventional teaching for skill training among undergraduate students in Prosthodontics. Materials and Methods: This prospective interventional study will be conducted in Department of Prosthodontics at Sharad Pawar Dental College, Wardha, Maharshtra, India, from October 2022 to December 2023. The study will involve 70 third year Bachelor of Dental Surgery (BDS) students randomly divided into two groups equally. The study will be conducted in dental setting utilising the dental skill laboratory to make alginate impression. Group A will be taught using conventional method and group B will be divided into 10 subgroup and taught using modified Peyton's method and evaluation will be done using Objective Structured Practical Examination (OSPE) and post-test. Expected outcome: At the end of the study, student's taught using modified Peyton's method might show better result in OSPE and post-test. conclusion: Modified Peyton's method will prove beneficial to students learning new skill. [ABSTRACT FROM AUTHOR]

The use of outdoor fitness equipment (OFE) is an effective strategy to promote physical activity. The equipment normally includes information panels with phrases and images describing appropriate exercises. However, as using this equipment inappropriately is a potential problem, it is important to find an optimal unsupervised instruction method for correct exercise execution. Our objective in this study was to determine which of several exercise prescription methods, without direct professional supervision, might best instruct adolescents to correctly engage in upper limb motor execution on outdoor flexion-extension equipment. A total of 54 adolescents from a middle socioeconomic level in northwest Spain participated in this descriptive and quasi-experimental study. We randomly assigned members of this convenience sample into three groups who received either video instruction, instruction via images or written panel instructions. We used observational methodology in videographic analysis to evaluate the mistakes participants made in motor execution with each instructional method. We utilized different analytic techniques from observational methodology: statistical analyses (means, standard deviation, confidence intervals, ANOVA, etc.) and detecting T-Patterns with Theme and polar coordinate analysis using HOISAN. Participants who relied on video instructions committed fewer errors than those who relied on panel instructions. The video method prevented loss of information that occurred when instructional images were used. We suggest including a QR code on outdoor fitness equipment in open-air parks to permit users to download an explanatory video to their mobile phones. [ABSTRACT FROM AUTHOR]

Teaching methods can be adapted to the type of activity carried out and also adapted to the subjects being taught. Basically deciding on a teaching method in a teaching activity is very difficult to determine and it is impossible to apply only one method, it is possible that there will be collaboration between teaching methods so that they can complement each other. With the hope that the learning and teaching process goes well and can be accepted by students. This study aims to determine and analyze the use of learning methods in an effort to increase student learning outcomes to the maximum in teaching and learning activities. This study uses both quantitative and qualitative research data obtained from various journals. The research method in this article uses a systematic literature review approach adopted from Keathley and Van Aken (2013). The stages of literature review are carried out through several stages, namely article selection, article review, and analysis of findings. The results of the study explain that the methods that can be used in learning activities that can be understood by students must be based on the strengths and weaknesses of students. Teachers are required to meet these deficiencies from each student such as developing learning programs, using assistive media that can stimulate students to actively participate in teaching and learning activities. From this research it can be found that the importance of implementing appropriate and effective methods is an obligation. With the hope that learning activities will run as planned and not deadlocked. Therefore, some methods of teaching and learning activities that are deemed appropriate and effective may be applied in the actual learning process. [ABSTRACT FROM AUTHOR]

Movement integration (MI) has recently been highlighted as a means to contribute to children's physical activity (PA) and academic development. This study evaluates teacher and student perceptions of participating in the Moving to Learn Ireland MI programme and reports associated student PA levels. Three classroom teachers in one multi-grade school in Ireland and their students (n = 58) participated in this study. The PA Self-Efficacy Scales, Questionnaire Assessing School PA Environment, PA Enjoyment Scales, and focus group discussions were used to evaluate students' self-efficacy for PA, perceptions of the school environment, and enjoyment of the programme. Accelerometers were used to gather PA data pre- and post-intervention. Teachers completed lesson reflections, post-intervention questionnaires, and engaged in a post-intervention focus group interview. Results indicate that both teachers and students expressed their approval of MI as a teaching method. The school facilitated students to engage in PA. Light PA during class-time significantly increased by 13 minutes (±14.5) per day (p <.001). A significant increase was also identified for change in MVPA during class time (2.1 ± 17.2 minutes, p <.05). This study highlights the need for a whole-of-school approach to MI and the need to provide experiential professional development opportunities to teachers, to support their implementation of such programmes. [ABSTRACT FROM AUTHOR]

The drama, all the direct relationships that people formed with each other are the action response shopping, even a minimum interaction between them are dramatic or dramatic. Drama competence can be defined as the ability to apply the drama method effectively and accurately. To make the students active, enjoying their learning, the contemporary training system overlapping with the contemporary education system to ensure the permanence of the subjects they learn, is a method that should be used by primary teachers. The aim of this research is to determine the proficiency levels of primary teachers working in Kilis regarding the use of drama in education. Scanning model was used in the research. The study group of the research consists of 385 classroom teachers working in Kilis. As a data collection tool in the research; The "Scale of Perception of Efficacy in the Use of Drama in Education" developed by Tanrıseven (2013) was used. SPSS 23.0 program was used in data analysis. It has been observed that the general efficacy perceptions of the primary teachers regarding the use of drama and the efficacy perceptions of the planning, implementation and evaluation of drama, which are the sub-dimensions of the scale, have a value above the average. It was concluded that the general and planning competencies of the classroom teachers regarding the use of drama showed a significant difference in terms of years of service and the competencies of applying drama in terms of the department they graduated from. [ABSTRACT FROM AUTHOR]

Of a theoretical nature, this text aims to describe pedagogical actions that enhance, in the light of the post-structuralist theories of Foucault and Wittgenstein, the teaching of mathematics in basic education through the articulation between ethnomathematics and history of mathematics. It takes up Michel Foucault's philosophical concepts of power, knowledge and counter-conduct and Ludwig Wittgenstein's language games and forms of life, essential to the understanding of the pedagogical actions mentioned, proposing a reflection on the contributions of these philosophers when articulating ethnomathematics and history of mathematics, highlighting the possible implications in the mathematics teaching. From this perspective, it presents some articulations already proposed by other authors, either implicitly or explicitly, such as D'Ambrosio (2000, 2007), Lara (2013, 2019), and Roque (2014). Finally, when describing some pedagogical actions emerging from the practice carried out with teaching proposals elaborated, applied, and analyzed from this articulation, supported by the philosophers mentioned, it concludes that such pedagogical actions: enhance mathematics teaching from a more humanistic vision that values different ways of mathematizing; provide students with the opportunity to understand historically constituted power-knowledge relations; create conditions for students to perform counter-conduct movements in the face of language games present in school mathematics. [ABSTRACT FROM AUTHOR]

The study aimed to investigate the effectiveness of teaching based on Thomas Kuhn's theory on understanding the nature of science (NOS) among 11th grade female students. The study included an experimental group of 58 female students, and a control group of 56 female students of the eleventh grade in the Governorate of Al Batinah South in Oman. The study used the mixed- method approach. It used the semi-experimental approach with a pre and posttest design, and in the data analysis, it combined the quantitative and qualitative approach. The study used two instruments; A test and an interview, to reveal the students' ideas about five domains that were chosen: Tentativeness of scientific knowledge, The empiricism of science, Relationship and the difference between law and theory, Creativity and Imagination of scientific information, Societal Domains of science. The results showed that there are statistically significant differences between the mean scores of the experimental and control groups at the level of (α = 0.01) in the results of the post application in favor of the experimental group, and to its four domains except for the societal domain, and that the experimental group has adequate ideas higher than the control group about understanding the nature of science. [ABSTRACT FROM AUTHOR]

Background: Symposium as a large group teachinglearning method ensures active participation from students compared to conventional lectures. Competency-based curriculum lays emphasis on student-centered learning. The number of students who join medical colleges to pursue MBBS increase each year. At the same time, infrastructure and faculty strength do not change much. Though small group teaching is preferred student-centered method, other teachinglearning methods can be modified accordingly. Aims and Objectives: To assess the effectiveness of symposium-based learning (SBL) in enhancing active learning compared to conventional lecture in Phase 1 MBBS students with a secondary assessment of student's comparative perception of both teachinglearning methods in a teaching institution. Materials and Methods: We selected six-core gross anatomy topics which were discussed in the dissection table prior to the sessions. Students were grouped into two by odd and even roll numbers. One group underwent SBL while the other had conventional didactic lectures (DL). The groups were crossed over after three topics. The students in both groups were assessed for knowledge retention at the end of each session by identical questionnaires. The perception of students was collected by feedback questionnaire in Likert scale. Assessment scores were compared using independent t-test. Results: According to perception of students, active learning was improved by symposia (83.5%). Symposia also improved presentation skills (86.9%). Conclusion: Although students believed that symposia improved active learning. Analysis of assessment scores showed no significant enhancement of active learning in students through symposia as teachinglearning method compared to DL. [ABSTRACT FROM AUTHOR]

COVID-19 pandemic has created a lot of turmoil in medical teaching, the magnitude of impact is many folds in the subject of anatomy, as it is practical based. A major challenge for anatomy teachers is to replicate the experience of practical exposures. These exposures range from cadaveric dissection to demonstration of bones, museum specimens, and histology slides, where they will have interactive communication with students, and thus help in the enhancement of communication and clinical skills among them. In recent days, anatomy teachers throughout the globe started using various advanced technology to make the teaching–learning session more interesting. In pre-pandemic era, usage of such advancements in information and communication technology was a 'choice'. But pandemic has changed the situation drastically, what was a 'choice' earlier is now an 'obligation.' Presently although infection rate is low, vaccination rate is high, most of the medical schools re-opened for usual offline teaching, still body donation is all time low making the situation 'back to square one'. Keeping such unprecedented situations in mind, we need to incorporate various innovative educational technologies in day-to-day teaching–learning methodologies. [ABSTRACT FROM AUTHOR]

This article focuses on the question: Why does the Clinical Teaching-Learning of Law (CTLL) that went from a model to a pedagogical approach respond to the competency-based training used at Universidad Católica Luis Amigó? To answer this question, the recovery of the traditions and constructs on which learning to be, to know, to do and to coexist within the Law program at Universidad Católica Luis Amigó have been welcomed. Methodologically, the research was carried out on the basis of the qualitative design, the case study and the documentary review technique with analysis from the triangulation with the institutional documents that record the experience of the LC at the university. There is evidence of a distance between the declared model and the model executed in the Law program, to finish with the reflection of the elements to understand the CTLL as a pedagogical approach that responds to competency-based training. [ABSTRACT FROM AUTHOR]

Preliminary effectiveness test of a novel structured personalized discharge teaching intervention for multimorbid inpatients. Using a 2-group sequential pre/post-intervention design, the sample comprised 68 pre-intervention control group and 70 post- intervention group participants. The discharge teaching intervention by trained clinical nurses used structured tools to engage patients and individualize discharge teaching. Outcomes measures included Patient Activation Measure, Readiness for Hospital Discharge Scale, Discharge Care Experiences Survey, and readmission with 10 days post-discharge. The intervention had a statistically significant positive effect on improving patient activation (M =4.8; p = 0.05) from admission to post-discharge. The participation subscale of the Discharge Care Experiences Survey was higher in the intervention (M =4.1, SD =0.7) than the control group (M =3.8, SD =0.7; t (127)= −2.79, p =.01, effect size=.34). There were no significant between-group differences in Readiness for Hospital Discharge Scale and readmission. Our results suggest that a structured personalized discharge teaching intervention can improve patient activation and participation in discharge care. Further refinement of the intervention is needed to evaluate and improve specific components of the intervention. Structured personalized discharge teaching should include patient engagement strategies in the teaching-learning process. • Many patients lack information on managing their health after hospitalization. • We tested a discharge teaching intervention tailored to the patient's activation level. • The intervention group had a statistically significant increase in activation. • The intervention group reported greater perceived participation in discharge care. [ABSTRACT FROM AUTHOR]

Suturing skills are usually acquired by medical students through observation and then practice. There is a pressing need to develop more efficient teaching methods as students are often unprepared to perform suturing in clinical practice. This study therefore aims to investigate the benefits and limitations of different technological teaching methods and determine if technological methods are superior to conventional teaching. The search was conducted using ScienceDirect, PubMed and Scopus with different combinations of the key terms "suturing", "suture", "knot-tying", "suturing skill", "surgical skill", "teaching methods" and "medical students". Overall, 19 relevant articles were shortlisted, discussing the use of virtual reality, augmented reality, videos and programmes in teaching suturing skills. The use of instructional videos is a good alternative to the traditional lab-based method while video self-reflection was found to be an effective enhancement. Integration of these methods could be a valuable addition to the current curriculum. [ABSTRACT FROM AUTHOR]

The Coronavirus Disease 2019 pandemic has changed the way most people live and work, including the way in which students undertake study. To protect students during the pandemic, most schools in China adopted a study-at-home model. Under these circumstances, the pathophysiology teaching team at Tongji University considered how to reform teaching methods to minimize the impact of the pandemic on students’ curriculum studies. This article describes our teaching reforms in detail, notably a combination of online education resources, online discussion courses, and a WeChat study group. We compared the effects of the reformed and traditional teaching approaches, including student performance and student evaluation of the reformed teaching methods. Analysis showed that although students were generally worried about the impact of the pandemic on their curriculum studies, their overall performance was not affected by the reformed teaching methods. Of interest, compared with traditional teaching, the proportion of students with higher final test scores (≥90 points) actually increased. The revised teaching methods promoted the learning of some students externally and internally and enhanced their enthusiasm for medical study and their academic performance. These approaches could be applied as a reference for future course arrangements after the pandemic. [ABSTRACT FROM AUTHOR]

Background: Simulation exercises are increasingly being used as a teaching method in the field of undergraduate nursing education. Thus, the present study sought to identify, describe and discuss enablers of the successful implementation of simulation exercises in undergraduate nursing education. Methods: This study had a qualitative descriptive design and involved individual interviews conducted between November and December 2018 with six nurse teachers from three different university campuses in Norway. The transcribed interviews were analysed by means of a qualitative thematic analysis. Results: The majority of the interviewees wanted to offer more simulation exercises as part of their respective undergraduate nursing education programmes. Moreover, creating a safe environment, facilitating student-centred learning and promoting reflection were all identified by the interviewees as enablers of the successful implementation of simulation exercises. Conclusions: The findings of this study indicate that nurse teachers consider simulation to be a valuable teaching method for improving students' learning outcomes. In addition, the findings could guide the future implementation of simulation exercises in undergraduate nursing education. Trial registration: ClinicalTrials.gov ID: NCT 04063319. Protocol ID: 52110 Nursing Students' Recognition of and Response to Deteriorating Patients. [ABSTRACT FROM AUTHOR]

At present, it is necessary to strengthen the competences in educational agents, from a know how to be, know how to do, know how to act and know how to live together, and enhance autonomous learning in students and teachers. The objective of this paper was to analyze the conceptual, methodological contributions and instruments used in autonomous learning within the educational context from 2017 to 2020. This is a documentary review done in databases such as Scopus, Ebsco, Academic One File and Proquest. The Prism diagram was used to define the inclusion and exclusion criteria taking into consideration authors, date of publication, definition, approach, type and design, instrument and conceptual contributions; exclusion criteria were duplication, publication date, language, title and abstract and full text. The population was 1001 documents; and the sample selected for the research, 25 scientific articles. Most authors agree on the conceptualization of autonomous learning. The qualitative approach, with non-experimental, cross-sectional and descriptive designs, is predominant; and the documentary guide and questionnaires are the most frequently used instruments. Autonomous learning is the student´s ability to be the main character of his (her) own action; to achieve it, he (she) has to comply with internal and external demands, and its development will depend on the attitude and commitment of the educational agents. [ABSTRACT FROM AUTHOR]