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Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Due to the increasing number of students each year in Vietnam and elsewhere, current active teaching methods and traditional lecture methods face many difficulties. Therefore, innovation in teaching methods is necessary to meet training needs and ensure training quality. Even though team-based learning is widely used globally, there is still no scientific evidence of the effectiveness of this method in health education in Vietnam. This quasi-experimental study compared individual and team readiness scores and satisfaction in students undergoing team-based learning. The study also compared the effects of the team-based learning method versus traditional lectures on final test scores, classroom engagement, and students' attitudes toward team-based learning. The study was conducted on 192 fourth-year bachelor of nursing students at the University of Medicine and Pharmacy, Hue University, in the 2022-2023 school year. Students participated in three Nursing Care for Adults with Internal Medicine Disease course modules. Data were collected using five instruments: a Demographic Questionnaire, the Student Preparation Questionnaire, the Classroom Engagement Survey, the Team-Based Learning Student Assessment Instrument, and the Attitudes toward Different Aspects of Team Learning. The data were analyzed using descriptive statistics, independent t-test, and chi-square using SPSS version 20.0. The findings revealed that students in the team-based learning group had mean scores on the team readiness test significantly higher than the individual readiness test in all three modules, and satisfaction with team-based learning was high. When comparing the two groups, the students in the team-based learning classes had significantly higher scores on classroom engagement and more positive attitudes toward this type of learning than those in traditional classes. However, the two groups had no significant difference in final test scores. We recommend that universities in Vietnam urgently consider applying the team-based learning method to many courses for nursing students, given its potential to enhance classroom engagement and foster positive attitudes. However, before widespread application, more research is needed on factors that can affect the effectiveness of team-based learning, such as the capacity of lecturers, teaching assistants, and infrastructure conditions. More extensive research in more courses, more students, and longer periods are needed to see the long-term benefits of team-based learning. [ABSTRACT FROM AUTHOR]

The increasing global competitiveness of university admissions has propelled the need to understand the critical factors underlying students’ loyalty. Although extensive research has been conducted on student loyalty, it focuses predominantly on student-centric activities, targeting only inward-looking measures aimed at students. In the corporate context, employees are considered the “second audience” for external marketing promotions, and the impact of these promotions on employee job satisfaction has been well researched. However, in the university context, little is known about how external policies affect student loyalty. Therefore, this study aimed to clarify the influence of both inward- and outward-looking activities on student loyalty in Japanese universities. An online survey was conducted for 1,000 Japanese university students. The results of applying structural equation modeling to the survey data confirm the positive effect of inward-looking measures on student loyalty. Significant effects were found for lectures (β = 0.670, p-value < 0.000) and job hunting (β = 0.250, p-value < 0.000), while campuses also showed a positive effect (β = 0.148, p-value = 0.039). Among outward-looking measures, only celebrity endorsements contributed positively to loyalty (β = 0.136, p-value = 0.026), while sports and digital channel promotions had negative effects, contrary to expectations. This may be attributed to the reliance of sports on wins and losses and digital channel promotions often inducing feelings of envy when students observe others’ successes. Therefore, when university policymakers implement measures to strengthen their external brands, they must consider their impact on enrolled students.

There is limited contemporary evidence around students' experience of lectures, notwithstanding critiques of their value. This study focuses on second-year chemical engineering students across four institutions in England and South Africa. The analysis of student interviews identified three themes describing what students value in lectures. In terms of interaction, they valued simply being able to ask questions. In terms of explanations, pacing was key and working through problems by hand was valued, while the use of powerpoint often received critique. The final theme shows how resources form a crucial link from the lecture into students' private studying. This study also drew on lecturer interviews, and the comparison shows considerable coherence between lecturer intentions and students' experiences. The final aspect of this study compared across institutions, and here we see the structural impact of the high levels of contact time in the South African programmes. [ABSTRACT FROM AUTHOR]

The purpose of the research paper is to study the didactic workload of M. Hrushevskyi at Lviv University, the weekly schedule of his classes, the peculiarities of delivering lectures and seminars, as well as communication with the faculty administration. The methodological basis of the work is an interdisciplinary approach. Particular emphasis is placed on the structural and functional systematic analysis of historiographical facts and the comparative and historical method proceeding from the principles of objectivity and historicism. The scientific novelty of the study is in the first special attempt at a comprehensive reconstruction of the image of M. Hrushevskyi as a professor at Lviv University. Conclusions. The teaching activity of M. Hrushevskyi at Lviv University was intended to realize the idea of Kyiv and Lviv populists to successfully transform Galicia into a national 'Piedmont'. Thus, a prominent historian had to implement the educational component of that cultural and social project, training new representatives of Ukrainianists from among the studying youth of the main educational institution of the region. In accordance with that mission, he developed and sequentially, by periods delivered lecture courses on national history and the history of Eastern Europe region. Encouraged by such issues, the students deepened their specialization in Ukrainian studies at a scientific seminar and various special courses given by M. Hrushevskyi in the fields of political, socio-cultural, and regional history. That purely didactic process, focused on a thorough grounding of the historical subjectivity of the Ukrainian people, had the expected social effect. It consisted in the development of the struggle for the cultural rights of Ukrainians within the walls of Lviv University. It was M. Hrushevskyi who became the ideologist of those efforts and, in his own professorial practice, fundamentally affirmed the Ukrainian voice in the national polyphony of the University, setting an example for his more moderate colleagues K. Studynskyi and O. Kolessa. The result of the prominent scholar's professorial activity was numerous representatives of the national intelligentsia, who during the 20th century completed his large-scale work on the integration of Ukrainian narratives into the world historical process. [ABSTRACT FROM AUTHOR]

Based on an authorized archival copy, an article about Gogol by medievalist historian Vasily Trofimovich Sirotenko (1915–2006), a professor at Perm, Dnepropetrovsk and Armavir universities, is being published. The article by V.T. Sirotenko, “The Early Middle Ages in the light of N.V. Gogol,” was written in 1978 and deposited in 1990 but is currently inaccessible to the reader. A professional historian notes Gogol’s extensive knowledge of the history of the European Middle Ages and evaluates the writer’s significant contribution to the study of world history. The article is a continuation of the works of numerous researchers and historians, F.A. Vitberg, S.A. Vengerov, G.P. Georgievsky, S.I. Mashinsky, M.P. Alekseev, V.F. Semenov and others, who noted, despite the cartoonish reviews of Gogol by some of his students at St. Petersburg University (in 1834–1835), the writer’s thorough historical erudition, the high scientific level of his university lectures, as well as works of art from world and national history. The publication contributes to the return into scientific circulation of an article by Professor V.T. Sirotenko, unknown to modern researchers, and can serve as a supplement to our article “The Unknown Book of N.V. Gogol 1834: Plan, Context, Reminiscences,” published in the first issue of the journal “Literary Fact” for 2022.

Higher education (HE) has experienced a swift internationalization process in the last decade, introducing English as a Medium of Instruction (EMI) in many universities. This new reality brings about novel challenges for content lecturers as they adapt to a new way of teaching in English for intercultural audiences. Following Ädel's (2010) taxonomy of metadiscourse, this paper aims to explore the use of organizational metadiscourse in EMI lectures to foster successful communicative interaction and engagement. Assuming that all communication is multimodal, i.e., meaning is conveyed through the combination of several semiotic resources, this paper sets out to go beyond traditional linguistic studies in order to examine the multimodal use of organizational metadiscourse in lectures. To carry out this analysis, three 90-minute-long videorecorded EMI lectures taught at Universitat Jaume I (Spain) were selected, transcribed and manually inspected to account for all instances of organizational metadiscourse. Next, six structuring segments were chosen, i. e. sections within the lectures in which the contents are being organized. Using the software Multimodal Analysis Video, interactions between speech (organizational metadiscourse) and paralanguage, gestures, gaze, proxemics, head movement and facial expression were examined. Finally, the findings were presented to the lecturers in the recordings to obtain an insight perspective. Results show the active utilization of complex multimodal ensembles co-occurring with organizational metadiscourse. These ensembles reveal an underlying aim of achieving successful communication, by accommodating language to a non-native intercultural audience, and engaging the audience. Lastly, these results are interpreted and pedagogical implications for teacher training are put forward. [ABSTRACT FROM AUTHOR]

Learning to take effective notes is particularly difficult for non-English-native university students enrolled on English Medium Instruction (EMI) courses. However, time and cost constraints mean that many universities provide no support in English for academic purposes or academic skills. One solution to this problem would be to work closely with subject lecturers to develop training that can be delivered within the framework of the EMI content courses themselves. We developed a pilot programme for training students to take effective notes in English and applied it within the context of a first-year content course in Economics and Business Administration at a Spanish university. The students improved on several measures from the pre-test to the post-test, and provided positive feedback. They particularly appreciated learning how to build outlines, simplify information, and use abbreviations and symbols. Questionnaire responses indicated that they had found the training useful and appreciated the possibilities for direct application of the new skills acquired in their other EMI courses. Further research on how to train students in academic language competences within the ecologically valid setting of the EMI classroom itself could include support with subject-focused academic writing and speaking skills. [ABSTRACT FROM AUTHOR]

Introduction: Teaching in higher education is still mainly executed as lectures, even though research about student-active instruction methods points to more motivated students, higher enjoyment, and more optimal learning outcomes. The purpose of this study was to obtain better insight into how physical education (PE) students assessed their learning outcomes in relation to the use of different pedagogical approaches. Methods: A master’s course in PE was planned and implemented using the following eight different learning approaches: lectures; practical exercises about themes in lectures; discussions during lectures; discussions outside of lectures; planning and exercises for peer students; individual work preparing to write an academic text; individual work writing the academic text; and reading for an exam. The study constituted a mixed methods study, which used quantitative data from students’ evaluation of eight different learning approaches on a Likert-type scale, and in-depth qualitative data from follow-up interviews with some of the same students, with the aim of explaining the main findings. Quantitative data about the students’ reflections on the learning outcomes of the different learning approaches were collected among 59 different students at three different times (2021, 2022, and 2023), after finishing a course in the fifth semester in a master’s program in PE. Results: The findings showed that the students reported achieving the highest learning outcomes from practical exercises and attaining the lowest learning outcomes from lectures. In depth interviews among seven randomly selected students were also used to obtain reflections from the students about the different learning approaches. Quantitative analyses again revealed that practical exercises produced the highest learning outcomes, while lectures resulted in the lowest learning outcomes. Qualitative analyses of the in-depth interviews indicated that practical activities enabled students to relate theory to practice, make them active, and are associated with future work, while the quality of lectures depended on characteristics of the teacher and were often experienced as long and unstimulating. Discussion: According to the results, we recommend that student teachers in higher education acquire the ability to plan and execute practical lessons in relation to themes focused upon in lectures and involve students more in discussions during lectures. [ABSTRACT FROM AUTHOR]

Background and Aim: PowerPoint slides are commonly used to project class materials such as text and images, offering enhanced visual aids. However, preference among medical students has not been thoroughly explored. Therefore, we conducted this study to investigate the preference in PowerPoint slides and its delivery method among medical students. Materials and Methods: We conducted a cross‑sectional observational study involving undergraduate medical students studying in any Indian medical college. An online survey was administered using a pre-tested questionnaire distributed through the Google Forms platform. The survey items encompassed overall preference, content and arrangement preference, diagram preference, text preference, access preference, and ambiance preference. Results: The study included 728 students, with a gender distribution of 66.35% boys and 33.65% girls. PowerPoint presentations were found helpful by 68.27% of students, while 53.85% found the class enjoyable. Preferences included major points in slides (81.73%), large text size (86.54%), and different colored headings (87.5%). Images aided understanding (85.58%), animations made the class interesting (92.31%), and access to slides before and after class was preferred. Students liked a dimly lit hall, teacher facing them, and the use of a laser pointer or stick. Font preferences were blue (45%) and black for body text (57%), with Verdana as the preferred font (89%). A white background was favored by 86% of students, with 67% preferring a clear background and 33% a designed or textured background. Conclusion: Medical students prefer PowerPoint slides with clear organization, large text, and visual aids such as images and animations. Accessibility to slides before and after classes is valued, and a conducive learning environment includes proper lighting, teacher–student interaction, and effective presentation tools. These insights can guide educators in creating more engaging and effective presentations for medical students. [ABSTRACT FROM AUTHOR]

The use of Experience Sampling Methods (ESM) to assess students' experiences, motivation, and emotions by sending signals to students at random or fixed time points has grown due to recent technological advances. Such methods offer several advantages, such as capturing the construct in the moment (i.e., when the events are fresh on respondents' minds) or providing a better understanding of the temporal and dynamic nature of the construct, and are often considered to be more valid than retrospective self-reports. This article investigates the validity and reliability of a variant of the ESM, the DEBE (an acronym for difficult, easy, boring and engaging, and pronounced 'Debbie') feedback, which captures student-driven (as and when the student wants to report) momentary self-reports of cognitive-affective states during a lecture. The DEBE feedback is collected through four buttons on mobile phones/laptops used by students. We collected DEBE feedback from several video lectures (N = 722, 8 lectures) in different courses and examined the threats to validity and reliability. Our analysis revealed variables such as student motivation, learning strategies, academic performance, and prior knowledge did not affect the feedback-giving behavior. Monte Carlo simulations showed that for a class size of 50 to 120, on average, 30 students can provide representative and actionable feedback, and the feedback was tolerant up to 20% of the students giving erroneous or biased feedback. The article discusses in detail the aforementioned and other validity and reliability threats that need to be considered when working with such data. These findings, although specific to the DEBE feedback, are intended to supplement the momentary self-report literature, and the study is expected to provide a roadmap for establishing validity and reliability of such novel data types. [ABSTRACT FROM AUTHOR]

Copyright of Studia Paedagogica Ignatiana is the property of Jesuit University Ignatianum in Krakow and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: Higher education is becoming increasingly critical for a nation’s socioeconomic and technical innovation, and the quality of education these institutions provide directly affects how well a country does. Hence, this study examines factors influencing student satisfaction at Oman’s higher educational institutions (HEIs). Methodology: Following scale development, the bootstrapping approach tested the research hypothesis. A survey was undertaken to gauge student satisfaction at various higher education institutions in Oman. Software for structural equation modeling (SEM PLS) has been used to examine the results to determine the relationships between the variables. Findings: The result of this study revealed that lectures and university resources positively correlated with student satisfaction, while technology showed no significant impact on student satisfaction.

Background and Aim: PowerPoint slides are commonly used to project class materials such as text and images, offering enhanced visualaids. However, preference among medical students has not been thoroughly explored. Therefore, we conducted this study to investigate the preference in PowerPoint slides and its delivery method among medical students. Materials and Methods: We conducted a cross-sectional observational study involving undergraduate medical students studying in any Indian medical college. An online survey was administered using a pre-tested questionnaire distributed through the Google Forms platform. The survey items encompassed overall preference, content and arrangement preference, diagram preference, text preference, access preference, and ambiance preference. Results: The study included 728 students, with a gender distribution of 66.35% boys and 33.65% girls. PowerPoint presentations were found helpful by 68.27% of students, while 53.85% found the class enjoyable. Preferences included major points in slides (81.73%), large text size (86.54%), and different colored headings (87.5%). Images aided understanding (85.58%), animations made the class interesting (92.31%), and access to slides before and after class was preferred. Students liked a dimly lit hall, teacher facing them, and the use of a laser pointer or stick. Font preferences were blue (45%) and black for body text (57%), with Verdana as the preferred font (89%). A white background was favored by 86% of students, with 67% preferring a clear background and 33% a designed or textured background. Conclusion: Medical students prefer PowerPoint slides with clear organization, large text, and visual aids such as images and animations. Accessibility to slides before and after classes is valued, and a conducive learning environment includes proper lighting, teacher–student interaction, and effective presentation tools. These insights can guide educators in creating more engaging and effective presentations for medical students.

This announcement refers to the Enlightening activity of the EO during its operation. EO is an Athenian union with philological literary deviations and a liberal urban character. The organization of speeches and lectures is a key means of spreading the ideas of Demoticism and EO propaganda. They begin to be held from 1912 to 1929. Educational, literary, scientific, ecc. topics were chosen at the weekly meetings in the group and outside the group. Also, since the start of the operation of EO to his split in 1927, tutorial courses were organized with the aim of clarifying issues of educational, scientific and social content, followed by a discussion with the listeners. [ABSTRACT FROM AUTHOR]

IntroductionTeaching in higher education is still mainly executed as lectures, even though research about student-active instruction methods points to more motivated students, higher enjoyment, and more optimal learning outcomes. The purpose of this study was to obtain better insight into how physical education (PE) students assessed their learning outcomes in relation to the use of different pedagogical approaches.MethodsA master’s course in PE was planned and implemented using the following eight different learning approaches: lectures; practical exercises about themes in lectures; discussions during lectures; discussions outside of lectures; planning and exercises for peer students; individual work preparing to write an academic text; individual work writing the academic text; and reading for an exam. The study constituted a mixed methods study, which used quantitative data from students’ evaluation of eight different learning approaches on a Likert-type scale, and in-depth qualitative data from follow-up interviews with some of the same students, with the aim of explaining the main findings. Quantitative data about the students’ reflections on the learning outcomes of the different learning approaches were collected among 59 different students at three different times (2021, 2022, and 2023), after finishing a course in the fifth semester in a master’s program in PE.ResultsThe findings showed that the students reported achieving the highest learning outcomes from practical exercises and attaining the lowest learning outcomes from lectures. In depth interviews among seven randomly selected students were also used to obtain reflections from the students about the different learning approaches. Quantitative analyses again revealed that practical exercises produced the highest learning outcomes, while lectures resulted in the lowest learning outcomes. Qualitative analyses of the in-depth interviews indicated that practical activities enabled students to relate theory to practice, make them active, and are associated with future work, while the quality of lectures depended on characteristics of the teacher and were often experienced as long and unstimulating.DiscussionAccording to the results, we recommend that student teachers in higher education acquire the ability to plan and execute practical lessons in relation to themes focused upon in lectures and involve students more in discussions during lectures.

Abstract Background and aim Dental Public Health (DPH) education prepares future workforce to promote positive oral health behaviors, prevent oral diseases, and monitor disease distribution and trends taking into considerations best practices, needs and available resources. Scarce information is available about dental education in African countries and Egypt has the greatest number of dental schools in Africa. This study assessed the undergraduate DPH education in Egyptian universities including topics taught, methods of teaching, assessment, and the academics’ specialties. Methods A survey targeted 43 Egyptian universities with Bachelor of Dentistry (BDS) programs identified on the website of the Supreme Council of Egyptian Universities in 2022. Thirty-six deans could be reached by post and/ or email. The survey appraised the school profile and capacity, and methods of teaching and assessment in DPH courses in undergraduate dental programs. The survey also inquired who taught DPH courses and what was covered in the courses. Descriptive statistics were displayed. Results We received 21 (58.3%) responses from 36 deans/ senior officials. Of the universities, 52.4% were private and 47.6% were public. Most participants reported that DPH courses in BDS programs were taught by Pediatric Dentistry academics (71.4%) and DPH academics (57.1%) in 3rd, 4th and 5th years of the 5-year BDS programs. Teaching DPH consisted of face-to-face lectures (100%) and seminars (95.2%) and assessment included written exams with close ended questions (95.2%) and open-ended questions (71.4%). Twenty schools reported teaching the definition of DPH, definition of oral health, and determinants of oral diseases. Nine schools addressed the planning of oral health services and five schools taught about remuneration and payment systems. Conclusion Teaching and assessment of DPH in Egyptian dental schools use traditional methods with limited active engagement of the students. Variations among the schools exist in the DPH topics covered and most instructors were not primarily specialized in DPH. Development of dental/ oral health services calls for more emphasis on DPH education in the curriculum in Egypt.

The proposed paper will be the first publication from a seminar series given by Leonardo Ricci to his American students from his home in Venice, Italy. The text will be an annotated transcript drawn from 14 weekly meetings that were recorded at Ricci’s living room table between January and April 1994. Topics discussed by Ricci and his students range from architectural theory to analysis of specific buildings, and include Mies van der Rohe, Louis Kahn, Carlo Scarpa, Le Corbusier, Giovanni Michelucci, Alvar Aalto, and other architects. Ricci also discusses architectural education and his own buildings and paintings. As one of Ricci’s former students, then his co-teacher in Venice, Ricci asked me to record these meetings for future transcription and publication. This paper, entitled Model, Structure, Form, will be the first installment for a book of annotated transcripts from the full 20 hours of recordings, accompanied by the unedited audio recordings of Ricci speaking, drawing, and answering questions during each seminar. “Making plans on the Grand Canal is utopian, almost as though the topos did not exist. Even if, once, it was possible, one wonders how a modern building could coexist with one from the past. Thus I found myself in the world of artistic creation. It was as though I were the owner of the ruins which had become the house-museum, thanks to Peggy Guggenheim, and the mayor of Venice was ready to sign the construction permit. For many sleepless nights I saw the already constructed Ca’ Venier, all of it, on the Grand Canal. A magic box. Platforms suspended in space suitable for single works. Pollock suspended in the void. Klee in precious urns. Giacometti projected into the sky. The exterior like Ca’ D’Oro made of marble and white stone. The interior of slate to absorb the light and leave it alone with the colors of the paintings and sculptures. But anyone who knows how to read can read the drawings and the plastic. Even the uninitiated can.” Leonardo Ricci, La Biennale di Venezia, 1994

The rapid use of technology in lecture activities, especially the use of interactive multimedia since the pandemic conditions and until now, has attracted researchers to comprehensively analyze patterns of interactive multimedia utilization. This study aims to provide information on the pattern of interactive multimedia utilization and its development to date. The research method adopted a qualitative design, through a review of various studies from 2020 to 2023, and a literature search using the free Publish or Perish program. Further reduction and screening processes were carried out using the PRISMA method. The final results of the articles that have been selected are then mapped and codified with NVivo Pro 12 program, including the development and use of interactive multimedia in universities. In the development of interactive multimedia in the university, literature is grouped into forms of interactive multimedia and tools in designing interactive multimedia. The use of interactive multimedia in institutions is grouped into two, including the types of interactive multimedia used and how the impact of the use of interactive multimedia on lecture activities. Results obtained 1) Multimedia forms developed in universities include E-modules, Software, Websites, Android applications, Autoplay, Classpoint, E-learning, and tutorial models; 2) equipment in designing interactive multimedia including Kwisoft Flopbook Maker, live streaming, Macromedia Flash, Microsoft Way, Moodle, Adobe Flash Professional CS6.5, App Inventor 2, Autocad, Power Point, and Courselab 2.4; 3) types of interactive multimedia used in learning activities in universities include Android applications, Macromedia Flash, Lectora Inspire software, Adobe Flash, Adobe Premiere, and E-learning; 4) The effect of interactive multimedia on lecture activities can increase interest or motivation, also have an impact on student achievement.

Correlation seminars are used in teaching curricula as a strategy to encourage students to build a solid foundation in basic science at the beginning of the learning process. Establishing a link between basic science and medical practice is the main objective of the correlation seminar which helps students relate topics from basic science with a medical application or disease. Correlation seminars are designated in such a way that students can apply their basic science knowledge acquired from lectures and practical classes in clinical patient care. Course-centred problem-solving emphasises the identification and resolution of clinical issues to enhance clinical reasoning abilities. Through correlation seminars, students are allowed to engage in critical thinking and apply their knowledge of basic science to clinical settings.

Motivating students to endure teacher education and enter teaching is a pressing challenge in many countries. We address this challenge by exploring the concept of situational interest (SI) in teacher education and students' interest in teaching. Survey data was collected from Norwegian student teachers (N = 347) using a cross-sectional design and analysed using factor analyses and structural equation modelling. The findings indicated that SI in on-campus lectures explained variation in students' interest in subject matter, pedagogy, didactics, and research, whereas SI in practicum related to interest in subject matter. The findings also revealed higher levels of SI in practicum compared to on-campus lectures. We discuss the results and their implications in relation to interest development in teacher education. [ABSTRACT FROM AUTHOR]

Background and aim: Dental Public Health (DPH) education prepares future workforce to promote positive oral health behaviors, prevent oral diseases, and monitor disease distribution and trends taking into considerations best practices, needs and available resources. Scarce information is available about dental education in African countries and Egypt has the greatest number of dental schools in Africa. This study assessed the undergraduate DPH education in Egyptian universities including topics taught, methods of teaching, assessment, and the academics' specialties. Methods: A survey targeted 43 Egyptian universities with Bachelor of Dentistry (BDS) programs identified on the website of the Supreme Council of Egyptian Universities in 2022. Thirty-six deans could be reached by post and/ or email. The survey appraised the school profile and capacity, and methods of teaching and assessment in DPH courses in undergraduate dental programs. The survey also inquired who taught DPH courses and what was covered in the courses. Descriptive statistics were displayed. Results: We received 21 (58.3%) responses from 36 deans/ senior officials. Of the universities, 52.4% were private and 47.6% were public. Most participants reported that DPH courses in BDS programs were taught by Pediatric Dentistry academics (71.4%) and DPH academics (57.1%) in 3rd, 4th and 5th years of the 5-year BDS programs. Teaching DPH consisted of face-to-face lectures (100%) and seminars (95.2%) and assessment included written exams with close ended questions (95.2%) and open-ended questions (71.4%). Twenty schools reported teaching the definition of DPH, definition of oral health, and determinants of oral diseases. Nine schools addressed the planning of oral health services and five schools taught about remuneration and payment systems. Conclusion: Teaching and assessment of DPH in Egyptian dental schools use traditional methods with limited active engagement of the students. Variations among the schools exist in the DPH topics covered and most instructors were not primarily specialized in DPH. Development of dental/ oral health services calls for more emphasis on DPH education in the curriculum in Egypt. [ABSTRACT FROM AUTHOR]

With the shift to online learning, many instructors have been forced into course delivery that involves educational lecture videos. There are a number of different elements that impact the quality of educational videos and overall student experience (e.g. instructor eye gaze, audio levels, screen sizing). More specifically, research has demonstrated that segmented videos have educational benefits over the traditional didactic ones. The present experiment aimed to examine whether interspersed interactive content could increase post-secondary students’ retention and engagement above simple segmentation. As such, young adults experienced one of four lesson types: didactic video, segmented videos, segmented videos with interactive content, and a condensed version of the interactive segmented videos. Then, they were asked to complete an engagement scale, an online learning experience questionnaire, and a surprise test. The results demonstrated a performance benefit to segmented videos for post-secondary students who prefer to learn in person as opposed to online.

Review of the educational edition by Svitlana Oleksandrivna Cherepanova, Doctor of Philosophical Sciences, Associate Professor of the Department of Philosophy and Pedagogy, Lviv National Stepan Gzhytsky University of Veterinary Medicine and Biotechnology. – Philosophy of Education. Lectures. Practicum: Educational Edition / For masters of the specialty 011 «Educational Pedagogical Sciences». Lviv: Prostir-M, 2023, 304 p.

The 2023 annual conference of the German Medical Libraries Association (AGMB) in Bonn was held under the motto “AGMB 2023: Future – now more than ever”. There were numerous lectures and short presentations, posters and workshops. In addition to the report on the conference, the current issue of GMS Medizin – Bibliothek – Information contains four publications of lectures, seven of the eight posters presented, the presentation and appreciation of the award-winning pioneer project in medical libraries 2023 and the announcement of the competition for 2024. Also included are three latecomers to the themed issue “Research-related services of (medical) libraries” 2023 and the current communication from the AGMB board “German MLA (AGMB) News”.

The document archive of anthropologist Mariza Corrêa (1945-2016) was donated in 2019 to the Arquivo Edgard Leuenroth, the same institution that houses the papers resulting from her work leading the History of Anthropology in Brazil Project since the 1980s. The objective of this article is to present three unpublished lectures by Corrêa, as well as her archives where this documentation is found, to make public some of the author's important work, and to encourage new research and reflection on this material, which is relevant to the field of the history of anthropology. This text is also based on my relationship with the documentation and the research I have been carrying out, which focuses on the trajectory of this anthropologist and her roles. [ABSTRACT FROM AUTHOR]

What makes first-semester students stay engaged in non-mandatory lecture-based courses? This study aims to answer this question by analyzing the relationship between student engagement with autonomy support and achievement goals. Data gathered through self-reports from 340 students attending four introductory lecture-based courses at four German universities were used to test the following hypotheses: (1) students who pursue goals for self-improvement display emotional, behavioral, and cognitive engagement, (2) emotional engagement is predicted by students' perceptions of autonomy support, and (3) students who aim to outperform their peers display higher emotional engagement compared to cognitive engagement. After confirming the hypotheses with multiple regression analyses, additional results indicated a statistically significant relationship between both emotional engagement and achievement goals with autonomy. Further, results indicate a moderate positive association between emotional engagement and both behavioral and cognitive engagements. These findings confirm the presence of both mastery and performance goals in courses with a lecture-based teaching. This study highlights some limitations for statistical analyses with agentic engagement as well as the need to analyze study participants' school culture for further research on student engagement. [ABSTRACT FROM AUTHOR]

Introduction: Universities in non-Anglophone countries are increasingly implementing English as the medium of instruction (EMI) lectures. There seems to be an assumption that students’ performance on standardized English examinations can be equated with the lexical knowledge needed to comprehend EMI lectures regardless of discipline. For unknown words students encounter, it is assumed that they can be picked up through listening to these lectures. This potential for students to acquire unknown words incidentally while listening to these lectures has yet to be fully explored. Methods: This study addresses the potential of students incidentally acquiring vocabulary from listening to EMI lectures through corpus analyses of computer science lectures at one public university in Macau. Taking into consideration frequency, range, and lecturer explanation, corpus analyses of the transcripts of 28 computer science lectures (40 h 36 min) were conducted to determine the lexical knowledge needed for students to comprehend the lectures. The potential number of words these students could acquire through listening to the lectures was also uncovered through further analyses. Results: Results showed that L2 students need to have receptive knowledge of the most frequent 3,000 word families plus proper nouns and marginal words to reach beyond 95% lexical coverage. To reach 98% lexical coverage, 5,000 word families are needed. Considering frequency, range, and teacher explanation, we concluded that 30 new words could reasonably be incidentally acquired after listening to the 28 lectures. Discussion: These results indicate a need for EMI lecturers to consider the lexical knowledge of students and whether additional pedagogical techniques (i.e., vocabulary explanation) should be employed in content classrooms when lectures are delivered in English, especially for specialized fields such as computer science. Our results also draw attention to the importance of field specific vocabulary and the potential pitfalls of using blanket English language admissions criteria when admitting students to different academic programs. [ABSTRACT FROM AUTHOR]

The article characterises the didactic work of professor Roman Pollak and offers a reconstruction of the concept for teaching Polish studies which is based on his published papers on didactics, handwritten notes for seminars and lectures, texts of speeches, lectures to the Polish studies club and letters to his fellows. The image of the professor is complemented by the notes from lectures on the history of Old Polish literature taken by professor Zofia Trojanowiczowa (née Muszyńska) when she was a student of his and by the recollections of his students. The analysis of the subject material results in a portrait of a remarkable expert in literature who devoted much of his attention to thinking about university didactics and who was aware of both his own skills and his mission. [ABSTRACT FROM AUTHOR]

ObjectiveTo augment the educational resources available to training programs and trainees in musculoskeletal (MSK) radiology by creating a comprehensive series of Web-based open-access core curriculum lectures.Materials and methodsSpeakers with recognized content and lecturing expertise in MSK radiology were invited to create digitally recorded lecture presentations across a series of 42 core curriculum topics in MSK imaging. Resultant presentation recordings, organized under curriculum subject headings, were archived as open-access video file recordings for online viewing on a dedicated Web page (http://radiologycorelectures.org/msk/). Information regarding the online core curriculum lecture series was distributed to members of the International Skeletal Society, Society of Skeletal Radiology, Society of Chairs of Academic Radiology Departments, and the Association of Program Directors in Radiology. Web page and online lecture utilization data were collected using Google Analytics (Alphabet, Mountain View, CA, USA).ResultsForty-two lectures, by 38 speakers, were recorded, edited and hosted online. Lectures spanned ACGME curriculum categories of musculoskeletal trauma, arthritis, metabolic diseases, marrow, infection, tumors, imaging of internal derangement of joints, congenital disorders, and orthopedic imaging. Online access to the core curriculum lectures was opened on March 4, 2018. As of January 20, 2019, the core curriculum lectures have had 77,573 page views from 34,977 sessions.ConclusionsTo date, the MSK core curriculum lecture series lectures have been widely accessed and viewed. It is envisioned that the initial success of the project will serve to promote ongoing content renewal and expansion to the lecture materials over time.

BACKGROUND: Hypertension (HTN) has become the costliest public health problem. After performing educational interventions, blood pressure (BP) of patients with this disease can be significantly reduced. The adaptation of the educational method to the individual learning style can be more effective on the patients' learning and thus better control of their BP with better educational effectiveness. The aim of this study was to compare educating based on visual, aural, reading/writing, and kinesthetic (VARK) learning style versus lecture method on BP level of patients with primary HTN. METHODS: This study was a semi-experimental and pretest-posttest study conducted on patients with primary HTN referred to the comprehensive health service centers in Bandar Abbas, Iran, from January 2019 to December 2019. 88 patients were selected by convenience sampling method and divided into two groups of education based on VARK learning style and lecture. The training sessions were presented for the members of education based on VARK learning style group based on their learning style and as a presentation for lecture group. Patients' BP was measured before and after the intervention as a measure of the effectiveness of training on patients' learning. Data analysis was done by SPSS statistical software and using descriptive indices, chi-square test, t-test, Mann-Whitney, paired t, and Wilcoxon test. RESULTS: Before the intervention, there was no significant difference between the average systolic BP (SBP) and diastolic BP (DBP) of the two groups (P < 0.05). After the intervention, the difference between the average SBP and DBP before and after the intervention between the two groups was not significant (P > 0.05). CONCLUSION: Education based on VARK learning style does not have more effect in reducing SBP and DBP of patients than lecture method.

This study describes the variations and functions of speech acts in KH's lectures. Marzuki Mustamar at the Isra' Mi'raj and Haul KH. Askandar in Banyuwangi on February 27, 2022. The descriptive qualitative method uses the theoretical basis of pragmatic speech acts. The study's results reveal the variations and functions of speech acts in KH. Marzuki Mustamar, among others, there are speech acts locutionary information and has an expressive meaning of humility, locutionary prohibition which has a prohibition function accompanied by humour, locutionary locutions that have a strong prohibition function, question locutions that have a function of attention, ask locutions that have the function of joking and humour, locutionary speech acts that function to state something, illocutionary speech acts of inviting which function as directives of invitation, speech acts of directive illocutionary requests/requests, speech acts directive illocutionary speech acts that have the function of praying, directive illocutionary speech acts that have the function of giving suggestions, directive illocutionary speech acts that function to give messages, expressive illocutionary speech acts that function as congratulatory, commissive illocutionary speech acts that function as threats and declaration illocutionary speech acts that function as a ban.

Abstract Recent years have witnessed the spread of purpose-built active learning classrooms throughout the higher education sector. While these innovative learning spaces are well-suited for a variety of active learning strategies, their lack of a single focal point means they are inconvenient spaces for lecturing. While educational developers often encourage instructors to implement active learning strategies in these classrooms, lectures persist. This article reports the results of a pilot study where course meetings were split between two sites each week: some of the course time took place in a lecture hall and some of the course time took place in an active learning classroom. We suggest that this split-site design offers at least two promising indicators, from the perspectives of both students and instructors: 1) an easier transition compared to a full-active learning classroom course; and 2) availability of active learning classroom time to a larger number of courses. Responding to existing literature on the relationship between lecturing and active learning (classrooms), this article presents the results of student surveys and instructor interviews, and outlines future directions for research in split-site course design. [ABSTRACT FROM AUTHOR]

In 2020, the Conference of Chemical Engineering Directors and Deans (CODDIQ) proposed the creation of an observatory to monitor chemical engineering degrees in Spain. This representative radiography of Chemical Engineering studies offers an initial point to observe the future changes when Royal Decree 822/2021 and proposed challenges in the last Ministerial Conference on the European Higher Education Area (EHEA) will be implanted. The survey data from CODDIQ partners allow us to know important data such as (i) the 24 international quality accreditations at Spanish universities, (ii) the high demand and the required marks, an average of 7.25, for the Chemical Engineering Bachelor's degree, (iii) 9560 undergraduate students in this degree in Spain and their gender profile which is around 43% of women, similar than women lectures, (iv) the difficulty of this Bachelor's degree through some indicators like duration of studies (5.25 years), graduation rate (41%) and drop-out rate (26%), (v) the employability after obtaining the Bachelor's degree is very high (>70%). In addition, Chemical engineering undergraduate and graduate students indicate their expectations are covered. In this paper, some consequences of the pandemic on students' performance (lower than before COVID-19) are analyzed, despite lectures tried to innovate in their classes and the university provided adequate tools for online teaching. • Chemical Engineering Bachelor's degree in Spain is in high demand. • Quality indicators show the current situation of chemical engineering degree. • Chemical Engineering students are satisfied with their degree and their employability. • The gender profile is adequate because woman students and lecturers are around 43%. • The pandemic affected students' performance despite university efforts. [ABSTRACT FROM AUTHOR]

Background: The objective of this study was to investigate the association of the recognition of the importance and the effectiveness of clinical practice guidelines with the use of them among doctors in charge of medical education. Methods: A cross-sectional questionnaire survey was conducted on doctors in charge of medical education at Tokyo Women's Medical University. Multiple logistic regression adjusted for sex, age, and position was used to assess the association between the recognition and use of clinical practice guidelines for education among the participants. Results: Data from 89 respondents (response rate: 72.4%) were analyzed. The odds ratios (ORs) for using the guidelines in lectures (OR = 4.19, p < 0.05) and clinical clerkships (OR = 4.26, p < 0.05) were significantly greater among doctors who thought that "clinical practice guidelines are important in medical education" compared with those who did not. The OR for using the guidelines in clinical clerkships was also significantly greater among doctors who thought that "clinical practice guidelines are effective in medical education" compared with those who did not (OR = 6.46, p < 0.05). Conclusion: The results of this study suggest that doctors who recognize the importance and effectiveness of clinical practice guidelines tend to use them more frequently in medical education.