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The popularity of balneology and medical climatology among medical students has scarcely been investigated but may represent a pertinent topic for the field. Methods: A survey was conducted among 53 German medical students (80% female; mean age 22.5 years; 39% preclinical stage) on attitudes and interest in spa medicine, their associations with the German terms 'Kur' (cure) and 'Kurortmedizin' (spa medicine; health resort medicine) and their own health behaviour. Associations with cures were recorded using a visual analogue scale (vas). Results: A majority (72%) of the sample indicated support for the inclusion of more information about spa medicine in university curricula. Spa medicine is associated with older individuals, but with less association to overweight and psychiatric patients. The data for the statements "a spa treatment is up-to-date" and "spa treatment is effective" exhibited a normal distribution in the sample. A significant proportion of respondents reported practicing thermal baths, healthy nutrition, sauna, and Kneipp medicine themselves. Implications: The majority of medical students classified spa medicine as interesting and relevant and do not see it as old-fashioned. This interest should be encouraged in university teaching. Interesting points of reference also arise in relation to predictors of career choice among future physicians. [ABSTRACT FROM AUTHOR]

This prospective study assesses the acceptance and usefulness of augmented 360° virtual reality (VR) videos for early student education and preparation in the field of neurosurgery. Thirty-five third-year medical students participated. Augmented 360° VR videos depicting three neurosurgical procedures (lumbar discectomy, brain metastasis resection, clipping of an aneurysm) were presented during elective seminars. Multiple questionnaires were employed to evaluate conceptual and technical aspects of the videos. The analysis utilized ordinal logistic regression to identify crucial factors contributing to the learning experience of the videos. The videos were consistently rated as good to very good in quality, providing detailed demonstrations of intraoperative anatomy and surgical workflow. Students found the videos highly useful for their learning and preparation for surgical placements, and they strongly supported the establishment of a VR lounge for additional self-directed learning. Notably, 81% reported an increased interest in neurosurgery, and 47% acknowledged the potential influence of the videos on their future choice of specialization. Factors associated with a positive impact on students' interest and learning experience included high technical quality and comprehensive explanations of the surgical steps. This study demonstrated the high acceptance of augmented 360° VR videos as a valuable tool for early student education in neurosurgery. While hands-on training remains indispensable, these videos promote conceptual knowledge, ignite interest in neurosurgery, and provide a much-needed orientation within the operating room. The incorporation of detailed explanations throughout the surgeries with augmentation using superimposed elements, offers distinct advantages over simply observing live surgeries. [ABSTRACT FROM AUTHOR]

IntroductionTo highlight the importance of hands-on experiences and mentorship in shaping the future workforce of specialized medical professionals via a Neurosurgery Training Camp.MethodsResponses of the questionnaire regarding the Neurosurgery Training Camp organized by Bursa Uludag University's Faculty of Medicine and the Turkish Neurosurgery Academy were reviewed retrospectively. A one-day program was organized to introduce neurosurgery to medical students. During the camp, the students participated in interactive presentations delivered by faculty members, had lunch together, became acquainted with neurosurgical tools and technologies, and performed interventions. With pre and postworkshop questionnaire, student's expectations and thoughts about camp was evaluated.ResultsForty-one students from 10 medical schools, spanning every year of study, attended the camp. Approximately 39% of the attendees (n = 16) were women and 61% (n = 25) were men. The post-workshop survey results demonstrated that 73% of the students (n = 30) were inclined to pursue a career in neurosurgery after the camp, 21.9% (n = 9) remained undecided, and 4.8% (n = 2) chose not to pursue neurosurgery. Feedback from the post-workshop questionnaire highlighted that all students perceived the camp as beneficial in providing insights into their future careers and aiding in making a decision regarding their career paths.DiscussionThe neurosurgical training camp effectively inspired and educated medical students about the discipline of neurosurgery. Furthermore, the camp effectively altered the career aspirations and perceptions of neurosurgery among the participating students.

This study aimed to identify the impact role of providing training to future teachers with acmeological approach on leading to the personal and professional growth, which is relevant and valuable for providers and clients of educational services. The study was experimental in nature, the sample consisted of 325 respondents who had undergone special trainings with acmeological approach and who had participated in psychodiagnostic research carried out before and after the training, as well as three months after the start of the experiment. The methods embraced testing by the questionnaires for studying meaningful life orientations, self-relationship, testing for "assessment of self-fulfillment" and "readiness to self-development", and the indicator of self-change potential. The findings were compared with relevant indicators and their accuracy was confirmed via the students' t-test. In the control group, participants expressed a desire to understand themselves but felt unable to facilitate self -improvement. Conversely, students in the experimental group expressed a desire to understand themselves and possessed the ability to promote self-improvement. The majority of students favored the acmeological approach for enhancing motivation and cultivating a highly professional persona. Three months post-experiment, students in the experimental group exhibited a greater tendency towards self-change. The results of the experiment have shown the effectiveness of acmeological approach for developing future teachers professionally, and the experimental verification of its impact on students' self - awareness, meaningful life orientations, ability to self-change, and their potential for high levels of teacher professionalism. [ABSTRACT FROM AUTHOR]

Evaluate accessibility, effectiveness, acceptability and efficiency of a student- assisted teleaudiology model of care in a regional hospital in Queensland, Australia. Prospective mixed method service evaluation study. Demographic, service and satisfaction data were collected from 233 patients (children aged ≥5 and adults) who received teleaudiology assessment. Satisfaction data was collected from 27 hospital clinic staff (medical, nursing and clinic assistants) and 28 university audiology clinical educator participants. Experience and satisfaction data were collected from 16 teleaudiology clinic university students. Quantitative data was analysed using SPSS software. Qualitative data were analysed using inductive content analysis. Following introduction of the teleaudiology service in 2017 and evaluation during the first 6 months, 95% of patients were able to access audiology assessments on the same day as their Ear, Nose and Throat appointments. New referrals to the service were seen within a month. The audiology assessment battery was completed 95% of the time within an average of 33 minutes by the end of the study period. Patients, hospital and university staff and students reported high satisfaction with their experiences of teleaudiology, including its convenience and efficiency. A student-assisted teleaudiology model of care can deliver accessible, effective, and efficient services with high levels of satisfaction by participants. [ABSTRACT FROM AUTHOR]

People who identify as lesbian, gay, bisexual, transgender, queer/questioning, intersex, asexual, two-spirit, or other minority sexual and gender identities (LGBTQIA2+) oft en avoid seeking healthcare due to social discrimination and stigma. Clinical education in LGBTQIA2+-affirming care is essential but oft en lacking across disciplines. Provider acceptance, awareness of personal biases, and understanding of microaggressions aff ecting LGBTQIA2+ people can improve access, outcomes, and survival for this population. Expertise in caring for LGBTQIA2+ people in rural and suburban communities, for people who are transgender, and for people who have undergone or are in the process of undergoing gender-affirming surgeries is essential to offer best-practice healthcare. [ABSTRACT FROM AUTHOR]

Software development, database management and parallel computing are deeply integrated and related technologies. Both types of technology are rapidly evolving and becoming more sophisticated, with resulting subtleties of their interaction learned directly in the workplace. Academic research focusing on developing programs or approaches to professional training in these areas in universities is relatively scarce. This study provides a theoretical background and practical approach to building parallel database programming skills by introducing software developers' best practices. The piloting of the proposed approach was attended by 64 third-year IT students in the experimental group, who were involved in 3-month training, with their learning pathway depending on the challenges they faced. Tasks were assigned and checked by instructors. The findings suggested that this approach can help to improve technology proficiency among students in accordance with the recognized professional competence level rather quickly. No one achieved such a result in the control group. The Student's t-test showed that the differences in scores between the control and experimental groups were statistically significant. Essentially, the research findings can be used to teach parallel databases and to strengthen ties with graduates' potential employers in the corresponding academic programs. [ABSTRACT FROM AUTHOR]

IntroductionActive learning methods have accumulated popularity due to improved results in knowledge acquisition as opposed to passive learning methods. For surgical resident physicians with limited training opportunities outside of the operating room due to time constraints, virtual reality (VR) is a relatively inexpensive and time-efficient active training method for procurement of surgical skills. We conducted a simulated intramedullary nailing (IMN) of a tibia to demonstrate VR training programs as a more effective modality of learning orthopedic surgical techniques compared to passive learning tools such as a standard guide (SG) through trained novice medical students performing a SawBones simulation of intramedullary nail fixation.Materials and methodsFirst and second-year medical students without prior experience of procedure were recruited and randomized to SG or VR training. Participants were observed performing simulated tibia IMN procedure immediately after training and evaluated by a blinded attending surgeon using procedure-specific checklist and 5-point global assessment scale. Participants returned after 2-weeks for repeat training and evaluation.Results20 participants were recruited and randomized into VR (n = 10) and SG (n = 10) groups. All 20 participants completed the first phase and 17 completed the second phase of the study. Aggregate global assessment scores were significantly higher for VR than SG group (17.5 vs. 7.5, p < 0.001), including scores in all individual categories. The percentage of steps completed correctly was significantly higher in the VR group compared to the SG group (63% vs. 25%, p < 0.002). Average improvement between the first and second phases of the study were higher in the VR group compared to SG group across all 5-categories of the global assessment scale, and significantly higher for knowledge of instruments (50% vs. 11%, p, 0.01).DiscussionVR training was more effective than a passive SG in our model of simulated tibia IMN for novice medical students. Virtual reality training may be a useful method to augment orthopedic education.

Abstract Background The coronavirus disease (COVID-19) has significantly changed healthcare systems and medical education. Universities were required to develop innovative curricula based on remote and distance education to continue medical education. This prospective questionnaire-based study aimed to investigate the impact of COVID-19-associated remote learning on the surgical training of medical students. Methods A 16-item questionnaire-based survey was distributed to medical students at the University Hospital of Münster before and after a surgical skills laboratory (SSL). Two cohorts were included: summer semester 2021 (COV-19), with rigorous social-distancing restrictions requiered SSL to be remotely, and winter semester 2021 (postCOV-19), in which the SSL was provided as a face-to-face, hands-on course. Results Both, cohorts showed a significant improvement in self-assessment of pre- and post-course confidence. While no significant difference in the average gain in self-confidence for sterile working was observed between the two cohorts, improvement in self-confidence was significantly higher in the COV-19 cohort regarding skin suturing and knot tying (p

FEM simulation of Eddystone lighthouse is provided. Incorporated bionic tower is modelled as well. Load cases including gravity force, wind thrust, water stream and 50-year wave impulse are accomplished. Stress concentrator system is described. Effect of tension stress concentrator compensation caused by gravity is showed. Low gradient stress dispensation is demonstrated for bionic tower outer surfaces. Recommendation touching places to monitor are given.Methodic experience related to interactive one-command student – professor FEM simulation of responsible load-bearing systems is collected.

A Conversation Partner Scheme (CPS) can provide an opportunity for students to learn about acquired communication disorders, develop skills to support adults in conversations and reflect on their personal attitudes about communication disability. It can also enhance communication, facilitate social inclusion and participation and increase well-being for CPS partners with acquired communication disabilities. The format of a CPS generally includes conversation-training workshops followed by face-to-face supported conversations. The COVID-19 pandemic and associated public health guidance necessitated the transition of all components of the scheme (training and conversations) to an online format. The aim of this case study was to investigate the feasibility of an online CPS and explore the participants' experience of this format. A case study design was undertaken with feasibility objectives examining Implementation, Practicality, Adaption, Integration and Acceptability of the online CPS. Data was gathered from students using questionnaires. Online semi-structured interviews were carried out with seven persons with aphasia (PwA) who participated as CPS partners. Technical challenges, duration of conversations and topics of conversations were also recorded. Twenty-seven speech and language therapy students and 14 CPS partners took part in the CPS. Eighty-five online conversation sessions were carried out. All seven PwA and many of the students (87.5%) perceived an online format as suitable for CPS conversations. However, many students highlighted the value of in-person contact and reported that the online format constrained the use of some communication ramps. The PwA repeatedly commended their student conversation partners and noted the CPS provided an opportunity for increased social interaction during the public health restrictions. The online CPS provided a timely opportunity for students to practice supported communication skills and was perceived to be important for student training and communication skills development. [ABSTRACT FROM AUTHOR]

With the development of the times, online courses have become more and more popular, and learning early warning models have become increasingly widely used. Learning early warning models can monitor students' online behavior, thereby achieving the effect of enabling students to consciously learn. However, the learning early warning model is still not perfect. Therefore, this article focused on the application of multimodal information analysis in learning early warning models, aiming to further improve the learning early warning model through multimodal information analysis. This article tested the classroom test scores of students using a learning early warning system using multimodal information analysis and those not using a learning early warning system using multimodal information analysis through experiments. It was found that the scores of students using multimodal information analysis were concentrated between 70 and 90 points, while the scores of students not using multimodal information analysis were concentrated between 60 and 70 points. From the results of this experimental data, it can be seen that students with multimodal information analysis have better scores in learning early warning models, which indicates that multimodal information analysis is conducive to the improvement of learning early warning models. [ABSTRACT FROM AUTHOR]

Copyright of Management & Quality / Zarządzanie i Jakość is the property of Scientific Society of Organization & Management / Towarzystwo Naukowe Organizacji i Kierownictwa 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.)

Copyright of Security: Theory & Practice / Bezpieczeństwo.Teoria i Praktyka is the property of Andrzej Frycz Modrzewski Krakow University, AFM Publishing Office 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.)

Background: The coronavirus disease (COVID-19) has significantly changed healthcare systems and medical education. Universities were required to develop innovative curricula based on remote and distance education to continue medical education. This prospective questionnaire-based study aimed to investigate the impact of COVID-19-associated remote learning on the surgical training of medical students. Methods: A 16-item questionnaire-based survey was distributed to medical students at the University Hospital of Münster before and after a surgical skills laboratory (SSL). Two cohorts were included: summer semester 2021 (COV-19), with rigorous social-distancing restrictions requiered SSL to be remotely, and winter semester 2021 (postCOV-19), in which the SSL was provided as a face-to-face, hands-on course. Results: Both, cohorts showed a significant improvement in self-assessment of pre- and post-course confidence. While no significant difference in the average gain in self-confidence for sterile working was observed between the two cohorts, improvement in self-confidence was significantly higher in the COV-19 cohort regarding skin suturing and knot tying (p < 0.0001). However the average improvement regarding history and physical was significantly higher in the postCOV-19 cohort (p < 0.0001). In subgroup analysis, gender-associated differences varied in the two cohorts and were not related to specific subtasks, while age-stratified analysis revealed superior results for younger students. Conclusion: The results of our study underline the usability, feasibility, and adequacy of remote learning for the surgical training of medical students. The on-site distance education version, presented in the study, allows the continuing of hands-on experience in a safe environment in compliance with governmental social-distancing restrictions. [ABSTRACT FROM AUTHOR]

FEA of stress state for Pisa Tower is accomplished. Imaginary vertical orientation of the tower is simulated as well as its actual leaning position too. Moderate deformational incompatibility between “column drum” and “stem” load-bearing systems is revealed. Twofold overstressing of lower colonnade is found comparatively to the stem surface. Tower’s compressive stress concentrators are described. The inner helical passage into stem causes a periodical stress concentration about 1.5 – 2 times in the passage vicinity. Arch compression concentrator tied to stem – basis transition is revealed. Places for priority monitoring of marble masonry are pointed out.Some methodic experience is gained due to lively and successful student participation in all phases of the Pisa Tower FEM simulation.

To report nursing student ratings of clinical placement education quality. Australian nursing students must complete specified clinical placement hours which must be monitored and evaluated. A quality improvement evaluation design, incorporating survey. Participating universities used QR codes and weblinks to distribute a survey between January and December 2023. The validated Placement Evaluation Tool (PET – Nursing) incorporates 20 items; Clinical Environment (11 items), Cronbach's alpha =.94 and Learning Support (8 items), Cronbach's alpha =.96 and one item rating satisfaction. Nursing students from 36 universities submitted 17,705 evaluations. The PET – Nursing mean quality rating was 82.6/95 and a mean satisfaction with clinical placement rating (item 20) was 8.3/10; indicating perceived quality of education was high. Students over 41 years reported higher satisfaction compared to younger students as did male students. International students and those who did not speak English at home were more satisfied than domestic students and those who spoke English. First year students rated placements higher than other years. Placements in emergency and intensive care departments received significantly higher ratings than other placements, with aged care settings rated the lowest. This article reports a benchmark of the educational quality of nursing student placement learning in Australia. The results could be relevant to others seeking to improve the quality of students' clinical learning. Stakeholders need to leverage the reported strengths that enhance student experiences and address the issues and concerns raised to improve the educational quality of nursing students' clinical learning experiences. • Results offer a benchmark of the educational quality of Australian nursing placements. • Clinical settings, placement duration and supervision models influence learning. • Despite high satisfaction Australian nursing clinical placements can be enhanced. [ABSTRACT FROM AUTHOR]

The outbreak of the COVID‐19 pandemic results in the turning from offline teaching to online teaching. Students enjoy short videos and like barrage during the pandemic. We found that the introduction of barrage into online teaching is of great help to improve the students' attention and enthusiasm. In order to verify the correctness of this conjecture, we launched a questionnaire survey. According to the preliminary conclusions, we found that student's think that such adaption is not only interesting, but also can promote the interaction, and therefore improve the learning effect. It should conform to the trend of teaching development in the new era. [ABSTRACT FROM AUTHOR]

Introduction Transitioning from a medical student to a foundation doctor presents numerous challenges, particularly in managing on-call duties that require quick decision-making, clinical skills, and prioritisation under pressure. The Simulation On-Call (SOC) program was developed as a one-day, immersive simulation event to equip final-year medical students with the skills and confidence needed for these responsibilities. Methods The SOC program is an annual event held for final-year medical students at the Royal Blackburn Hospital, Blackburn, UK. It is conducted over five days, with 80 final-year medical students rotating through nine stations that replicated common on-call scenarios. Each station required students to address critical medical situations, such as managing an acutely unwell patient, electrolyte abnormalities, and referring and communicating with colleagues, while managing realistic interruptions through a "bleep" system. Pre- and post-event questionnaires, featuring 25 Likert-scale items, were disseminated to assess student feedback and self-reported confidence across competencies, including communication, clinical decision-making, and task prioritisation. A retrospective review and analysis of the feedback was performed to assess the impact of the SOC program by assessing the pre- and post-session questionnaires. Results Of the 80 participants, 70 completed the pre-event questionnaire, and 72 completed the post-event questionnaire. Statistical analysis revealed a significant increase in students' self-reported confidence across all 25 Likert-scale items, with marked improvements in task prioritisation (rₛ = 0.74, p < 0.001), managing acutely unwell patients (rₛ = 0.60, p < 0.001), and escalation skills (rₛ = 0.49, p < 0.001). Effect sizes ranged from moderate to large, underscoring the practical impact of the Simulation On-Call program in enhancing preparedness and confidence for on-call responsibilities. Conclusion The SOC program provided a valuable, realistic, and supportive environment for final-year medical students to practice on-call responsibilities. The significant improvement in student confidence highlights the effectiveness of this program as a preparatory tool for foundation doctors. Future iterations will incorporate feedback to continually refine the simulation experience, ensuring its alignment with clinical demands., Competing Interests: Human subjects: Consent for treatment and open access publication was obtained or waived by all participants in this study. Animal subjects: All authors have confirmed that this study did not involve animal subjects or tissue. Conflicts of interest: In compliance with the ICMJE uniform disclosure form, all authors declare the following: Payment/services info: All authors have declared that no financial support was received from any organization for the submitted work. Financial relationships: All authors have declared that they have no financial relationships at present or within the previous three years with any organizations that might have an interest in the submitted work. Other relationships: All authors have declared that there are no other relationships or activities that could appear to have influenced the submitted work., (Copyright © 2024, Desouky et al.)

During 2020, the Institute for the Protection of Cultural Monuments of Nis conducted extensive research in the part of the municipality of Dimitrovgrad in order to record buildings, sites or entities with monumental properties. On that occasion, among other things, a larger number of city villas was recorded. The paper presents three selected representative examples of this type of house. An architectural analysis of each of the observed buildings is presented, as well as ortho-photo attachments. The entire procedure of documenting the building is listed and explained, from field drawings, through the elaboration of documentation to the development of 3d models. One of the goals of the entire research procedure, in addition to preparing documentation for further legal protection of buildings, was to educate students in the field of protection of architectural heritage, on specific tasks.

The impact on the clinical training and education of healthcare students by COVID-19 has been documented. However, the thoughts and experiences of clinical tutors (CTs) about radiography students attending for clinical training and education during this now elongated period beyond first recognition of the virus has not been explored. This paper will discuss data collected from CTs in the UK Devolved Nations (UKDN) and the United Arab Emirates (UAE) who were compared because of their similarities in delivery based on individual 'rules of engagement' devised by their various health departments. The purpose of this study was to examine the clinical tutors' thoughts and experiences of supervising radiography students attending clinical placement during the COVID-19 pandemic. The UK Devolved Nations (UKDN) and the United Arab Emirates (UAE) were selected for comparison on an international level as they are geographically distinct with a comparable population and education accredited/acknowledged by the Society and College of Radiographers (SCoR). Data was collected data from CTs across the UKDN and the UAE. The study used an online questionnaire (Google Forms) with closed questions in four themes including: students' experiences, impact on students' clinical placement, attitude of the clinical staff and the potential effects of COVID-19 on future graduates' skills and competencies. Further data was gathered on the experience of CTs mentoring students during the COVID-19 pandemic. Data were collected from 59 CTs (81%, n = 48) from UKDN and (19%, n = 11) UAE. Twenty-seven (46%) respondents reported that COVID-19 had a negative impact on clinical practical experience. However, 32 (54%) identified that COVID-19 had no impact on student supervision/feedback or on clinical achievements. Eleven (19%) respondents thought that students should not have been on clinical placement during the pandemic but a further 51% (n = 30) were happy with the students on placement and expressed willingness to delegate work to students. Interestingly, 58% (n = 34) of CTs suggested that future graduates may need a longer preceptorship after they graduate due to receiving decreased clinical experience during the pandemic. Overall, 78% (n = 46) of respondents thought that students improved their clinical confidence by working directly with COVID-19 positive patients. The current study has identified conflicting opinions across CTs in different clinical departments. Whilst some felt that students should not be in the hospital during the pandemic, others reported that working directly with COVID-19 patients had a positive impact on students as it improved their clinical confidence. Despite the challenges presented by COVID-19, CTs were able to provide direct clinical supervision and feedback to students on clinical placement throughout the pandemic. Nevertheless, future graduates may need a longer preceptorship period due to decreased clinical experience during the pandemic. Clinical placements should continue during subsequent COVID-19 waves of infection or future pandemics to ensure development of skills in resilience and adaptability. Underdeveloped skills due to a decreased range of examinations can be rectified when any wave of the infection subsides by providing tailored training based on individual student's needs. [ABSTRACT FROM AUTHOR]

The overnight change in hospital practice and service delivery during the COVID-19 pandemic raises the question whether undergraduate radiography students received an adequate clinical experience. Many students had their clinical placements cancelled, deferred or replaced with simulated learning. As a way of dealing with the pandemic some hospitals were dedicated to COVID-19 patients only resulting in many elective procedures being cancelled. Many patients also chose to stay away from the hospital out of fear of infection or the desire to reduce the burden on staff. This resulted in a limited range of examinations and clinical experience for those students who were able to complete their clinical placement. This study aims to investigate the impact of COVID-19 on the education and training of radiography students internationally in the United Kingdom Devolved Nations (UKDN) and the United Arab Emirates (UAE), to determine any possible impact on their future careers. Ethical permission was sought and granted from the Research Ethics Committees (ID: 21-04-12-02 and ID:21/0032). An online survey was developed using Google Forms and link was shared with students via email. 262 students participated in the study [UAE (n = 60, 23%) and UKDN (n = 202, 77%)]. 72% stated that their clinical skills have improved and 82% were confident in the choice of radiography as a career. Participants from UAE displayed a higher tendency towards anxiety (p = 0.009). Students who were on clinical placements during the COVID-19 pandemic and worked with COVID-19 positive patients displayed less ongoing concern relating to COVID-19 (p = 0.004). 78% of the participants did not require wellbeing advice or request any type of wellbeing support from the higher education institutions (HEIs). Nevertheless, the study found that wellbeing of students was found to be negatively affected during the pandemic. Completing clinical placement during the COVID-19 pandemic allowed the continuation of education as students were allowed to improve their skills, confidence and resilience in coping with uncertainties and challenges. Undergraduate students should not be excluded from the clinical department during subsequent waves of COVID-19 or future pandemics to ensure continued workforce planning is possible. HEIs should find solutions to compensate students for the loss of practical experience and skills due to the decreased number of patients in some areas of radiography practice. Providing academic and career counselling can assist students achieve their professional objectives and decrease the risk of attrition and problems upon qualification. [ABSTRACT FROM AUTHOR]

Abstract Background The primary aim of the study was to evaluate mini implant (MDI) survival, prosthodontic maintenance, and patient-reported outcome measures after conducting an optional pregraduate academic course on patients with mandibular edentulism including fabrication of overdentures and MDI planning and placement as well as chair-side incorporation of the respective restauration. In a prospective clinical study, 20 patients received 80 MDIs that were restored with mandibular overdentures. All treatment steps including placement of 40 MDIs were conducted by undergraduate students under strict guidance of a consultant. Next to students’ perceptions after participation, survival of MDIs, and prosthodontic maintenance, patients’ perceptions as well as peri-implant parameters were assessed after 4 weeks and 3 and 12 months. Results Three MDIs fractured (two during insertion and one after 3 months; total survival 96.25%). Two overdentures fractured and a total of 23 cases of minor prosthodontic maintenance were required. Over time, patients’ satisfaction significantly increased. Besides, questionnaires showed a high rate of students’ positive perception and high self-confidence to include MDI therapy into own practice. Conclusions The results are in accordance to those reported by postgraduate dentists. In accordance, therapy with MDI-retained mandibular overdentures seems to be feasible and successful at pregraduate level if the students receive guidance.

There is little research on the knowledge mobilized by sports science students when they learn to play a sport by learning to teach it. This study focuses on the benefits of using digital tablets to foster this learning during a university teaching module in futsal with students in the second year of a sports science bachelor’s degree. We compare the knowledge mobilized by these students during self-confrontation interviews (based on video recordings of the sessions), game situations, reciprocal coaching and debates of ideas. We then identify the nature of this knowledge and the strategies for its mobilization in context using a framework mainly based on didactics in physical education (Amade-Escot, 2006; Armour, 2011) and on pedagogical content knowledge studies (Shulman, 1986). The students were divided into two experimental conditions following the same pedagogical curriculum. The students in condition 1 used digital tablets to film themselves, tag videos and discuss the recordings. The students in condition 2 did not use tablets. The interviews were conducted twice during the teaching module: first during period 1 (beginning of the module) and then during period 2 (end of the module). The results show that students in condition 1 were more likely to mobilize shared knowledge, make decisions through cooperation and even devolve the construction of tactical reasoning and knowledge by their peers following the didactic approach of the faculty teacher as early as period 1. This promoted access to the construction and meaning of teaching and learning content. These results are discussed in light of the current challenges within educational systems and of the joint development of interactional skills for learning to cooperate and even to teach.

Educational institutions must change to create a learning ecosystem that prioritizes skills crucial for the 21st-century learners in the current global context that is quickly evolving. With an emphasis on evidence-based education, global citizenship, the integration of Sustainable Development Goals (SDGs), translatory practice, active learning strategies, improved clinical placement experiences, and peer learning, this paper explores the strategies for enhancing the efficacy of learning ecosystems. These elements are essential for encouraging continuous education in students and preparing them to meet their personal and professional needs. Through the integration of these components into instructional strategies, teachers can cultivate an atmosphere that readies students for the intricacies of contemporary work environments and global citizenship., Competing Interests: Conflicts of interest: In compliance with the ICMJE uniform disclosure form, all authors declare the following: Payment/services info: All authors have declared that no financial support was received from any organization for the submitted work. Financial relationships: All authors have declared that they have no financial relationships at present or within the previous three years with any organizations that might have an interest in the submitted work. Other relationships: All authors have declared that there are no other relationships or activities that could appear to have influenced the submitted work., (Copyright © 2024, Qureshi et al.)

An engineer is a professional who is involved in series of processes from designing to testing products. Engineers are experts in their specific fields and are constantly innovating and maintaining a variety of machines, structures, and data systems. However, the technology areas have expanded so much that engineers are now responsible for many social activities in daily life. Therefore, the fact that engineers are already equipped with unspecified responsibilities allows many problems to arise. Certainly, the acquisition and sustainability of ethical awareness are accompanied by expertise and seniority, but the problems we face today show confusion to be present in how students are taught ethical rules. The ethical problems faced by engineers has increased in line with the increase in artificial intelligence applications in our globalizing world. Consequently, learning techniques regarding engineering ethics should also be changed. While this study reminds candidate engineers of the importance of ethical rules, it also provides teachers with some tips about educational activities from an engineer's perspective. This study discusses the struggle engineers face regarding ethics, the skills they should gain in school to solve the problems they face, and what should be done to make ethics sustainable. In addition, the study comparatively addresses what needs to be done to raise engineering ethical standards in self-governed industries and the way engineering ethics education is presented in engineering faculties. The study also presents the ethical problems of the new generation and the steps to take for the future. The study only presents a brief review of the above topics, each of which needs to be examined separately in detail. [ABSTRACT FROM AUTHOR]

Background: The primary aim of the study was to evaluate mini implant (MDI) survival, prosthodontic maintenance, and patient-reported outcome measures after conducting an optional pregraduate academic course on patients with mandibular edentulism including fabrication of overdentures and MDI planning and placement as well as chair-side incorporation of the respective restauration. In a prospective clinical study, 20 patients received 80 MDIs that were restored with mandibular overdentures. All treatment steps including placement of 40 MDIs were conducted by undergraduate students under strict guidance of a consultant. Next to students' perceptions after participation, survival of MDIs, and prosthodontic maintenance, patients' perceptions as well as peri-implant parameters were assessed after 4 weeks and 3 and 12 months. Results: Three MDIs fractured (two during insertion and one after 3 months; total survival 96.25%). Two overdentures fractured and a total of 23 cases of minor prosthodontic maintenance were required. Over time, patients' satisfaction significantly increased. Besides, questionnaires showed a high rate of students' positive perception and high self-confidence to include MDI therapy into own practice. Conclusions: The results are in accordance to those reported by postgraduate dentists. In accordance, therapy with MDI-retained mandibular overdentures seems to be feasible and successful at pregraduate level if the students receive guidance. [ABSTRACT FROM AUTHOR]

Introduction Oral presentation and public speaking skills are poorly emphasised in the medical school curriculum. The student grand round was created to tackle this deficiency by changing the way in which students are taught, from traditional lecture-based learning to interactive small-group peer-to-peer teaching. This approach encourages students to become responsible for their own learning, develop their public speaking and teaching skills, as well as identify and address gaps in their knowledge. Aims The primary aims of this study were to determine the understanding of students before and after peer teaching, including retention of concepts via quiz scores and confidence of students in giving SBAR (Situation, Background, Assessment, Recommendation) handovers. The secondary aim is to determine the place of student-led grand round teaching in the medical curriculum as a means of developing teaching skills and encouraging active learning. Methods A cohort of 21 third-year medical students from Leicester University attended a weekly peer teaching programme where students presented a case they had encountered during their clinical attachment. Peer teachers were required to research some background and pathophysiology regarding the topic and teach in an interactive manner and create discussion regarding the topic. The students then summarised the case and practised the skill of concise handovers using the SBAR format. Knowledge and understanding were assessed with an interactive quiz, and feedback via a survey was gathered before and after sessions. Each student engaged in case discussion and received input from a specialty registrar regarding their presentation skills, case knowledge, and SBAR handover. Results Individual and combined session analysis demonstrated a significant improvement in scores across understanding the topic and confidence in SBAR. Student recommendation for the session cumulatively was significant (p=0.02); however, comparison of medical student recommendations of individual sessions did not yield statistically significant results. There was a significant improvement in the overall quiz score (p=0.045), and average scores improved from 51% to 70% (p=0.043). There was a significant increase in the mean quiz result after the first two sessions (28-55% (p=0.002) and 56-85% (p=0.0001), respectively). Summary The student grand round is a promising teaching initiative that capitalises on peer teaching, a valuable learning theory that centres around students taking on the role of teachers to instruct their peers. Results from this study have shown that this method of collaborative teaching is effective in improving the understanding of medical topics, increases confidence in public speaking and precise handover skills, and therefore better prepares medical students for their career as future clinicians., Competing Interests: The authors have declared that no competing interests exist., (Copyright © 2024, Nazari et al.)

Background: Surgical disciplines are fighting with a critical and escalating shortage of recruits. Potential young professionals belong to the Generation Y, a generation that is constantly challenging senior consultants and human resources departments. The aim of this study was the analysis of various measures of personnel acquisition with respect to motivating factors of young medical students. Material and methods: A survey was carried out among students of the first and ninth semesters of a medical faculty on individual motivating factors, aspiration for medical specialist training and professional experience gained in surgery. Results: Results from 179 out of 269 medical students were available for analysis (66.5% response rate). The interest in a specialist training in surgery was high in the first semester of medical school (21%) but dropped noticeably up to the ninth semester (13%, p = 0.23). Medical students in the ninth semester, who favored professional advancement and appreciation over flexible working hours showed a significantly higher interest in a specialist training in surgery (p = 0.022). Surgical experience gained was valued with an average grade of 2+ (1 = best, 6 = worst). Conclusion: The high fundamental interest in a surgical residency during the beginning of medical studies is a competitive advantage of surgical disciplines; however, the diverse recruiting efforts are mainly aimed at later stages of studies. Timely hands-on courses in the core working area of surgery, the operating theatre, have proven to be particularly successful for the long-term acquisition and retention of junior doctors. [ABSTRACT FROM AUTHOR]

Surgical training of students is one of the most difficult aspects of veterinary medical education. Competing interests of house officers, owners' wishes, and ethical concerns have led to increasing use of inanimate models for basic surgical skills training. Robotic simulators have benefits for psychomotor training but have not been previously investigated in veterinary medicine. Understanding the necessary practice time for new training devices is important when determining their potential value. The aim of this study was to compare the number of attempts needed for veterinary students to reach proficiency in both a basic and advanced robotic simulator task, and to assess the predictive nature of performance variables. Each student performed a basic and advanced tasks on the Mimic dV-Trainer™ until proficiency was reached. Students required a median of eight attempts (95% CI = 7-8, range: 6-11) to reach proficiency for the basic task versus 22 attempts (95% CI = 20-26, range: 11-62) for the advanced task. The median time required to complete training for the basic and advanced task was 13.5 minutes (range: 8-24 minutes) and 26.5 minutes (range: 11-82 minutes) respectively. The difference in task attempts supports the training protocol and confirms proficiency can be attained in a short period of time. The number of attempts to reach proficiency correlated with specific performance variables that can be used by educators to aid in training students on a robotic simulator. Continued investigations on robotic simulators should be performed to investigate their use in improving psychomotor skills in veterinary students.

This review summarizes the importance of information and communication technology (ICT) literacy skills in student education on the African scene. The study specifically presents an overview of ICT literacy as well as the empirical studies of other researchers. Benefits in applying the knowledge to the information resources, factors determining the application of ICT literacy skills on information resources among the students in Africa, the research gaps in the literature and the suggestions for future studies in order to address the research gaps. [ABSTRACT FROM AUTHOR]

The educational environment of the institution is an important determinant in teaching and learning. The acquired knowledge and skills of students of non-medical study programs acquired by institutional education are a prerequisite for a smooth transition to clinical workplaces and effective collaboration with health professionals. The objective of the paper is to map how the institutionalized educational environment is evaluated by students of non-medical study programs. The research sample consisted of 110 respondents from University of Presov in Presov, Faculty of Health Care, Department of Nursing and Department of Midwifery. The average age of respondents was 21.57 years (SD 2.20). Data collection was done through the Dundee Ready Educational Environment Measure (DREEM) standardized questionnaire. Respondents rated their education at 100 -150 points, which is more positive than negative evaluation. [ABSTRACT FROM AUTHOR]

This paper aims to explore sustainable tourism in relation to the concept of student living labs, defined as spaces for open innovation, co-creation and experimentation in real-life settings with students. Although these features are vital for the tourism industry, living labs are seldom discussed nor used in tourism research, education and practice. To illustrate living labs' organisation, facilitation and impediments, the author uses an ethnographic description and analysis of five different experiences that have the characteristics of living labs. The findings show that tourism living labs offer students opportunities for hands-on engagement in the co-creation and testing of frontier solutions with private, public and civil society sector partners. They also enhance social inclusion, environmental responsibility and life-long learning. For the tourism industry, labs can offer new knowledge; more, extended and deepened relationships; and opportunities to find an educated workforce. The challenges include project timeframes; documentation and information; equality among participants: the size of student groups; and the resources of the university. The article stresses the importance of recognising and handling the challenges that come with the introduction of living labs in a tourism context. [ABSTRACT FROM AUTHOR]