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In recent decades, a noticeable trend has emerged in medical and dental schools to adjust their curricula to promote learning strategies and habits geared towards long-term knowledge retention. This systematic review therefore sought to examine whether different teaching methods influence students' preferred learning approaches (deep, strategic, and surface approach) and indirectly affect their academic performance. Furthermore, it provides a comprehensive overview of the inconsistencies evident in previous literature regarding the relationship between learning approaches and academic performance of medical and dental students. A thorough search across eight databases yielded 49 relevant studies published between the years 2000 and 2023. The majority of studies revealed that whilst deep and strategic learners tend to excel at medical or dental school, surface learners appear to struggle under intense workload and pressure. Hence, a common consensus emerged amongst the existing literature that there is a relative benefit in attempting to guide students towards deep and strategic learning habits and to minimise surface-related learning strategies. However, results also conveyed that merely modifying the teaching methods used in medical and dental schools has limited merit. As such, the results emphasised the lack of a 'one-size-fits-all' teaching method. Common factors influencing learning approaches were subsequently identified, and based on these findings, an outlook was put forth to integrate a cognitive neuroscience approach into higher education. These directions for future investigations aim to help students reach their full potential by understanding the processes underlying efficient learning and by being mindful of respective encouraging and discouraging factors.

Teaching financial and economic justice content is an important feature of social work education. Such content helps students effectively address financial challenges with their clients, transform communities, and advocate for appropriate economic policies. Despite initial efforts by CSWE and others, many social work educators still do not teach financial and economic justice content in their courses. Using the diffusion of innovation theory, this paper assesses what sociodemographic, personal, and education related factors impact the odds of teaching financial and economic justice content. The study used original survey data (n = 163) from social work educators and binary logistic regression modeling techniques. Results suggest that the social work educator's highest achieved education level, as well as the type of course taught, play a meaningful role in determining the odds of teaching the content. Furthermore, perceived relevance has a strong, positive association with the odds of teaching the content. These findings suggest that those seeking to increase the prevalence of financial and economic justice content in social work education can target their efforts on a few key intervention points, and that policy measures supporting the integration of the content have yet to be implemented by educators.

Teaching financial well-being (FWB) content in social work education programs is gaining prominence in response to both the needs of the students themselves and the clients they serve. However, the content is usually associated with the macro domain or taught as a stand-alone methods course, and thus is rarely incorporated into generalist or direct practice classes. One area where integrating a financial perspective is important is in behavioral health. This paper reviews the importance of teaching FWB content in social work behavioral health classes and explores the relationship between FWB and behavioral health (as pertaining to mental health, habits and addictions, and physical health). It concludes with a discussion of how students can develop personal and professional competencies and how to engage, assess, and intervene in cases impacted by financial concerns.

This study aims to investigate the relationship between effective communication and transferring information. In the present correlational study, a cross-sectional research design was employed, and data were collected using a questionnaire-based survey. 46 students were chosen based on random sampling and questionnaires were distributed among respondents in four faculties located in Universiti Teknologi Malaysia, Johor Bahru. To analyze the descriptive statistics of the data, the Pearson coefficient was conducted. The findings of this study illustrated that communication dimensions including proxemics, paralinguistics, chronemics and kinesics have a moderate positive correlation with transferring information. It is concluded that training programs can increase the awareness of the students about the aspects of effective communication.

There are many questions about how EFL learners infer word meanings from context and what distinguishes successful from less successful inferencers. This study explored the lexical inferencing strategies used by EFL learners and the characteristics which distinguish successful from less successful inferencers. To this end, 15 EFL students in an intact class were selected. The participants were supposed to think aloud while they were reading the passages and trying to infer the meanings of unknown words. Two passages were given to them and 20 words were highlighted as the target words. Afterwards, the number of used strategies and percentage of the participants' correct inferencing were identified. Then, the participants were divided into two groups of successful and less successful inferencers. Mann-Whitney U tests were conducted to examine the two groups in terms of the strategies used by the participants. The results revealed no significant differences between the successful and less successful inferencers in terms of the number of strategies. However, they differed concerning the quality of each strategy type (i.e., the way they made use of lexical inferencing strategies). The results can be of significance for teachers and learners of English to consider the quality of inferential strategies more than the quantity.

Examined relations among phonological awareness, music perception skills, and early reading skills in 100 preschoolers. Found that music skills correlated significantly with both phonological awareness and reading development. Music perception skills contributed unique variance in predicting reading ability, even when variance due to phonological awareness and other cognitive abilities (mathematics, digit span, and vocabulary) had been accounted for. (Author/KB)

Describes a relational data model that can be used for knowledge representation and manipulation in rule-based medical consultation systems. Fuzzy queries or attribute values and fuzzy set theory are discussed, functional dependencies are described, and an example is presented of a system for diagnosing causes of eye inflammation. (15 references) (LRW)