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This study explores the influence of external examination on teaching and learning of Mathematics at the secondary schools affiliated with provincial and private examination boards in Pakistan. By employing the explanatory sequential mixed-method approach, this study was conducted in two phases. In the first phase, the Mathematics examination papers of last five years from both provincial and private examination boards were reviewed and analyzed to understand (1) the cognitive complexities required from the learners to solve the questions, (2) the frequency and variety in which the questions were repeated and (3) the chapters of prescribed books from which the questions are selected in the examination of last five years. In the second phase, semi-structured interviews with teachers and students were conducted, along with participatory observation to understand how the examination patterns shape their teaching and learning. The findings revealed that the external examination directly influences teachers’ teaching, and indirectly students’ learning. Both the positive and negative effects of the external examination were found on the teaching and learning strategies of teachers and students, respectively. [ABSTRACT FROM AUTHOR]

Research driven by government policy in mathematics education has focused on determining teaching and learning strategies to promote engagement for Aboriginal and Torres Strait Islander students. The aim of this study is to systematically review empirical research from 2008–2017 that examines ways to promote engagement and support successful outcomes for Aboriginal and Torres Strait Islander students in mathematics. A total of 28 articles were included in the review, and they were examined in relation to research design and the theoretical framework of engagement. Findings indicate that the majority of research conducted are qualitative studies focusing on primary school teachers changes in learning content knowledge and pedagogical content knowledge to teach mathematics. There are limited studies with regards to students' behavioural and emotional engagement in mathematics. Finally, teaching strategies that support learning in mathematics including, focusing on language and mathematical patterns and representations are identified. [ABSTRACT FROM AUTHOR]

Introduction: Deaths in care homes and "at home" are anticipated to account for a third of UK deaths by 2040. Currently, palliative and end of life care are not part of statutory training in care homes. Reflective practice is a tool that can facilitate practice‐based learning and support. Following a feasibly study to test "online" supportive conversations and reflection sessions (OSCaRS) to support care home staff in relation to death/dying during the first months of the COVID pandemic, a one‐year practice development follow‐up project was undertaken with the aim to create a team of NHS/specialist palliative care (SPC)‐based facilitators to lead and support OSCaRS provision in up to 50 care homes in one region in Scotland—the focus of this paper. Methods: Forty care home managers attended an on‐line session explaining the project, with a similar session held for 19 NHS/SPC‐based nurses external to care homes. Those interested in facilitating OSCaRS then attended three education sessions. Data collected: records of all activities; reflective notes on OSCaRS organised/delivered; a summary of each OSCaRS reflection/learning points; final interviews with NHS/SPC trainee facilitators. Results: A total of 19 NHS/SPC facilitators delivered one or more OSCaRS in 22 participating care homes. However, as of January 2022 only six trained facilitators remained active. Out of the 158 OSCaRS arranged, 96 took place with a total of 262 staff attending. There were three important aspects that emerged: the role, remit, and resources of NHS/SPC supporting OSCaRS; requirements within care homes for establishing OSCaRS; and, the practice‐based learning topics discussed at each OSCaRS. Conclusion: Attempts to establish a team of NHS/SPC facilitators to lead OSCaRS highlights that end of life care education in care homes does not clearly fall within the contractual remit of either group or risks being missed due to more pressing priorities. [ABSTRACT FROM AUTHOR]

Background: A growing body of research demonstrates that adapting the popular entertainment activity "escape rooms" for educational purposes as an innovative teaching method can improve the learning experience. Escape rooms promote teamwork, encourage analytical thinking, and improve problem solving. Despite the increasing development and use of escape rooms in health sciences programs and academic libraries, there is little literature on the use of this method in health sciences libraries with health professions students. Case Presentation: Staff at a health sciences library collaborated with faculty to incorporate escape rooms into library instruction in a variety of settings (in-person, hybrid, online) and formats (team, individual) with health professions students from various disciplines (optometry, pharmacy, medicine). The escape rooms described in this paper offered unique experiences for students through active learning. Discussion: Important considerations when planning escape rooms for health sciences library instruction include deciding on team-based or individual design, calculating potential costs in time and money, deciding on an in-person, hybrid, or online format, and determining whether grades should be assigned. Escape rooms can be an effective strategy for library instruction in the health sciences, working in multiple formats to bring game-based learning to a variety of health professions students. [ABSTRACT FROM AUTHOR]

Critical reflection is an important tool used by social workers to develop culturally responsive education, practice, and supervision. Current frameworks provide clearly defined processes for learners and professionals to create culturally safe learning and practice. However, in the models currently used in Australian social work, there is no representation of Aboriginal ways of knowing, being and doing. In this paper, we introduce a new model which integrates, for the first time, both Western and Aboriginal Peoples' epistemologies in critical reflection. This model is intended to be used by Aboriginal and Torres Strait Islander and non-Indigenous learners and professionals who are dedicated to creating culturally safe spaces that acknowledge and integrate Aboriginal Peoples' culture and wisdom. The aim of the model is to support social workers to reflect deeply, then integrate and act on their learning in a culturally responsive way that may create transformative practice. [ABSTRACT FROM AUTHOR]

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Much of the literature on teaching qualitative research consists of instructional philosophies or descriptions of classroom activities. Little has been written about the actual experience of a qualitative research course, especially from the students’ perspective. Writing about a course without the voices of those being taught would be like critiquing a meal only by speaking with those who cooked it: we might know what was intended but not what was experienced. Thus, this collaborative paper, written from the perspectives of both instructor and students, offers a unique multilensed view of a course on qualitative social work research. Doctoral students from diverse backgrounds describe their struggles, frustrations, and moments of illumination as they engaged with this new paradigm of knowledge. Because no teaching module will affect all students in the same way, their reflections also explore the role of culture and individual history in shaping response to qualitative methods. Theories of adult learning are suggested as a way to assist the process of adjustment to what are, for many, unsettling new concepts. Students’ experiences are then compared with the existing literature. The paper concludes with applications of qualitative research for social justice and human rights. [ABSTRACT FROM AUTHOR]

Aim To synthesize evidence on the use of social media in nursing and midwifery education. Background Social media is one type of online platform that is being explored to determine if there is value in using interactive, digital communication tools to support how nurses and midwives learn in a variety of settings. Design A sequential explanatory synthesis approach will be used for this mixed study review. Method Five bibliographic databases; PubMed, MEDLINE, CINAHL, Scopus, and ERIC will be searched using a combination of keywords relevant to social networking and social media, nursing and midwifery, and education. The search will not be limited by year of publication. Titles, abstracts, and full papers will be screened by two independent reviewers against inclusion and exclusion criteria, with any disagreements resolved via a third reviewer. Selected studies will undergo quality assessment and data extraction. Data synthesis will occur in three sequential phases, with quantitative and qualitative data analysed separately and then integrated where possible to provide a conceptual framework illustrating learning via social media. Funding for this review was confirmed in May 2016 by Sigma Theta Tau International and the National League for Nursing. Discussion The mixed study systematic review will produce the first rigorous synthesis on the use of social media in nursing and midwifery education and will have important implications for educators as well as students. It will also highlight knowledge gaps and make recommendations on the use of this novel technology in higher and continuing education. [ABSTRACT FROM AUTHOR]

Background and Purpose.: The physical therapy education community is actively engaged in planning and developing an approach to competency-based education in physical therapy (CBEPT). The creation of an underlying framework for education research in CBEPT can provide guidance in identifying key areas of needed study, give direction for future research, and provide opportunities for collaboration. The purpose of this article is to 1) describe the critical concepts of CBEPT as both an educational philosophy and design and 2) identify a working education research framework, examples of potential research questions, and associated methodological considerations. Position and Rationale.: As the movement in CBEPT evolves, we have the opportunity to propose a working framework and potential research questions for our education community. An initial step in the development of a research framework was review of a model paper from medical education that proposed a research agenda for competency-based medical education. We developed a draft of categories and related research questions and then used an iterative group process that included members of the Education Leadership Partnership Education Research Network to review and provide feedback. Core areas for investigation include learners, the learning environment, learning progression, and faculty development needs along with examples of potential research questions in each area. Discussion and Conclusion.: The development of a research framework for CBEPT that can guide much needed education research is critical and timely for the profession. Evidence is vital to widespread adoption, informed and refined processes, understanding, and infrastructure development all linked with the ultimate aim of CBEPT—learner development and meeting societal needs. [ABSTRACT FROM AUTHOR]

Advance Teaching pedagogy is one of the innovative approaches to enhance teaching learning process. Due to the development of new technologies and development of many globalization, teaching learning process plays a vital role among students where the education has been expanded to macro level. Hybrid teaching includes e learning in addition to the face to face teaching. In this paper, various innovative learning strategies for modern technology are discussed in details. Use of smart gadgets for different tasks like teaching, designing question papers, assessment of student, feedback and research methodology are discussed. [ABSTRACT FROM AUTHOR]

In response to growing curriculum pressures and reduced time dedicated to teaching anatomy, research has been conducted into developing innovative teaching techniques. This raises important questions for neuroanatomy education regarding which teaching techniques are most beneficial for knowledge acquisition and long-term retention, and how they are best implemented. This focused systematic review aims to provide a review of technology-enhanced teaching methods available to neuroanatomy educators, particularly in knowledge acquisition and long-term retention, compared to traditional didactic techniques, and proposes reasons for why they work in some contexts. Electronic databases were searched from January 2015 to June 2020 with keywords that included combinations of 'neuroanatomy,' 'technology,' 'teaching,' and 'effectiveness' combined with Boolean phrases 'AND' and 'OR.' The contexts and outcomes for all studies were summarised while coding, and theories for why particular interventions worked were discussed. There were 4287 articles identified for screening, with 13 studies included for final analysis. There were four technologies of interest: stereoscopic views of videos, stereoscopic views of images, augmented reality (AR), and virtual reality (VR). No recommendation for a particular teaching method was made in six studies (46%) while recommendations (from weak to moderate) were made in seven studies (54%). There was weak to moderate evidence for the efficacy of stereoscopic images and AR, and no difference in the use of stereoscopic videos or VR compared to controls. To date, technology-enhanced teaching is not inferior to teaching by conventional didactic methods. There are promising results for these methods in complex spatial anatomy and reducing cognitive load. Possible reasons for why interventions worked were described including students' engagement with the object, cognitive load theory, complex spatial relationships, and the technology learning curve. Future research may build on the theorised explanations proposed here and develop and test innovative technologies that build on prior research. [ABSTRACT FROM AUTHOR]

Objective: To identify the sources of learning gaps in biochemistry teaching and learning and explore new teaching and learning strategies, considering the students' perceptions and felt needs. Study Design: Exploratory qualitative study (Social-constructivist philosophical worldview). Place and Duration of Study: Public Sector Medical College, Pakistan, from Jul 2020 to Jul 2021. Methodology: Students from all five years of medical college were recruited voluntarily after their written consent. Ten focus group discussions were conducted, each consisting of approximately 8 to 12 participants. Each session was recorded and then later transcribed verbatim. Verbatim FGDs were reviewed, and codes were given as the concept became recognizable. A code structure was developed via an inductive approach, and then sub-themes and themes were generated. Results: Ten major themes were generated from the FGDs. These themes were teaching, students' motivation, clinical irrelevance, educational needs, transition difficulty, attitudes, student support, senior peers, curriculum coherence, and assessment. These themes were further elucidated to explain the causes of the learning gaps and provide suggestions. Conclusion: This study concludes that teaching, students' motivation, clinical irrelevance, educational needs, difficulty in transition, student attitude, student support, senior peers, curriculum coherence, and assessment are the potential sources of the learning gap to achieve intended learning outcomes of biochemistry for medical students. [ABSTRACT FROM AUTHOR]

The objective of this paper is to map the role of capital in the process of learning to become a postgraduate supervisor. Economic, technological and geopolitical changes in higher education call into question previous assumptions about supervision. Supervision is no longer primarily seen as an intellectual and social enterprise but is increasingly seen as professional work, where one's capital (or lack of) shapes the process of being and becoming a supervisor. It is frequently assumed that the students are the only ones learning in a supervisory relationship. Novice supervisors are, however, often left to their own devices to discover or learn the inherent rules, epistemologies and ontologies in becoming and being supervisors through a process of compromise and negotiation. In this article, we specifically focus on the need fornovice supervisorsto understand and navigate the field, and plot their career trajectories, as a constant exchange of different aspects of capital. This article is conceptual, rather than empirical. We suggest that it may be helpful to understand the field of supervision in a Bourdieusian sense, with specific reference to the role of (academic) capital in the formative processes of becoming and being a supervisor. We discuss social capital, gender and race, age, values, beliefs and experiences, as well as linguistic abilities, as factors influencing the individualhabitusof the supervisor in relation to thedoxaof the field. [ABSTRACT FROM AUTHOR]

The Malaysian government's ongoing movement control order (MCO) to prevent coronavirus disease 2019 (COVID-19) spread, has disrupted the teaching and learning (T&L) activities of higher education institutions in the country. This paper seeks to outline the steps taken by the Department of Family Medicine of the International Medical University (IMU), Malaysia, to adapt its online teaching and learning activities. The five tips are: i) understand how to use online T&L platforms; ii) teachers should create multiple communication channels; iii) ensure attendance is captured; iv) enhance the online T&L experience and v) conduct online formative assessments. [ABSTRACT FROM AUTHOR]

There are revolutionary changes in the field of education to keep up with the benefits of globalization (Hase & Kenyon, 2014). The necessity of taking the learner to the center within the framework of Roger's (1951) humanistic psychology is also supported by educationalists (Hase & Kenyon, 2014; King, 1993; Novak & Gowin, 1984). If this educational change is applicable to all grades and disciplines then permanent solutions can be reached. Examining the researches, it is observed that heutagogy is a useful strategy to make the learners self-determined ones in their learning process especially in higher education. This paper presents the participants perceptions on heutagogical implementation and its practicality. It will contribute to the field for a number of reasons. Firstly the perceptions of the teachers who have also an administrational role such as directors or vice directors at their schools on this issue have not been studied before. Secondly, their views are of great importance, since high schools are the last steps before higher education. So the attitudes and views of teachers on this grade are important for students' readiness for the next step. Lastly it has some contributions for the heutaogy model in educational settings. [ABSTRACT FROM AUTHOR]

Aim: This study aimed to assess nurses' satisfaction and perceptions of the impact of virtual learning. Design: A descriptive cross‐sectional survey. Method: 236 nurses attending an online conference from several parts of Nigeria participated in the study. Analysed data were summarized and presented in tables and graphs, while linear regression was used to measure the associations. Results: Most of the respondents perceived the programme as highly impactful. All three domains: learner‐content interaction (p = 0.020), learner–instructor interaction (p = 0.000) and learner–learner interaction (p = 0.000), were found to be statistically significantly associated with the perceived impact of the programme, and thus statistically significant predictors of the effects of online learning (p = 0.02), (F = 5.471). Conclusively, the Interaction of learners with learning content, lecturers and other learners was seen as determinants of an effective and impactful online education. It is recommended that nursing training institutions embrace online learning either as the leading platform or as an adjunct to a face‐to‐face method. [ABSTRACT FROM AUTHOR]

Objectives: The purpose of this study was to compare the outcomes and influential factors using flipped learning methods on the education of nursing students in clinical nursing practicums in Korea. Methods: This study used a nonequivalent comparison group pretest‐posttest design to determine the outcomes and influential factors within flipped learning methods in two forms (flipped‐mastery classroom model and flipped‐mastery practicum model) in clinical practicum nursing education. Flipped learning was applied in two groups (using the flipped‐mastery classroom model and the flipped‐mastery practicum model) to 80 nursing students in E university in Gyeonggi‐do. Teacher‐student interactions, self‐directed learning readiness, clinical practicum stress, confidence in performing core skills, and flipped learning were studied to investigate learner motivation and learner satisfaction. Results: Teacher‐student interactions were significantly greater in the flipped‐mastery classroom model group both before and after the intervention. Self‐directed learning readiness decreased in both groups after the intervention but less so in the flipped‐mastery classroom model group. The common factor influencing learner motivation in both the flipped‐mastery classroom model and flipped‐mastery practicum model groups was learner satisfaction, while teacher‐student interactions were also influential in the flipped‐mastery classroom model group. Learner motivation influenced learner satisfaction in both groups, while self‐directed learning readiness and clinical practicum self‐confidence influenced the flipped‐mastery practicum model group. Conclusions: Flipped learning was found to be effective in clinical practicums. Strategies for the efficient application of flipped learning need to be developed and applied. SUMMARY STATEMENT: What is already known about this topic? Interest in flipped learning that emphasizes learner‐led learning over traditional one‐sided teaching and learning is increasing in college education.A new type of clinical practicum education should be introduced to improve the problem‐solving and practical‐application abilities of nursing students.Strategies for organizing and integrating flipped learning into a special clinical practicum environment are needed. What this paper adds? Applying flipped learning to classroom and practicum models increased teacher‐student interactions and decreased self‐directed learning readiness in both groups.Learner satisfaction influenced learner motivation in both groups, while teacher‐student interactions were also an influential factor in the flipped‐mastery classroom model. Learner motivation affected learner satisfaction in both groups, while self‐directed learning readiness and clinical practicum self‐confidence were also influencing factors in the flipped‐mastery practicum model. The implications of this paper: Flipped learning can be applied to clinical practicum education.Applying flipped learning in two models has provided a basis for the development and application of strategies for the effective application in clinical practicums. [ABSTRACT FROM AUTHOR]

The importance of language awareness has been highlighted in the most recent policy document of the European Commission, in response to the disappointing progress of European citizens towards the aim of proficiency in a first language and in two other languages. Language awareness has a long history and many meanings and is well placed to draw together a range of strategies aiming to improve language learning and teaching in European education. This paper argues that the broad scope of language awareness provides both opportunities and challenges for educators and policy makers. It examines the experience of language awareness in the UK and suggests lessons that might be learned from its achievements and from the challenges it encountered. In particular, targeted initiatives will be required to explore the barriers that remain to be overcome, new research will be required, along with the development of tools, strategies and collaborations to extend language awareness into areas where it can bring fresh benefits. [ABSTRACT FROM AUTHOR]

This study aimed to investigate EFL (English as a foreign language) teachers’ and students' perceptions towards using CS (code-switching) in teaching and learning English at Saudi secondary schools. It also attempted to identify EFL teachers and students' reasons for using CS in teaching and learning English in Saudi high schools. The sample of the study consisted of 100 teachers and 122 students who were randomly selected from secondary schools in the city of Riyadh. The data of the study were collected via a five-point Likert scale questionnaire. Moreover, this instrument was validated by ten university EFL professors, and its reliability was achieved by calculating Cronbach Alpha formula. The findings of the study revealed that teachers and students believed that CS was an effective strategy in helping students to understand unfamiliar topics, facilitating students’ learning of new grammatical structures, increasing student-teacher interaction, and enlivening the atmosphere of the class. Finally, teachers and students agreed that the most important reasons behind using CS were increasing comprehension, avoiding misunderstanding, eliciting better responses from students, and filling gaps in a classroom conversation. [ABSTRACT FROM AUTHOR]

The passing on of knowledge and expertise from instructors to students is one way to think about the teaching and learning process. A combination of multiple parts is the term used to describe the process through which a teacher identifies and creates the learning goals, prepares instructional materials and puts the teaching and learning strategy into action. Nevertheless, education is a field one must consider the most crucial aspect of learning. In order to determine whether or not teaching at the higher education level is adequate, the objective of this research was to conduct a literature search on pedagogy, inclusive practices, and a variety of academic publications. This research aims to assess the teaching abilities of professors working in higher education settings. The study analyzed the theory by using literary genres and experimental research procedures (mostly introspection) while also attempting to strengthen the practice via university experiences. The study's findings indicate that providing students with constructive and suitable feedback for development and the opportunity to participate in roleplaying activities has a significant and positive impact on the levels of confidence and self-esteem that student's exhibit. Additionally, it was shown that an inclusive atmosphere encourages inclusivity and improves the academic success of both students and teachers. [ABSTRACT FROM AUTHOR]

Purpose: Training in cultural competence is an accreditation requirement for graduate programs in communication sciences and disorders (CSD; Council on Academic Accreditation in Audiology and Speech-Language Pathology, 2020). Cultural and linguistic diversity (CLD) instruction within CSD programs and current instructional models may not provide students with effective training in this area (Hammond et al., 2009; Higby et al., 2021; Stockman et al., 2008). In this tutorial, we present active learning as an instructional approach that may provide students with stronger training in the assessment and treatment of individuals with unfamiliar cultural and linguistic backgrounds. Conclusions: Active learning emphasizes the creation of a supportive classroom environment, teaching skills rather than content, and fostering metacogni-tion in students (Bransford et al., 2000; Gooblar, 2019). We propose a three-part pedagogical model for using active learning strategies to improve clinical training in assessment and treatment of clients with CLD backgrounds. This pedagogical model encourages instructors to set the scene for learning, present a problem to solve, and build in reflection and generalization. Active learning approaches, as described in the model, are ideal for teaching clinical problem solving across populations while reflecting on one's lived experience and posi-tionality. Sample materials for readers to create their own lesson plans using the model are provided and reviewed. [ABSTRACT FROM AUTHOR]

People with disabilities have the same right to access education and, therefore, the space and opportunity to study the Quran as other groups. However, there are some issues regarding the teaching of the Quran to students with special learning needs, such as from the aspects of the level of readiness of teachers, the mastery of Islamic Education among teachers who teach Special Education, and the use of teaching aids to teach the Quran. Therefore, this study aimed to identify the challenges, the need to develop a model of teaching and learning the Quran, elements to be included in the development of Quranic teaching, and a learning model for children with learning disabilities. A qualitative methodology was adopted using a case study design. The sample consisted of eight informants who volunteered to be involved in this research. The results show that there are seven main challenges in the teaching and learning of children with learning disabilities, i.e., a lack of stimulus materials, a lack of knowledge, limited time, uncontrolled behavior, traditional teaching, disabilities, and a lack of parental commitment. Thereafter, three themes arose in terms of identifying why it is necessary to develop Quran teaching and learning models for children with learning disabilities, such as the lack of an up-to-date model and the right to education. In addition, there were four themes concerning the elements that need to be included in the development of teaching and learning models for the Quran for children with learning disabilities, i.e., digital teaching aids, visual, audio, and kinesthetic learning styles, activities graded by the level of ability, and sensory support. It is hoped that this study will provide guidance to teachers to further strengthen the teaching profession pertaining to educating children with learning disabilities. [ABSTRACT FROM AUTHOR]

Teaching and learning environments of software process improvement are incorporating new strategies for helping to decrease current weaknesses related to basic-sciences formation, motivation, and communication. One of such strategies includes the usage of gamification principles for achieving student competencies related to teamwork, problem solving, leadership, and effective communication. For assessing the teaching and learning strategies, it is required to consider the following features: i) the student competencies; ii) the didactic proposals and techniques; and, iii) the satisfaction level of the students, regarding the teaching strategy. In this paper, an assessment proposal of teaching and learning strategies in software process improvement is presented, with a preliminary validation method based on gamification principles. Finally, a case study for validating a didactic proposal is presented as a pilot of the assessment proposal. [ABSTRACT FROM AUTHOR]

Aim and Objectives: The primary aim of this study was to examine the effectiveness of the blended learning pedagogy in a clinical skill‐based module using the Community of Inquiry (CoI) framework. The secondary objectives were to assess the effectiveness of blended learning in improving the nursing knowledge, and students' satisfaction with this approach. Background: Blended learning is increasingly adopted in education as more online resources are made available for tutors to use for the benefit of their students. That implied a reduction in the face‐to‐face contact time in replacement for online teaching, which therefore warrants a need to examine the effectiveness of blended learning approach. The application of CoI framework could evaluate the blended learning approach to assist teaching faculty with evidence‐based practices on online teaching. Design: This study used the quasi‐experimental, pretest–posttest design, and results were presented according to the Transparent Reporting of Evaluations with Nonrandomised Designs (TREND) guidelines. Methods: This study was conducted in a university and recruited 219 Year 1 nursing students who completed a clinical‐based module. Results: The results of the CoI survey found that teaching presence scored the highest mean, followed by cognitive and social presence. The design of the blended learning was effective in enhancing students' knowledge but they only expressed a moderate level of satisfaction. Conclusions: Blended learning is a feasible pedagogical strategy for a clinical skill‐based module. However, further investigation is required to explore the factors and strategies which could improve students' satisfaction. Relevance to clinical practice: Blended learning has become one of the contemporary trends in education. Refining teaching strategies may meet the learning needs of today's generation and improve students' learning outcomes. [ABSTRACT FROM AUTHOR]

Background: Strategies for teaching in clinical rounds are dispersed. There is a need to comprehensively collate bedside strategies to enhance teaching and learning and make clinical rounds more effective. Materials and Methods: A systematic review of English articles using Web of Science, PubMed, Embase, Scopus, and Cochrane library was conducted. Relevant keywords for teaching rounds/medical teachers/medical students/strategies and their synonyms were used accordingly. Additional studies were identified by searching reference lists of retrieved articles. All searches were conducted within a 10 day period from May 25, 2017, to June 3, 2017. In this systematic review, studies with any design on the subject of strategies for clinical rounds from clinical teachers' and medical students' perspectives were identified. Our search strategy yielded 524 articles. After removing duplicates, 337 articles remained. Based on the title and abstract review, 37 articles were obtained for further review and finally 18 entered the study. Data were extracted from the included studies. Two authors independently screened and scored the studies. We used inductive content analysis, and categories of strategies were derived from the data. Results: Content analysis yielded identification of strategies for clinical rounds in nine categories named: system issues, advance planning, a preround huddle, patient issues, teachable moments, teacher issues, student issues, atmosphere issues, and a postround huddle. These were classified as "before rounds," "during rounds," and "after rounds" activities. Quality assessment scores for the research studies ranged from 5 to 14 (possible range, 1-16). Fourteen (77.8%) studies received quality scores at or above 10, and 4 (22.2%) studies received quality scores below 10. Conclusion: Due to the importance of clinical rounds in students' learning, medical teachers should divide their teaching session into activities before, during, and after rounds. These strategies on rounding practices can improve teaching and learning. [ABSTRACT FROM AUTHOR]

Learning experiences must be designed which challenge students to explore nursing from ontological and epistemological perspectives. Educational strategies necessitate utilizing the student’s experiential knowledge as a catalyst for adopting “curiosity” about their future practice to ensure competent, safe, and ethical nurses. Nurse educators must ensure graduates’ capacity to acquire, appraise, and reflect on disciplinary and practical knowledge to enhance their future nursing practice. A unique learning strategy – “The AEIOU Mnemonic” (Assessment, Education, Implementation, Outcomes, and Understanding of the Lived Experience) and clinical case studies, grounded in caring sciences, were developed to foster clinical-reasoning and decision-making in a pre-licensure nursing program. [ABSTRACT FROM AUTHOR]

Chemical equilibrium is listed as one of the most complicated concepts to learn, and the origin of this phenomenon is attributed to misconceptions, teaching-related problems, and the use of inappropriate didactic approaches. At the same time, assessment is a crucial fragment of educational activities although its relevance as a learning strategy is underestimated. For that reason, we designed and applied unique assessment approaches related to chemical equilibrium to 33 high school students at Colegio Mayor de San Bartolome (Bogotá, Colombia). The results suggested that assessment instruments focused on the identified misconceptions might reduce the impact (of the misconceptions), and students were able to build concepts related to chemical equilibrium whilst they were being assessed. Problems associated with forward and reverse reactions, differences between initial and equilibrium concentrations, and the indiscriminate use of Le Chatelier's principle were approached by students and significant improvement was achieved through the assessment. Changes associated with assessment perceptions were accomplished and the proposed strategy suggests that it is plausible to learn during the assessment moment. [ABSTRACT FROM AUTHOR]