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Actual accounts of the experiences of Aboriginal and Torres Strait Islander peoples since colonization remain largely misunderstood and misrepresented within Australian education systems and the broader social consciousness. Culturally sensitive practice and ethnic diversity are challenging topics to teach social work students when truth-telling is absent. Social workers need to develop an understanding of intergenerational trauma experienced by Aboriginal and Torres Strait Islander peoples, critically reflect on perpetuated stereotypes, and confront internalized beliefs about peoples of diverse ethnic and cultural identities in preparation to work respectfully with Indigenous communities. A course focused on building students' knowledge and skills for culturally responsive practice is described in this paper, along with suggestions for enhancing teaching and learning. The paper argues for the importance of truth-telling about Australia's continuing racism in social work education to create cultural safety for service users. [ABSTRACT FROM AUTHOR]

Worldwide, over 61 million people suffer from symptoms caused by conditions which could be helped by Palliative Care. Physiotherapy is increasingly utilised as part of the multi-disciplinary team in providing Palliative Care, but this is not widely accepted by physiotherapists whose attitudes and beliefs towards it may be framed by the absence of the topic in their undergraduate education. To evaluate the literature relating to the effect of Palliative Care education interventions on the attitudes and beliefs of Physiotherapy undergraduate students. A structured search on Academic Search Ultimate, MEDLINE Complete, CINAHL Complete, APA PsycInfo, Education Source, Communication Source, SPORTDiscus with Full Text, Business Source Ultimate, SocINDEX with Full Text, and Regional Business News was conducted in October 2020. Articles were limited to peer-reviewed journals published in English and involving an educational intervention delivered to pre-qualification Physiotherapy students. Four papers were included which all measured change in attitudes and beliefs. Three papers showed a significant positive change in students' attitudes and beliefs towards PC, and one showing a positive but non-significant change. There was no consensus on the ideal curriculum content, delivery method or time. PC content within the curriculum is still in its formative stages within Physiotherapy education. While there is currently no consensus on the ideal method and format of how it should be delivered, there is some evidence to suggest that it can have a positive impact on Physiotherapy students' attitudes and beliefs towards PC. [ABSTRACT FROM AUTHOR]

Addressing sexting in sexual health education classrooms is one way of supporting young people to become good sexual citizens and to emphasise respect and consent in their sexual practices and in their lives. While a fair amount of research has worked with youth to understand their motivations for sexting, less research has been conducted with in-service teachers to understand their perspectives, pedagogical approaches, and beliefs regarding young people and sexting. Set in this context, this paper discusses findings from interviews with Canadian teachers who were teaching a new Ontario Health and Physical Education curriculum that included discussions of sexting. Our findings suggest that many teachers are still engaging discourses of risk, shame and blame when they talk to their students about sexting. Likewise, longstanding gender norms and stereotypical sexual scripts are evident in the ways in which many teachers both understand and teach sexting. Some teachers, however, are engaging in more promising pedagogical practices that frame sexting as having a range of uses, outcomes, and purposes, painting a more holistic picture of young people's sexting landscapes. Findings from this paper may be useful for educators and policymakers creating sexting curriculum for young people in educational settings. [ABSTRACT FROM AUTHOR]

This study presents an inquiry into the relevance of Bildung for students in (pre-) vocational education. While Bildung has seen a remarkable revival in international educational theory, its relevance for educational practice(s) remains under-investigated, particularly in vocational education. This paper presents the insights offered by a multi-method curriculum study, conducted as part of a larger project in which (pre)vocational teachers in the Netherlands experimented with their own role as a model of and for their students' Bildung. Building on a thematic analysis of teacher observations, teacher interviews and student focus groups, we explore how six teachers enacted and perceived their modelling role, and how their students experienced it. While all teachers modelled elements of what they found important for their students' Bildung, the teachers actually perceived as models of Bildung by their students were those who shared their own experiences and stories with students, and who related to them on a personal level by offering them support, trust and inspiration to pave their own paths in life. Based on our findings, we suggest implications for broadening common understandings of Bildung and modelling, as well as practical implications for teachers, teacher education and policy to foster vocational students' Bildung. [ABSTRACT FROM AUTHOR]

Addressing respect, gender equity and gender-based violence in schools has a long history. Renewed government efforts to address gender-based violence in schools through a whole school approach have commenced under the umbrella 'respectful relationships education'. The research presented in this paper is nestled within a larger project aimed to evaluate the implementation and impact of a whole school approach to respectful relationships education across two Australian states (Our Watch, forthcoming). The purpose of this paper is to examine the effects of a six-month respectful relationships education program on the gender awareness and bias of early primary school students. Using a single group pre-post test research design, students from two primary schools in Australia completed a survey before (n = 202) and after (n = 217) completion of a respectful relationships education pilot program. A modified version of the Children's Occupation, Activities, and Traits-Attitudes Measure (COAT-AM; Liben and Bigler, 2002) and the Children's Occupation, Activities, and Traits-Personal Measure (COAT-PM; Liben and Bigler, 2002) were used to assess students' views about gender. After the pilot, boys and girls were significantly less likely to consider stereotypically masculine occupations and activities as only for boys and stereotypically feminine occupations and activities as only for girls. Results indicate that ongoing respectful relationships education could be an effective way to disrupt gender stereotyping in early primary school students. [ABSTRACT FROM AUTHOR]

To gain an understanding of how students perceive the messages they receive in their K-12 school-based sex education (SBSE) courses, it is important to talk with students who have recently taken these courses. This paper explores the curricula, messaging and environments of sex education courses delivered in schools in Ohio through twenty in-depth interviews with undergraduate college students. Three main themes became apparent from the data: (1) sex negativity in the messages being communicated to students, (2) the unique experiences of LGB students, and (3) missing pieces in the curriculum that students must fill in on their own. SBSE was found to impact cultural norms concerning sex and sexuality which had an effect on students' interpersonal and intrapsychic sexual scripts. We discuss the implications of students' experiences for how policy and practice change, particularly in Ohio, can move towards ensuring that school-based sex education is more inclusive, sex positive and thorough for the next generation of students and beyond. [ABSTRACT FROM AUTHOR]

This paper explores students' preparatory processes for high-stakes exams using Danish oral exams as an example. To graduate, students must convince two teacher-examiners as the state's representatives that they deserve to pass. Average grades determine students' admission into tertiary education. Fieldwork data following students transitioning from teaching to exams show students 'cracking teachers' codes' instead of delivering the curriculum requirement of independent critical interpretations of text material. Abstract norms of subjects called 'super-addressees' (Bakhtin sss1986 ["The Problem of Speech Genres." In Speech Genres and Other Late Essays, edited by Carol Emerson and Michael Holquist, 60–102. Austin: University of Texas Press]) are not transparent to students despite an almost symbiotic interrelationship between teaching and exams. Students identify 'Fitting responses' (Bitzer 1968 ["The Rhetorical Situation." Philosophy & Rhetoric 1 (1): 1–14]) for exams by navigations named 1: Disciplinary seduction in a transparent exam system, 2: Physically observing the teacher's reactions in an opaque exam system, or 3: Jotting down an encyclopaedia of teacher's keywords. Researching students anticipating exams illuminates their notions of what it takes to succeed in education. [ABSTRACT FROM AUTHOR]

Despite the numerous calls for integrating quality improvement and patient safety (QIPS) curricula into health professions education, there are limited examples of effective implementation for early learners. Typically, pre-clinical QIPS experiences involve lectures or lessons that are disconnected from the practice of medicine. Consequently, students often prioritize other content they consider more important. As a result, they may enter clinical settings without essential QIPS skills and struggle to incorporate these concepts into their early professional identity formation. In this paper, we present twelve tips aimed at assisting educators in developing QIPS education early in the curricula of health professions students. These tips address various key issues, including aligning incentives, providing longitudinal experiences, incorporating real-world care outcomes, optimizing learning environments, communicating successes, and continually enhancing education and care delivery processes. [ABSTRACT FROM AUTHOR]

Training teachers of learners with visual impairment (VI) emphasise instrumental skills such as curriculum adaptation and assistive technology, at times ignoring anxieties and attitudes within teachers surrounding disability. South Africa's education system faces a huge backlog in VI teacher training, which is being addressed by intensive short courses developed through the Teacher Empowerment for Disability Inclusion (TEDI) project. With only 5 days of contact, hard choices must be made regarding what teachers most need to prepare for the VI learner. The Authors felt that personal and attitudinal shifts (in teachers entirely new to VI) were pivotal. Besides 'harder' skills, trainees took part (as audience) in a daily panel discussion by four academically successful VI graduates, with experiences of both inclusive and special education. The panel strategy had five aims: i) counter stereotypes by showcasing high-achieving VI persons; ii) provide humanising, first-hand experience of VI; iii) raise and digest difficult emotions to do with VI; iv) model a sense of mutual acceptance between learners and teachers and v) add humour and lightness to difficult issues. This paper presents qualitative data on the outcomes of these aims, based on written submissions by panellists, and questionnaire and focus group material from trainees. [ABSTRACT FROM AUTHOR]

Through the lens of contrasting curriculum cultures, the author considers the evolution of Irish curriculum policy and reform. Whereas our curriculum thinking and practice are grounded in an Anglo-Saxon/American culture, Didaktik curriculum culture and Stenhouse's Process model provide valuable alternative perspectives. Our prevailing understandings of curriculum are reified, in an environment where curriculum reform/change are used interchangeably. Historically, our curriculum reform efforts have been characterised by centralised control and a paucity of research, debate, and school-based curriculum development. Meaningful curriculum change, however, challenges the cultural beliefs of employers, parents, and students and requires critical engagement with the professional beliefs and values of educational administrators, school leaders and teachers. Since the National Council for Curriculum and Assessment became statutory, our curriculum culture, and our understandings of curriculum change, have been evolving. This growing appreciation of the complexity of change is reflected in the discourse of the Framework for Junior Cycle. The influence of Anglo-Saxon/American curriculum culture remains palpable, however, while the impact of globalisation and market forces is evidenced in a growing emphasis on skills, competences and pre-determined learning outcomes. The author concludes that we have arrived at a hybrid curriculum culture whose future development is rather difficult to predict. [ABSTRACT FROM AUTHOR]

The older adult population in the US is burgeoning and nurses will be at the forefront of providing the skilled, compassionate care needed for them. Undergraduate nursing students do not commonly desire to work with older adults after graduation, likely related to negative attitudes, which can adversely impact the care provided. To determine the effect of a course using a suite of teaching techniques designed to positively shift nursing students' attitudes toward older adults. A one group pre and post-test design was used to test the effect of completion of the Nursing Care of the Older Adult course on baccalaureate undergraduate junior level nursing students' attitudes toward older people at a large University in the Midwest for two consecutive years (2019 and 2020). A quality assurance evaluation using a voluntary anonymous survey (Kogan's Attitude Toward Older People Instrument) on paper (2019) or online (2020) took place on the first and last day of class. Normality was assessed and the central limit theorem was applicable, therefore, independent samples t-tests were performed on the primary outcome, total score, with the primary predictor as pre vs post. This process was repeated on a 2020 cohort in the same course with a paired samples t-test, as paired subject ID's were recorded in 2020 but not in 2019. Due to the impact of the COVID-19 pandemic on all parts of academic life, no direct comparisons were made between the 2019 and 2020 samples. Course content included lectures, videos, MaskEd™ simulation, group work, case studies and clinical experiences. Both cohorts had significant improvement in the total Kogan instrument score, indicating a positive change in attitudes toward older adults [2019 pre M 167.2, SD 20.3 to post M 176.9, SD 22.4, t (292.43) = 3.96, p < 0.001 and 2020 pre M 179.4, SD 21.3 to post M 188.1, SD 22.2, t (70) = −5.61, p < 0.001]. The innovative, intentional teaching strategies incorporated into this gerontology course were effective in promoting positive attitudes toward older adults. [ABSTRACT FROM AUTHOR]

Relationships and sexual health education is an accepted part of the school curriculum to support adolescent development. In recent years, the nature of this education has expanded to include topics encompassing a social model of health (e.g. with a focus on gender roles). There has, however, been limited exploration of student views about the inclusion of these topics. This paper presents student feedback on South Australia's Relationships and Sexual Health Programme, a state-wide curriculum produced by the state's major sexual and reproductive health organisation. The findings are drawn from an annual survey conducted from 2006 to 2017, involving 29,533 secondary school students aged 12–16 years. Regression analyses were used to assess the relationship between the year the survey was conducted and student ratings of the programme ('good/excellent' vs 'poor/satisfactory') and, separately, the individual topics students' considered most important. There was a positive association between survey year and rating the programme as 'good/excellent' with regard to providing a 'safe and supportive classroom environment', and a small negative association between survey year and 'overall rating' as 'good/excellent'. Over time, there was an increase in the number of students selecting the topic 'consent' as the most important. These findings demonstrate student support for the inclusion of a range of social health topics in relationships and sexual health education. [ABSTRACT FROM AUTHOR]

In the light of global calls to decolonise the curriculum and the national impact of the Black Lives Matter movement, there is pressure on social work academics to review, deconstruct and decolonise social work curricula. Social work education places strong emphasis on anti-oppressive, relationship-based practice that acknowledges diversity, social and economic injustice. This creates additional complexities and pressures for educators attempting to deconstruct social work curricula. This paper considers the emotional labour that such a task entails, and the usefulness of applying psychoanalytic concepts to understanding this emotional labour. It does this by exploring a critical incident and examining the complexities that educators face in constructing decolonised curricula within a marketised academy. It makes recommendations about the kinds of resources that are needed to support educators, especially Black educators. [ABSTRACT FROM AUTHOR]

The Indiana Geriatrics Workforce Enhancement Program (GWEP) implemented a new longitudinal geriatrics curriculum for advanced practice registered nurse (APRN) and master of social work (MSW) learners to prepare them for interprofessional collaborative practice in the care of older adults. This paper reports program outcomes of a novel longitudinal interprofessional geriatrics curriculum involving immersive learning for these learners. Outcomes are described in terms of learner reaction, modification of attitudes/perceptions, acquisition of knowledge/skills, behavior change, impact on the organization, and impact on the patient or client using the Freeth/Kirkpatrick evaluation model. Program participation influenced graduates' knowledge of and their perceived ability to participate in team care and job selection in geriatric-focused positions. [ABSTRACT FROM AUTHOR]

SHAPE America has outlined proactive ways to approach movement opportunities during physical education class. These possibilities can range from structuring the student learning experience to how teachers implement instruction. While movement provides a foundation for many of the activities offered, what is not discussed is how to use stillness, an absence of movement, to scaffold learning. Using stillness can provide an augmented learning experience, during the limited time offered in the gymnasium, by empowering students as they understand the movement, maintain body control in appropriate situations, and stop the movement with intention. Instructor focus should not only be on teaching movement, but also having awareness of being still in appropriate situations. This paper will explore how stopping movement may enhance learning by: (a) stillness and lesson plans, (b) using stillness for different skill levels, and finally, (c) incorporating stillness in assessment and accountability (d) assessment, stillness, and curriculum. [ABSTRACT FROM AUTHOR]

Healthcare experiences of mistreatment are long standing issues, with many not knowing how to recognise it and respond appropriately. Active bystander intervention (ABI) training prepares individuals with tools and strategies to challenge incidences of discrimination and harassment that they may witness. This type of training shares a philosophy that all members of the healthcare community have a role to play in tackling discrimination and healthcare inequalities. We developed an ABI training programme for undergraduate medical students, after recognising the need for this given the students' adverse experiences on clinical placements. From longitudinal feedback and robust observations of this programme, this paper intends to provide key learning lessons and guidance on how to develop, deliver and support faculty in facilitating these types of trainings. These tips are also accompanied by recommended resources and suggested examples. [ABSTRACT FROM AUTHOR]

This paper examines adult learners' motivation when enrolling into a counselling course, factors that influence their choice of institutions, and employment plans. Survey respondents comprised 288 pre-enrolled students to a Master of Counselling programme. Findings revealed that respondents identified "a sense of calling" and "the desire to help others" as top motivators. Most placed great emphasis on course content and curriculum, credibility and quality of the course, and recognition by professional bodies, locally and internationally when selecting schools. Most respondents looked to a career in counselling upon graduation. The findings will benefit counselling education providers when designing their counselling curriculum, taking into consideration the profile of adult learners, and provide the counselling profession and community a catalyst for generative conversation. [ABSTRACT FROM AUTHOR]

This paper describes a study analysing eye care professional students' written reflections following their engagement with clients with low vision conditions. By embedding a reflective practice model (Schon's reflection-in-action and reflection-on-action) within a higher education curriculum, students' assumptions and beliefs were challenged. Analysis of fifty-two reflective essays were analysed using the Braun and Clarke's 6-phase process for inductive thematic analysis. This generated three themes: (i) Students' perceptions that visual limitations do not necessarily equate to a poorer quality of life; (ii) Extrinsic and intrinsic influences affect patient care; and (iii) Eye care professionals' role expands to holistic care. An additional outcome of this study supports embedding reflective practice activities within the curriculum. By providing students with a platform to reflect and challenge their assumptions, may have the potential to enhance their understanding and improve future practice. [ABSTRACT FROM AUTHOR]

Substance use disorders are debilitating disorders with far reaching effects. However, many healthcare providers do not receive sufficient training on how to identify or respond to individuals who are at risk for SUDs. Because of this, residents of rural communities, who are served by fewer healthcare providers, are unlikely to encounter providers who are trained to respond effectively to SUDs. SBIRT is a tool used to intervene among patients engaging in risky substance use. Although numerous SBIRT training programs exist across the country, most have focused on relatively small groups of trainees, and have prioritized the training of mental health professionals. In response to this finding, we implemented a large-scale SBIRT training program designed to prepare approximately 540 medical students to meet the needs of patients at risk for or suffering from SUDs in West Texas. In this paper, we focused on medical student perceptions of the quality and utility of our SBIRT educational initiative. Student evaluations of the SBIRT training remained high across three cohorts of second-year medical students. The goal of this report is to provide recommendations to help enable any group to develop, adapt, and implement large-scale SBIRT training programs in other locations. [ABSTRACT FROM AUTHOR]

This paper aims to strengthen the student's peace-loving attitudes through Huma Betang Value-Based on General Education Curriculum. General Education (GE) at the Palangka Raya University consists of multicultural students. Historically, there have been conflicts between students at Palangka Raya University and horizontal conflicts of the Dayak and Madura ethnic groups. Through a qualitative approach, the procedure of this research included: 1) FGD examines the GE curriculum 2) Workshop on the development of GE curriculum models based on Huma Betang values 3) Expert Validation of assessment on devices that have been developed 4) implementation of the GE model 5) The reflection of the Huma Betang value-based GE implementation. The results showed that the introduction to Huma Betang underscored the values ofhonesty, harmony, tolerance, and togetherness in diversity. Huma Betang Dialogs encouraged the introduction of each other between students from across departments and faculties. The Huma Betang could develop identity performances collaboration on ethnic characteristics of the students. The Huma Betang trained the students to have problem solving skills through the Peace-Loving Project, consisting of a brief video on peace-loving. The strengthening of the students' peace-loving attitudes can be integrated in the curriculum because the activities can increase students knowledge and understanding of others,accept the diversity in accordance with their identity, improve communication with others, increase solidarity with others, increase cooperation with others, make students creative in providing solutions to the problems of peace-loving, make students have the peace-loving attitudes, and make students do the actions that uphold the attitude of peace-loving. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic forced a rapid shift to digital strategies including e-exams in medical schools. However, there are significant concerns, predominately from student perspectives, and further data is required to successfully establish e-assessment in the medical curricula. The objective of the study was to examine medical students' perceptions, concerns, and needs regarding e-assessment to establish a comprehensive e-exam based on these and previous findings and to evaluate its effectiveness in terms of examinee perceptions and further needs. During the 2021 summer term, a cross-sectional study using qualitative and quantitative methods was conducted among all 1077 students at the School of Medicine, Technical University of Munich. They were asked to provide information regarding their characteristics, preferred exam format, e-assessment perception, concerns, and needs in an online questionnaire. Based on these findings, a pilot e-exam including an e-exam preparation for the students were established and subsequently evaluated among 125 pilot e-exam examinees under study consideration via an online-questionnaire. Of the 317 pre-exam participants (73.2% female), 70.3% preferred in-person exams and showed concerns about the technological framework, privacy, and examination requirements. Qualitative analysis showed that these concerns lead to additional exam stress and fear of failure. The 34 (79.4% female) participants who participated in the evaluation survey showed a significantly more positive e-exam perception. The fairness of the platform, the independence from an internet connection, the organization including the e-exam preparation, and the consideration of participant needs were discussed as particularly positive in the open-ended comments. In both surveys, participants requested uniform platforms and processes for all subjects. This study provides evidence for a positive, complementary role of student participation in a successful e-exam implementation. Furthermore, when establishing an e-exam format in the medical curricula, e-exam training, equal accessibility, availability offline, and all-round fairness should be considered. [ABSTRACT FROM AUTHOR]

We argue that such an approach is not only methodologically sound and acceptable, but also essential - at this early stage, and also in the context of the larger project, which proposes to understand the mental well-being of architecture practitioners and students in a continuum, within the context of professional identity in architecture, and socially constructed work cultures in architecture (both in education and practice). It is possible to also find such ideas in US-based and international blogs, where the rhetoric is equally strong - painting a "blatantly bleak picture of the architecture student experience,"[32] driven by a "culture of suffering"[33] founded in the "fetishization of exhaustion."[34] Based on these accounts alone, it would seem that there is a strong perception, and ample anecdotal evidence, of problems with mental health and well-being in architecture, in both education and practice, and in the two as they overlap and influence one another, and that this perception seems to hold strong throughout the anglophone world. This polarization between the art and business of architecture serves to cultivate weak organizational structures and poor work practices (HR structures and policies, financial management, time and workflow management) and this leads to stress, overwork, and burnout. Keywords: curriculum; pedagogy; architecture; practice; professional issues EN curriculum pedagogy architecture practice professional issues 85 97 13 03/03/22 20220301 NES 220301 Introduction: Health Within and Without Architecture Research addressing the relationship between health and architecture has frequently focused on what architects I produce - i the spaces, infrastructures, and buildings that result from their work - and the effects these have on the health of their various publics and occupants. [Extracted from the article]

Enticing students to expand their knowledge of aging-related issues and careers can be fraught with challenges. Intrinsic and curricula-related factors associated with pursuit of aging-related careers have been identified, but little evidence exists demonstrating the effectiveness of external factors at motivating students to learn more about gerontological practice. This brief report presents findings from a survey of 214 students enrolled in at a single university in the mid-west to assess how likely they would be motivated to learn more about aging by twelve possible incentives with additional opportunities to write in other thoughts. Credit toward required field work, financial incentives such as stipends, scholarships, tuition waivers, and raffles were the most frequently mentioned incentives. Some variation was noted based on race/ethnicity, age, and program of study. Themes emerging from other suggestions provided by students included curricula enhancements, employment incentives, and the suggestion that nothing could entice some students. Findings can be used by scholars in program development and funding requests. [ABSTRACT FROM AUTHOR]

The first family medicine training programme for medical students in India began at Christian Medical College (CMC), Vellore in 2005 as a two-week programme. Currently, it includes two mandatory and one elective programme along with one to two weeks during the internship. In this study, the authors examined the impact of the mandatory programmes in family medicine through the feedback of medical students and the faculty experience. The aim of the authors was to examine the impact on medical students based on their feedback and the experience of faculty in teaching family medicine. This paper reports a retrospective evaluation based on the feedback of third-year medical students after their mandatory programmes in 2018. The authors collected students' feedback using questionnaires and recorded the faculty experience through a focus-group discussion (FGD) and in-depth interview. Overall attendance of students was 50–60%. About 75% of students who filled in the questionnaire felt the programme to be relevant to their future role as 'Physicians of First Contact'. Faculty felt challenged to balance their role as academics in addition to their clinical responsibilities. However, introducing family medicine principles in the medical curriculum was sensed by the faculty to equip students to manage common clinical conditions effectively. In conclusion students' understanding of the unique status of family medicine to accommodate patients of all ages and problems within a single umbrella health-care system was well discerned by the authors in this study. [ABSTRACT FROM AUTHOR]

The library and information services of the twenty first century are rapidly changing education learning patterns because of the rapid development of electronic publishing libraries. However, the literature reveals the considerable unpredictability in experience, challenges, and awareness about E-resources among college students during and after the COVID-19 Pandemic scenario. In the aftermath of the pandemic, everyone has been forced to learn and teach E-resources in educational institutions worldwide. Along with their academic demands, college students are confronted by a lack of knowledge of handling e-learning resources and low network connectivity in remote regions. In this aspect, this study commenced to describe the experience, challenges, and awareness about e-learning resources. A descriptive and diagnostic research design was adopted and primary data was collected from college students through Google Forms with participant consent. The basic information about respondents, experience, challenges, and awareness of E-resources are tools of the study. The statistical analysis is to be carried out based on the study's objective. This analysis was used to identify influential factors and to explore the relationships between e-learning experience, and resource awareness. Subsequently, the analysis is used to discuss recommendations for enhancing the utilization of e-learning resources based on the study's findings. [ABSTRACT FROM AUTHOR]

Problem-based learning is an evidence-based, pedagogical approach that invites students to solve complex, real-life problems using knowledge learned in the classroom. Effective use of problem-based learning in undergraduate gerontology courses, specifically, is likely to deepen students' knowledge about course content related to aging and may also promote students' long-term interest in gerontology. House Hunters: Gerontology Style is a problem-based learning activity that can be used in small-group discussions to facilitate students' understanding of issues related to relocation and homebuying in older adulthood. In this activity – based on the popular television show – students act as real estate agents for a fictional older couple relocating closer to adult children. Assignment features can be tailored easily by the instructor to optimize specific learning objectives. In an evaluation of the activity, students who completed this activity reported that it was engaging, that it enabled them to apply material from the class, and that it facilitated their application of course material to a "real world" problem. Suggestions for modifications to future iterations of this assignment may include a more pointed focus on budgetary constraints on homebuying in older adulthood, approaching homebuying from a life course lens, and considering the role of disparities in the home buying process. [ABSTRACT FROM AUTHOR]

While there is growing research on the structural and institutional barriers experienced by Black women faculty at predominantly White institutions (PWIs), little is known about the systemic marginalization faced by Black women doctoral students at these institutions, particularly those in doctoral social work programs. Given the increasing number of Black women doctoral students in social work programs at PWIs, there is a need to understand how social work doctoral education upholds institutional whiteness through attempts to whitewash Black women's research and scholarship. This article contextualizes the experiences of Black women social work doctoral students using Black feminist thought perspective. The authors provide implications for social work doctoral education to dismantle structures that facilitate whitewashing experiences for Black women doctoral students. [ABSTRACT FROM AUTHOR]

This study aimed to determine the effect of interprofessional education (IPE) activities on professional level occupational and physical therapy student perception of their competency and their actual observed competency in interprofessional collaboration. The effect of three IPE activities embedded within occupational therapy and physical therapy curricula were measured. Significant changes were noted in the students' perception of their interprofessional collaboration using the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) Revised tool, following each of the three activities. Analysis of the Interprofessional Collaborator Assessment Rubric (ICAR)-Modified revealed "expected" proficiency level with no significant difference between occupational and physical therapy students. The study found from a program evaluation perspective that IPE activities generate immediate positive changes, but longitudinal or cumulative development was not detected. This program evaluation also supports the need for an IPE assessment to measure and track longitudinal development of interprofessional collaborative competencies across the curriculum. [ABSTRACT FROM AUTHOR]

Students more than ever are completing their university studies online. At the onset of the Covid-19 pandemic, most higher education providers were required to move to exclusively deliver online curriculum. It is therefore imperative that educators have access to psychometrically sound measures of students' online learning experiences. The reliability and validity properties of the Distance Education Learning Environments Scale (DELES) and Student Engagement in the e-Learning Environment Scale (SELES) were examined. A sample of 151 Australian undergraduate students completed the DELES and SELES after completing their studies online during 2020 due to Covid-19. Cronbach alpha coefficients, subscale item correlations and linear regression analyses were completed with bootstrapping. Cronbach alpha coefficients for the SELES subscales ranged from.68 to.93 and.75 to.96 for the DELES subscales. The within subscale correlations ranged from.29 to.66 for the SELES (p <.001) and.30 to.68 for the DELES (p <.001) and the between subscale correlations ranged from.18 to.75 (p <.001) respectively. Regression findings indicated that the SELES and DELES subscale models each accounted for 56.6% and 22.2% of the unique variance of the DELES Enjoyment, respectively. These findings present important psychometric evidence about the DELES and SELES. [ABSTRACT FROM AUTHOR]

Flipped classrooms have become popular as a student-centered approach in medical education because they allow students to improve higher-order thinking skills and problem-solving applications during in-class activities. However, students are expected to study videos and other class materials before class begins. Learning analytics and unsupervised machine learning algorithms (clustering) can be used to examine the pre-class activities of these students to identify inadequate student preparation before the in-class stage and make appropriate interventions. Furthermore, the students' profiles, which provide their interaction strategies towards online materials, can be used to design appropriate interventions. This study investigates student profiles in a flipped classroom. The learning management system interactions of 375 medical students are collected and preprocessed. The k-means clustering algorithms examined in this study show a two-cluster structure: 'high interaction' and 'low-interaction.' These results can be used to help identify low-engaged students and give appropriate feedback. [ABSTRACT FROM AUTHOR]

Social workers are in an ideal position to address the need for increased access to screening, brief intervention, and referral to treatment (SBIRT) for substance use disorder. This pre–post study explores the effects of SBIRT education and training among social work students from three campus environments (traditional, online, and satellite). Results demonstrated that participation in online training was related to increased levels of confidence, sense of responsibility, and practice of SBIRT and a decrease in perceived barriers. On-campus students showed the greatest post-training gains in confidence to use SBIRT. Results suggest that SBIRT education and training is beneficial for students from various backgrounds and should be included in social work students' core clinical practice curriculum. [ABSTRACT FROM AUTHOR]

Medical students receive very little instruction related to caring for people with intellectual/developmental disabilities. As a result, medical students and physicians alike report low levels of confidence in their ability to provide care to this population. In this piece, I provide a medical student's perspective on how to implement changes in the medical school curriculum such that our future physicians are more prepared to provide care to people with intellectual/developmental disabilities. [ABSTRACT FROM AUTHOR]

Health professions education is failing to prepare students to practice sustainable healthcare despite the climate crisis an urgent provision of educational opportunities is required. This systematic review aimed to synthesise educational approaches applied to sustainable healthcare education within health professions curricula and critically evaluate their impact. Databases searched: APA PsycInfo, BEI, CINAHL, Embase, ERIC, Medline, Scopus, Cochrane Library, Web of Science, BASE, DART-Europe, EThOS and ProQuest. Secondary searching techniques were also utilised, with searching conducted October 2021. Eligible studies included healthcare professional students/trainees, exposed to sustainable healthcare education, and evaluated through impact on knowledge, attitudes or skills. Empirical studies of any publication status were included. Non-English language studies were excluded. Eligible studies were quality assessed using JBI (2022) critical appraisal checklists and synthesised narratively. Twenty-three studies were included, comprising 3343 participants and seven health professions. Studies primarily adopted a quasi-experimental design and demonstrated variable quality. Most common educational approaches were workshops and clinical skills sessions, though eight different approaches were observed. Positive impacts were achieved for knowledge, attitudes and skills. Diverse approaches have been applied to sustainable healthcare education, though no superior approach is evident. Instead, many effective approaches are outlined, to be adopted in alignment with the learning outcomes. [ABSTRACT FROM AUTHOR]

The authors consider the U.S. Department of State Diplomacy Lab as a venue for research instruction of graduate social work students in advancing practice with refugees, especially in understanding their contributions to community quality of life, which served as the focus of the lab. The first author, the instructor of the course, worked with Master of Social Work students in implementing the one-semester Diplomacy Lab in a community located in the southern region of the United States. The authors identify the tension the instructor faced in ensuring student involvement in the inquiry even though she undertook significant presemester activities in establishing the feasibility of the project since the U.S. Department of State required its project completion in one semester. [ABSTRACT FROM AUTHOR]

Professional interests and social problems demand social work practitioners who can "harness technology for social good." Although the field has acknowledged the need to train social workers to use technology in practice, existing scholarship has tested few models for doing so. This article describes and tests an information and communication technology-enhanced course for macropractice. Results from a quasi-experimental test of the technology-enhanced course yield positive gains in students' technological efficacy, but not in their attitudes toward technology. Ultimately, models that capacitate students to use technology in social work practice, like that described here, are needed. However, their effectiveness in promoting future use in social work practice likely depends on their ability to change skills and attitudes. [ABSTRACT FROM AUTHOR]

Doctors are increasingly expected to demonstrate medical leadership and management (MLM) skills. The Faculty of Medical Leadership and Management (FMLM) has published an indicative undergraduate curriculum to guide the development of MLM content at UK medical schools. Students from 30 medical schools were surveyed to determine their understanding of MLM teaching at their school. Timetables for 21 schools were searched for MLM-related keywords. Student-reported teaching and timetabled teaching were coded according to predefined themes. Aggregated demographic and postgraduate performance data were obtained through collaboration with the Medical Student Investigators Collaborative (msico.org). Whilst 88% of medical students see MLM teaching as relevant, only 18% believe it is well integrated into their curriculum. MLM content represented ∼2% of timetabled teaching in each 5-year undergraduate medical course. Most of this teaching was dedicated to teamwork, performance/reflection and communication skills. There was minimal association between how much of a topic students believed they were taught, and how much they were actually taught. We found no association between the volume of MLM teaching and performance in postgraduate examinations, trainee career destinations or fitness to practice referrals. Our findings demonstrate limited and variable teaching of MLM content. Delivery was independent of broader teaching and assessment factors. [ABSTRACT FROM AUTHOR]

Campus sexual violence risk reduction and resistance interventions have been developed and tested among female students in the global North and proven effective. Evidence-based interventions to prevent sexual violence tested amongst female students in the global South and in South African campuses are lacking. We present preliminary evidence of promise of Ntombi Vimbela! (NV!), a sexual violence prevention intervention piloted amongst first year female students in eight purposively selected campuses in South Africa. Focus group discussions were conducted with 118 female students who participated in NV! workshops. Most students found the content of NV! relevant and reported having experienced its positive effects. They perceived that NV! empowered them with skills to assess and deal with sexual assault risky situations. NV! changed their attitudes and beliefs about gender, shifted their acceptance of rape myths and beliefs, improved communication skills, enhanced self-esteem, and confidence to defend oneself in risky sexual assault situations. Few participants were unsure whether they will be able to use the skill in real life. These findings indicate a range of short-term positive outcomes which we anticipate would reduce the risk of sexual assault among first year female students. This suggests that NV! should be subject to further evaluation. [ABSTRACT FROM AUTHOR]

The ability to confidently perform fall-risk assessment on older adults is critical for Doctor of Physical Therapy (DPT) students prior to entering workforce. The complex nature of falls makes it challenging to teach it realistically in traditional classroom settings. This could lead to lack of confidence in performing effective assessments in real clinical situations. For this purpose, an evidence-based experiential fall-risk assessment activity was implemented in the curriculum. The purpose was to investigate if this activity improved students' confidence in performing fall-risk assessment. Twenty-eight students completed this activity on thirty-three older adults from a senior living community. A 13-item questionnaire was used to investigate confidence before and after the activity. Significant improvements in students' confidence were noted for administering client interview (p =.001, r = −0.43), 30-Second Chair Stand Test (p =.046, r = −0.34) and 10-Meter Walk Test (p =.011, r = −0.27). Additionally, students demonstrated excellent inter-rater reliability (ICC > 0.9) with the faculty experts for administering 5-Times Sit-to-Stand, 10-Meter Walk, Berg Balance Scale, 4-Stage Balance, Timed Up and Go and 30-Second Chair Stand tests, and good inter-rater reliability (ICC = 0.78) for Single-Limb Stance Time test. This activity had a positive impact on DPT students' confidence in conducting effective fall-risk assessment. [ABSTRACT FROM AUTHOR]

The ability to solve authentic real-world problems in science, engineering, and medicine is an important goal in post-secondary education. Despite extensive research on problem solving and expertise, the teaching and assessing of advanced problem-solving skills in post-secondary students remains a challenge. We present a template for creating assessments of advanced problem-solving skills that is applicable across science, engineering, and medical disciplines. It is based on a cognitive model of the problem-solving process that is empirically grounded in the study of skilled practitioners ('experts') solving authentic problems in their disciplines. These assessments have three key features that overcome shortcomings of current assessment approaches: 1) a more authentic amount and sequence of information provided, 2) opportunities for students to make decisions, and 3) scoring based on comparison with skilled practitioners. This provides a more complete and accurate assessment of authentic problem-solving skills than currently exists for science, engineering, and medicine. Such assessments will be valuable to instructors and curriculum designers for evaluating and improving the teaching of problem solving in these disciplines. We provide examples of problem-solving assessments that illustrate the use of this template in several disciplines. [ABSTRACT FROM AUTHOR]

There is growing recognition that doctors need to deliver person-centered care. More evidence is needed on how to best equip students in an already busy curriculum. Providing medical students with the opportunity to work as Healthcare Assistants (HCAs) can help them develop the desired skills. This study examined medical students' experiences of working as HCAs and perceived impact on their future practice. Adopting an Interpretative Phenomenological Analysis approach, we analyzed narratives from two focus groups of 13 'Year 0ʹ and 'Year 1ʹ medical students, who had completed an HCA project. This project allowed participants to experience a new dimension of patient care whereby learning by "doing" evolved to a deeper level of "knowing" patients, the HCA role and the wider team. Four major themes were identified: seeing the doctor: gaining new perspectives; building confidence: learning from and about patients; understanding the overall patient experience: providing personal care; finding "the person behind the patient": exploring beyond the diagnosis. This study suggests that working as an HCA enables participants to develop sustainable skills that equip them for their future role as doctors able to deliver person-centered care as part of an interprofessional team. Recommendations for inclusion of this type of intervention into the medical curriculum are discussed. [ABSTRACT FROM AUTHOR]

The Supreme Court of India, decriminalized same-sex activities in 2018 but the Indian medical curriculum has not been updated and inclusive of the sexual minorities despite the change. This study explores the attitude of medical students towards same-gender attraction and how it has shaped and reshaped in an ever-changing social environment. Medical students of four reputed Indian medical colleges were asked to self-administer an 18-item questionnaire anonymously. Internal consistency of the questionnaire statements was high. Of 729 initial responses, 84 were omitted for giving incomplete responses and 3 were omitted for not being Indian. A total of 642 responses was included in the analysis. More than 80% of the students believed homosexuality is a sexual orientation whereas only 15% believed it is an acquired behaviour and only 1.9% considered it an illness. However, more than 95%of students agreed that homosexuality is not an illness. Although the overall attitude of Indian medical students has changed since decriminalization, urgent work on the medical curriculum is needed to change some negative attitudes so that patients receive appropriate care. [ABSTRACT FROM AUTHOR]

Diversity and social justice are essential in the field of social work; therefore, it is essential for social work educators to identify effective methods for teaching diversity courses. This study used a mixed-methods evaluation to assess student perceptions and the impact of innovations on teaching methods and assignments for an undergraduate social work diversity class. Innovations include changes to course structure and assignments. A pre- and posttest using the Social Justice Scale revealed significant improvement in social justice attitudes, goals, and intentions between the beginning and end of the semester. Qualitative findings from a survey and focus groups indicated students perceived the class positively and identified several impacts: increased knowledge, attitudinal changes, and enhanced skills. Implications are discussed. [ABSTRACT FROM AUTHOR]

Issue: In recent years, the value and relevance of humanities-based teaching in medical education have become more widely acknowledged. In many medical schools this has prompted additions to curricula that allow students to explore the gray—as opposed to the black and white—areas of medicine through arts, humanities, and social sciences. As curricula have expanded and diversified in this way, both medical educators and students have begun to ask: what is the best way to teach medical humanities? Evidence: In this article, five current medical students reflect on their experiences of medical humanities teaching through intercalated BSc programmes in the UK. What follows is a broad exploration of how the incorporation of medical humanities into students' time at university can improve clinical practice where the more rigid, objective-driven, model of medicine falls short. Implications: This article reinforces the merit of moving beyond a purely biomedical model of medical education. Using the student voice as a vector for critique and discussion, we provide a starting point for uncovering the path toward true integration of humanities-style teaching into medical school curricula. [ABSTRACT FROM AUTHOR]

Phonetic transcription is an essential skill for a practising speech and language therapist (SLT) required during the assessment, diagnosis and management of clients with speech difficulties. It is vital that appropriate training is received by student SLTs to ensure that they carry out phonetic transcription accurately and reliably once out in the workplace. This study investigates the views and experiences of final year SLT students regarding the training in phonetic transcription they received in university, with the aim to identify what poses difficulties for them and what could be done to enhance their learning. Responses from 40 participants representing one cohort of SLT students, graduates of a particular year, were collected using an online questionnaire. The majority of the respondents consider phonetic transcription an important professional skill and plan on maintaining it after graduating. Learning phonetic transcription was easy/quite easy for 57% of the respondents; however, the confidence in transcription skills was rather low: 70% of them reported not being confident and fully equipped to enter the workforce with their transcription skills. The main difficulties were associated with narrow (impressionistic) transcription and transcription of disordered speech. 58% of the respondents found the teaching environment suitable; however, a recurring theme is the need for small-group tutorials during which the lecturers could provide feedback to individual students more efficiently. Participants' responses suggest that more clinically relevant transcription practice of disordered speech, the opportunity to refresh and apply phonetic transcription skills throughout the four-year curriculum and smaller group teaching would benefit their learning and enhance their confidence using transcription on placements and in the workforce. [ABSTRACT FROM AUTHOR]

Health Systems Science (HSS) teaches students critical skills to navigate complex health systems, yet medical schools often find it difficult to integrate into their curriculum due to limited time and student disinterest. Co-developing content with students and teaching through appropriate experiential learning can improve student engagement in HSS coursework. Medical students and faculty co-developed a patient outreach initiative during the early phases of the COVID-19 pandemic and integrated that experience into a new experiential HSS elective beginning May 2020. Students called patients identified as high-risk for adverse health outcomes and followed a script to connect patients to healthcare and social services. Subsequently, this initiative was integrated into the required third-year primary care clerkship. A total of 255 students participated in HSS experiential learning through the elective and clerkship from May 2020 through July 2021. Students reached 3,212 patients, encountering a breadth of medical, social, and health systems issues; navigated the EMR; engaged interdisciplinary professionals; and proposed opportunities for health systems improvement. This educational intervention demonstrated the opportunity to partner with student-led initiatives, coproducing meaningful educational experiences for the learners within the confines of a busy medical curriculum. [ABSTRACT FROM AUTHOR]

With the emergence of Internet technology, Internet ethics has become an important issue for academics and practitioners. This study aims to investigate the factors that influence students' behavioural intention to perform an Internet ethical behaviour based on an integrated perspective of the theory of planned behaviour (TPB), Big-Five personality traits, and Internet ethics education. This study empirically examines the research model using a cross-sectional survey study, collecting data from a sample of 276 students, and using partial least squares (PLS) for the analysis. The results show that intention of performing Internet ethical behaviours is influenced by attitude toward ethical behaviour, subjective norms, and perceived behavioural control. Moreover, personality trait agreeableness is positively related to attitude toward ethical behaviour and subjective norms. Conscientiousness and openness are positively correlated with attitude toward ethical behaviour, subjective norms, and perceived behavioural control. Finally, the existence of an Internet ethics curriculum significantly strengthened the positive relationship between attitude toward ethical behaviour and intention of performing Internet ethical behaviours. The findings enhance our understanding of the relationship between students' Internet ethical behaviour and Internet ethics education. The results also provide several important theoretical and practical implications for Internet ethics education within the university education context. [ABSTRACT FROM AUTHOR]

Background: Cultural safety is mandated for Australian nursing practice and education. Cultural safety privileges the knowledge of the client, who determines whether healthcare is culturally safe. Understanding and learning cultural safety requires critical self-reflection to expose clinicians' assumptions, unconscious biases, beliefs and actions, and their impact on clients. More research is required on best-practice strategies on how students learn about cultural safety in nursing education. Experiential pedagogical methods may be one such strategy to promote understanding of principles that underpin safe environments. Objectives: To explore the influence of "Teaching in Circle" to enhance students' understanding of cultural safety within the classroom environment. Methods: Students in first-year undergraduate Bachelor of nursing units participated. Teachers facilitated tutorials using a respectful adaptation of "Teaching in Circle" methodology; it was underpinned by the principles of Yarning, an Aboriginal and Torres Strait Islander Peoples way of learning and communicating in groups. Students developed principles to guide the facilitation of a more culturally safe classroom, providing written feedback on the environment and their participation in the circle. Results: Student feedback was reflected in three themes: "Journey through unfamiliar territory"; "More personable way of learning and sharing" and "Relational engagement creates safety". Student perspectives resonated strongly with the principles of cultural safety or lack of within healthcare settings. The method disrupted normative classroom/learning environments and supported experiential learning about the principles of cultural safety. Conclusions: "Teaching in circle" provided an experiential means of enhancing first-year nursing students' understanding of the principles of cultural safety. This learning should be embedded in the nursing curriculum and on-going education to prepare nurses to provide culturally safer care to Aboriginal and Torres Strait Islander Peoples. The study supports similar research calling for innovative learner-focused, experiential methods for the development of the practice of cultural safety in Australian nursing education. Impact statement: Exploratory research project, "Teaching in Circle" with student nurses contributes to experiential understanding of cultural safety principles. [ABSTRACT FROM AUTHOR]

Thirty-six undergraduate students were required to complete a compulsory intergenerational service-learning subject that aims to develop them ability to communicate with elderly and apply essential principles to promote health in community setting. Students organized center activities or conducted home visits in nine weeks. A content analysis on students' reflective essay after the intergenerational service-learning subject was conducted to evaluate their personal growth and insights into elderly community health services. Results indicated that students were able to apply the skills of health promotion, show empathy, identify needs of elderly services and build community engagement. [ABSTRACT FROM AUTHOR]

Accreditation is widely used by medical schools around the word to evaluate their curricula and educational processes, although its impacts on those involved in the 'frontline' of medical education receive little attention. This study systematically identified and synthesised qualitative studies that have explored medical teachers' and students' experiences of accreditation. Four databases (Pubmed, EMBASE, ERIC, and PsychINFO) were searched for relevant published articles. Synthesis was performed using meta-ethnography. Eighteen articles were included in the final synthesis with 1017 individual participants from 10 countries. Findings were categorised into four domains, including navigating power differentials, evaluating credibility, influencing medical programmes, and culture and behaviour. The synthesis demonstrates divergent views on the value of accreditation in medical schools from students and staff including both positive and negative impacts on medical education programmes and stakeholders. Although accreditation is perceived to have many benefits, it also has a number of unintended consequences, including on staff morale, student-teacher relationships, and teacher workloads. Medical teachers also have a number of concerns about the credibility of accreditation standards, assessors, and processes. Regulators and policymakers should consider the views of teachers and students as they seek to improve current accreditation practices. [ABSTRACT FROM AUTHOR]

Background: SBIRT (Screening, Brief Intervention, and Referral to Treatment) is an effective early intervention approach for individuals with substance misuse. The purpose of this study was to determine if medical learners are more adept at learning a brief substance use intervention compared to non-medical learners (e.g., social work students). The dissemination of SBIRT training among many helping professions can increase service delivery for substance use problems. Methods: A total of 2,488 participants completed SBIRT training, representing 15 different disciplines and over 20 different institutions. General linear models and paired t-tests were used to investigate the effects of SBIRT training on changes in knowledge and attitude of alcohol and drug use and satisfaction. Results: There were no statistical differences in the change of satisfaction, knowledge, and attitude between medical and non-medical discipline participants. Both medical and non-medical participants had greater improvement in attitude and knowledge scores post-training. Similar improvements in attitude, knowledge, and satisfaction were observed in all the health-care discipline participants. Discussion: SBIRT skills may be transferable to disciplines including non-prescribing professionals (e.g., social work, nursing, physical therapy, rehabilitation science, and pharmacy). In an effort to expand treatment, health-care training institutions adopt SBIRT as a core competency for professional practice. [ABSTRACT FROM AUTHOR]