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Undergraduate clinical orthodontic experience may be expressed in a variety of ways. The most common way (used, inter alia, in the DentEd school visits) is by number of curriculum hours. Other ways include the number of patients seen, or number of procedures carried out. Whilst any of these methods may allow comparison between cohorts of students within a school or between schools, none of them are suitable to determine how much experience is 'satisfactory', nor do they indicate what the student should know, understand, or be able to do, to be considered 'satisfactory', and hence fit to graduate. This situation may be addressed by the use of competences and/or learning outcomes, and in 2004 the Association for Dental Education in Europe (ADEE) adopted a document that contained one major competence and five supporting competences in orthodontics. This paper considers the shortcomings of conventional methods of recording orthodontic experience in relation to the acquisition of these competences, and some ways in which staff and students may assess competence.

This study reports on a systematic review of the current status of technology education in primary schools and the terminology used in the fields of technology and engineering education. Additionally, this review highlights crucial aspects of teaching and learning that must not be overlooked when outlining the current state of technology and engineering education, such as students' and teachers' personal factors, classroom communication, and teacher professional growth. Following PRISMA guidelines, two electronic databases were reviewed, Web of Science and Education Resources Information Center. The literature search identified a total of 1206 papers, 125 from Web of Science and 1081 from ERIC. After applying the inclusion and exclusion criteria, 33 papers were selected and evaluated in depth. The results show that research on technology education in primary schools is a growing field of interest but fragmented in focus. Our review is the first to indicate the wide range of technology and engineering education definitions. We also highlight the large heterogeneity of studies focusing on students' and teachers' personal factors and classroom interactions, a finding that may be explained by the unclear concepts and aims of technology and engineering curricula. This study contributes to and supports research and policymaking to better understand the current status, heterogeneities, and challenges in technology and engineering education in primary schools. In addition, we provide first insights to support professional development efforts targeting teachers' technology acceptance and improvement of their technology-related teaching practices.

The architecture, engineering, and construction (AEC) education communities are increasingly facing challenges caused by social, technological, economic, environmental, and political changes. Addressing these issues requires AEC educators and practitioners to systematically rethink and reform many of their current practices. Anecdotal evidence in AEC education already exists with respect to pedagogical improvements made by individual technologies such as immersive computing, artificial intelligence, robotics, big data, cyberinfrastructure, and photogrammetry. However, an effective learning-centered environment is more complex than what any single technology can accomplish. In addition, the relationship between technology-intensive learning and digital inequity in AEC education remains, to the most extent, unclear. We envision the next-generation learning-centered environment for AEC education to be technology-intensive, interdisciplinary, industry-linked, and equitable. This paper aims to present a shared vision of the next-generation learning-centered environment for AEC education. To achieve this goal, two interrelated workshops were organized with the participation of different stakeholders, including researchers, educators, and professionals from multiple disciplines of architecture, engineering, construction, computer science, learning science, education, and social sciences. This paper is based on the combined outcomes of the two workshops, organized in four themes: (1) AEC curricula and industry practice, (2) technology and learning, (3) interdisciplinary education, and (4) digital inequity. This paper contributes to the body of knowledge by creating a pathway to timely reflect on new learning strategies, new technologies, and future industry and societal needs in AEC curricula, thus producing a more adaptive AEC workforce for the 21st century. The findings of this work can be adopted by educators to develop a roadmap for creating the shared vision of the next-generation learning-centered environment for AEC education.

Critical care education is an important part of the professional development of a competent critical care nurse. Interdependence between physiological and psychosocial theories and concepts is a key consideration in the development of critical care educational programs. This multidisciplinary educational framework fosters a deeper understanding of factors contributing to ill health. Establishing a strategic framework where research, education, clinical excellence, and quality assurance are interlinked is central to enhancing the efficacy of patient care outcomes.

To discuss person-centred care in nursing education and the role of online pedagogy to facilitate meaninful learning. The core principles and values of person-centred care are at the centre of national and international healthcare education. Person-centred care recognises partnerships and relationships between nurses, healthcare practitioners and individual patients, carers and their families and part of the training of healthcare professionals. However, the literature on how person-centred care is taught to facilitate meaningful learning in nursing education particularly in the context of online pedagogy is limited. A critical discussion paper. A critical discussion of person-centred care and online pedagogy that can facilitate teaching practices are presented, drawing on authors' positionality and case exemplars. Teaching person-centred care using online pedagogy appears to have a promising impact on undergraduate and postgraduate nursing students' experiences. Engaging students in critical examination and reflection on the complexities of person-centred care in practice creates meaningful experiential learning for both students and educators. Evidence suggests that the use of online pedagogy is a beneficial and effective way to incorporate the teaching of person-centred care into nursing education, yet more evidence is needed to evaluate its impact on nursing practice. [ABSTRACT FROM AUTHOR]

In recent years, the pressure for educators to cultivate civic participation among Canada's apathetic youth voters has been mounting. Between 1998 and 2007, a national wave of curriculum reform introducing or enhancing civic engagement education occurred at the secondary level. In this study, we explore the role and place of civic engagement in the Canadian university curriculum. We have chosen to focus on curriculum in political science programs because calls to increase civic engagement originated with the goal of increasing participation in voting by young people, and because civic engagement is widely espoused as a central value in the discipline of political science. We report the findings of a national survey of politics instructors and their course syllabi regarding civic engagement as an intended learning outcome. Our analysis of the survey data involved a comparison of instructor responses with the assessment activities identified on their course syllabi. By analyzing the real and imagined audience(s) and purpose(s) of course assignments, we find that students are required to complete assignments that situate them within academic contexts involving academic purposes and audiences. The apparent conflict between civic education outcomes and academic assessment tasks relates to broader conversations about the purposes of political science education and higher education in general.

Critical thinking is essential in academia and the workforce. Although writing can be used as a pedagogical tool for fostering deeper subject matter understanding, increased retention, and critical thinking, relatively few science courses are writing based. This writing-based introductory science course provided an opportunity for students to learn biology content through writing while also developing critical thinking skills. In this undergraduate introductory biology course, a learning progression framework was applied to writing assignments in order to promote critical thinking. Early course assignments focused on lower-order critical thinking, including information gathering and concept connecting activities, and served as the foundation for writing an evaluative research paper (REP) that required the application and analysis of biology content knowledge within different contexts. Based on the analysis of REP assignments using standardized criteria for assessing critical thinking, students were found to significantly increase their ability to demonstrate critical thinking. Students also became more aware of their critical thinking development, made stronger connections between concepts and applications in other contexts, and displayed measurable increases in critical thinking from their first to final drafts of their papers. [ABSTRACT FROM AUTHOR]

This paper uses sensemaking theory and frame analysis to examine how a non-system actor's framing for advancing LGBT inclusion, what they called "code-switching," was taken up. Drawing on qualitative interview data generated as part of a larger mixed-methods study, this article examines the material and ideological affordances and constraints of elementary educators implementing the Inclusive Curriculum Law in Illinois (House Bill 246), a law promoting LGBT representation in history textbooks and curriculum. Findings highlight how the impetus to code-switch created a disconnect between policy and perceived practice, which in turn complicated organizational efforts to transform inclusive instruction. As our analyses illustrate, problem framing--refracted here through a non-system agent--not only shaped the direction of proposed solutions but also played a critical role in coordinating individual action and sensemaking.

Today, as more and more people enroll to higher education, educational authorities, and institutions continually need to update their curricula and to find alternative and innovative ways to support the active participation of learners. Student Response Systems (SRSs) have become one of the most common tools used in today's classrooms. Along with the development of technology, several online tools were provided to a sample of teachers in order to conduct an assessment within the classroom environment as an alternative to classic SRSs. "Kahoot!" is one such tool used within the educational setting. The purpose of this study was to reveal the effects of using Kahoot! on preservice teachers' academic achievement, as well as on their retention when Kahoot! was used as a formative assessment tool. This quasi-experimental study was conducted with 91 preservice teachers during the fall semester of the 2019–2020 academic year. Data were collected via three quizzes, a midterm exam, and a retention test. The study's results indicate that the students who were applied paper-based quizzes had higher exam and retention test scores. [ABSTRACT FROM AUTHOR]

This article examines trigger warnings, particularly the call for trigger warnings on university campuses, and from a Levinasian and Kantian ethical perspective, and addresses the question: When, if ever, are trigger warnings helpful to student's learning? The nursing curriculum is developed with key stakeholders and regulatory bodies to ensure graduate nurses are competent to deliver a high standard of care to patients and clients. Practical teaching practice and published research has uncovered an increasing use of 'Trigger Warnings' before a topic is discussed, or used as warnings on core module texts. It is appreciated that some students have personal experience of psychological or physical trauma. However, apart from identifying these students through Mitigating Circumstances committees, or when the student feels confident to share this information with a personal tutor, this information remains strictly confidential. There is the potential for covert skills such as critical analysis and skilful discussion not being attained by the student. With the assistance of Kants moral theory, an argument will develop that the insidious use of Trigger warnings and the embargo of recommended reading, requires critical discussion with the public. This would involve the rationale and pedagogical justification for the use of texts, and the necessity within nursing education to address challenging clinical topics. To support students with PTSD this may involve the research discussed on personal educational needs analysis., (© 2024 The Authors. Nursing Philosophy published by John Wiley & Sons Ltd.)

Purpose: To test a paper-based method of in-course assessment for a modular, systems-oriented medical curriculum at the University of Otago Medical School., Method: In 1996, 193 students took paper-based quizzes on the first four topics of a course in clinical biochemistry. A score of 75% was required for passing, but students could retake quizzes. The subsequent test on these four topics was constructed from questions used in previous years. The next four topics were taught without quizzes. The test on these topics was again constructed from questions used in past years. The authors examined the performances on the quizzes and tests and sought the students' opinions about the program., Results: 72.0-95.3% of the students passed the quizzes the first time and 94.8-99.5% passed by the second version. Performance on the subsequent test items was higher than [corrected] when the items had been used previously; so was performance on three of the four questions for the next four topics, none of which had been accompanied by quizzes. Students valued the quizzes as a stimulus to study and as feedback. They preferred the segment of the course with the quizzes to the segment without them., Conclusion: This method of in-course assessment was easy to administer and highly acceptable to the students. Performance on the quizzes was more than satisfactory and a passing score of 75% was reasonable. Such quizzes appeared to be able to replace a test that required explanation of answers while increasing the numbers of questions that could be asked and decreasing the marking time.

Background: POCUS is valuable in primary care, yet outpatient-specific point-of-care ultrasound (POCUS) curriculum integration into internal medicine (IM) residency is limited. We addressed this gap by developing a thyroid POCUS workshop for IM residents., Aim: Develop and implement an educational curriculum to integrate thyroid POCUS into an IM residency program and evaluate the impact on resident knowledge, perceived skills, and attitudes., Setting: The study was conducted in a resident primary care clinic at the Donald and Barbara Zucker School of Medicine at Hofstra/Northwell Residency Program in Internal Medicine at North Shore University Hospital and Long Island Jewish Medical Center., Participants: All 108 IM residents (PGY1-3) in one program participated in the study during their ambulatory clinic block., Program Description: Residents participated in a 1-hour workshop involving a didactic session and two breakout groups: one for hands-on practice and another for case-based discussions with image review., Program Evaluation: Residents completed pre- and post-session surveys assessing knowledge, perceived skills, and attitudes toward thyroid POCUS. These data showed statistically significant increases in all assessed areas., Discussion: Integrating thyroid POCUS into an IM residency curriculum significantly improved resident knowledge, attitudes, and perceived skills related to these exams. Residents valued this learning experience and expressed intentions to incorporate it into their future practice., (© 2024 Wiley Periodicals LLC.)

Undergraduate introductory human anatomy and human physiology courses are either taught as discipline-specific or integrated anatomy and physiology (A&P) sequences. An institution underwent a curricular revision to change the course approach from discipline-specific Human Anatomy and Human Physiology to an integrated A&P I and II sequence, allowing the unique opportunity to explore the potential role of contextual learning in academic achievement and content retention. Mediation and moderation analysis was used to evaluate lecture examinations, laboratory practical examinations, and anatomical content retention between the different course approaches. Undergraduate students in the integrated A&P I course approach performed significantly better on lecture assessments and had a higher anatomy content retention rate at the end of the year than students enrolled in the standalone Human Anatomy course. The lecture examination averages between Human Physiology and A&P II (the second course in the sequence), as well as the anatomy laboratory practical examinations, were not significantly different between discipline-specific and integrated course approaches. The results suggest contextual learning-providing physiological context to anatomical structures-increases the anatomical content retention and academic achievement overall., (© 2024 American Association for Anatomy.)

Background and Purpose: Diversity within the physical therapy profession lags in comparison to the United States population. As the profession strives to diversify, faculty must pay attention to diversity, equity, inclusion, and belonging (DEI-B) in curricular approaches, including classroom materials, instruction, and assessment. With critical application, students from equity-deserving groups (EDGs) can provide unique perspectives to faculty about curricular approaches. Case study purposes were to 1) enable students from EDGs to partner with faculty, as student pedagogical consultants (SPCs), in 2 courses in a Doctor of Physical Therapy program to provide feedback on DEI-B efforts related to curricular approaches and 2) describe the outcomes of SPCs experience., Case Description: Eight female students from EDGs partnered with 3 White, female, faculty members in 2 courses: pediatrics and neurorehabilitation. Two SPCs teams observed the classrooms, met with faculty, and administered two-minute papers to classmates to gather feedback on DEI-B curricular approaches. Faculty and student SPCs wrote reflective papers, postproject, documenting their experiences., Outcomes: Themes informed a conceptual framework describing SPCs: 1) motivation for engaging in partnership; 2) creation of a pedagogical partnership space to promote dialogue and problem-solve barriers to DEI-B; 3) deeper understanding of teaching; 4) transfer of learning from the SPC experience to future work locations; and 5) faculty modification of teaching., Discussion and Conclusion: Students raised awareness regarding the pain of exclusion and provided suggestions for modifying curricular approaches to consider DEI-B. Curriculum redesign using innovative strategies can meet the contemporary needs of students from EDGs., Competing Interests: The authors declare no conflicts of interest., (Copyright © 2024 Academy of Physical Therapy Education, APTA.)

Objective: Latin American and Carribean (LAC) are currently experiencing a rapid aging of their population, coupled with a significant burden of oral diseases. Despites this, there is a scarcity of evidence regarding the manner in wich geriatric dentistry is being taught in dental schools across LAC. So, the objective of this study is to investigate the current status of geriatric dentistry education at undergraduate and postgraduate levels in selected LAC dental schools., Methods: An electronic questionnaire was developed and emailed to all 539 dental schools in 19 LAC countries. The questionnaire recorded activity levels, contents and methodology of geriatric dentistry education as part of dental degree programmes. Reminders by email and telephone calls were used to encourage non-responders to complete the questionnaire., Results: In total, 317 schools from 17 countries responded to the questionnaire (response rate: 58.8%). Geriatric dentistry was taught in 54.6% of the schools at the undergraduate level and in 6.9% at the postgraduate level. Thirty two percent of the schools had a programme director trained in geriatric dentistry. Geriatric dentistry was taught as an independent course in 14.5% of the schools. Dry mouth, periodontal disease, denture-related conditions and prosthodontic management, oral mucosal disease and age-related changes of the orofacial complex were the most frequently covered topics. Clinical teaching of geriatric dentistry was reported by 26.5% of the schools, with 38.0% providing clinical training in outreach facilities., Conclusions: Geriatric dentistry education remains incipient in LAC, with only one in every four dental school offering it as a standalone course. There is an urgent need to further develop geriatric dentistry education in the continent, including further research to develop a minimum geriatric dentistry curriculum., (© 2023 Gerodontology Association and John Wiley & Sons Ltd.)

Dental anatomy education for dental technology students should be developed in alignment with digital dental laboratory practices. We hypothesized that a virtually assisted sketching-based dental anatomy teaching module could improve students' acquisition of skills essential for digital restoration design. The second-year dental technology curriculum included a novel virtual technology-assisted sketching-based module for dental anatomy education. Pre- and post-course assessments evaluated students' skill sets and knowledge bases. Computer-aided design (CAD) scores were analyzed after one year to assess how the skills students developed through this module impacted their subsequent CAD performance. Participants who undertook the dental sketching-based teaching module demonstrated significantly improved theoretical knowledge of dental anatomy, dental aesthetic perception, and spatial reasoning skills. A partial least squares structural equation model indicated that the positive effects of this module on subsequent CAD performance were indirectly mediated by dental aesthetic perception, spatial reasoning, and practice time. A virtually assisted sketching-based dental anatomy teaching module significantly improved students' acquisition of skills and knowledge and positively mediated dental technology students' CAD performance., (© 2024 American Association for Anatomy.)

The curriculum at the Medical School, University of Tromsø reserves 23 weeks for optional studies, including a period of 12 weeks at the end of the fifth year when the students carry out an independent study and write a short thesis. Of the first 417 doctors (graduation year 1979-89) from Tromsø 84.6% answered a postal questionnaire asking them to evaluate this part of the curriculum. These postgraduates report high levels of satisfaction with and benefit from this part of the curriculum. A total of 26.8% started working on their thesis before the final 12-week period, 32.6% had also published their study, half of these in international journals, and 75.6% found that the skills acquired during the final optional period had been useful in their subsequent work, irrespective of specialty. In conclusion, postgraduates consider their work in preparing a scientific paper as an important and integral part of medical studies.

Teaching and learning in higher education is informed by a multitude of conditioning factors, not least the values systems and outlook of academics. Understanding the epistemological positioning taken by academics in relation to teaching and learning is therefore important if we are to make judgments about how we educate now, and could do so in the future. Developments in educational theory and digital technology have opened-up new possibilities for the ways in which students learn, and to a degree this has been accelerated by the responses from universities to the COVID-19 pandemic. How then should we conceive the future? Heutagogy is one of a number of theoretical approaches that has attracted interest from those who wish to see greater student control over the learning journey- but how widespread is this view amongst academics? This paper reports on a qualitative study in which 12 academics in an English Business School were asked to describe their views on teaching and learning, which we can encapsulate through the concept of epistemic cognition. The findings infer that there is little epistemological underpinning for heutagogy and that if academics are going to innovate, then additional resource and professional development should be put in place to support epistemic reflexivity, and a shift in their epistemological positioning. The paper conceptualises academics' positioning through a typology of epistemic views.

The article presents the discussion on National and state level curriculum documents showing attention talking for learning as well as a demonstration of learning. Topics include British education system giving rise to major reports addressing across time and the need for greater attention to oral language; and texts being used for drawing students' attention to the writer's craft and making explicit students using models for the own writing.

Computer-based curriculum-based measurement (CBM) is a relatively common practice, but surprisingly few studies have examined the reliability of computer-based CBM. This study sought to examine the reliability of CBM administered via paper/pencil versus the computer. Twenty-one of 25 students in two third-grade classes (N = 21) participated in two generalizability studies. The primary facet of interest, format of assessment, was examined for two measures, a fact operation (fact family measure) and a more complex operation (multidigit addition). Researchers administered four alternate forms of each measure under both computer and paper/pencil conditions. Results indicated ideal reliability of measurement within all conditions and results were consistent across assessment formats for the fact operation. However, assessment format explained a large proportion of variance for the more complex skill (multidigit addition). Results indicate a need to consider the reliability of transitioning assessment from paper/pencil to computer-based response on a measure-by-measure basis. [ABSTRACT FROM AUTHOR]

Abstract: Many organizations, foundational documents, and structures guide nurse practitioner (NP) educators. The number can be overwhelming for nurse practitioner faculty and administrators, but awareness and understanding are essential for developing high-quality NP programs. A set of five key questions is a starting place for NP faculty to identify documents that guide their NP program development and curricula. (1) Which states does your program meet state educational requirements for professional licensure or certification? (2) Which accreditor is your program accredited by? (3) Which certification examinations are your students prepared to take? (4) Which educational competencies/standards apply to your program? (5) Which professional or practice organizations might be influential to your program? The development of high-quality NP programs advances the protection of the public and upholds the reputation of the profession. Organizations, components of licensure, accreditation, certification, education, and practice (LACEP), and key documents from national organizations will be reviewed, including how each of these are complementary and different., Competing Interests: Competing interests: The authors report no conflicts of interest., (Copyright © 2023 American Association of Nurse Practitioners.)

Policy statements and position papers adopted by the American Association of Dental Schools are presented. They cover peer review, freedoms and responsibilities of individuals and institutions, national health programs, interdisciplinary education, and use of ionizing radiation. (MLW)

Global learning has become a fundamental aspect of international education. Yet, a clear understanding of global learning and how to develop it remain unclear. Using the dynamic systems approach, this paper analyzed the reasons, methods, and knowledge, skills, and attitudes (KSA) of global learning in higher education. Global learning is the higher education institutions' critical response to globalization. It is the essential learning outcome of comprehensive internationalization of curriculum requiring students to develop KSA about the external world and their internal selves in their daily lives across local and global communities. With survey results from 142 undergraduate students in one U.S. university and a global learning rubric and publication, this paper demonstrated how global learning is interpreted and approached differently at various levels and further proposed pedagogical approaches to enhance global learning in higher education.

This study aimed to assess the value of Korean school library research by comparing Korean and international research on school libraries. To conduct this research, records of international papers indexed by Scopus and domestic papers indexed by the Korean Citation Index (KCI) on school libraries were downloaded. These records were analyzed and compared in terms of publication trends, journals, and author keywords. Approximately, four Korean LIS journals collectively published 39% more papers than the international journals indexed by Scopus, suggesting the substantial contributions made by Korean research on school libraries. The unique subtopics of school libraries in Korean domestic research were the revitalization of school libraries, reading instruction, curriculum development, library instruction, and the School Library Promotion Act. The results also showed that despite the many papers on school libraries in domestic journals, there was a lack of papers on Korean school libraries in the Scopus database. Consequently, more research is particularly needed for the Korean researchers to effectively share their domestic research with the international academic community. KEYWORDS International Journal Articles, Domestic Journal Articles, Library, Korean Authors, Bibliometric Patterns, 1. Introduction Researchers in Library and Information Science (LIS) may encounter cases in which an inadequate number of papers have been published in international journals. For example, a sufficient amount [...]

Policy statements and position papers adopted by the American Association of Dental Schools' governing body are presented for such things as admissions curriculum, faculty development, evaluation, finance, and accreditation in various education levels. They are intended as recommendations and guidelines for member institutions. (MLW)

The German school system employs centrally organized performance assessments (some of which are called "VERA") as a way of promoting lesson development. In recent years, several German federal states introduced a computer-based performance testing system which will replace the paper-pencil testing system in the future. Scores from computer-based testing are required to be equivalent to paper-pencil testing scores so that the new testing medium does not lead to disadvantages for students. Therefore, the current study aimed at investigating the size of the mode effect and the moderating impact of students' gender, academic achievement and mainly spoken language in everyday life. In addition, the variance of the mode effect across tasks was investigated. The study was conducted in four German federal states in 2019 using a field experimental design. The test scores of 5140 eighth-graders from 165 schools in the subject German were analysed. The results of multi-level modelling revealed that students' test scores in the computerized version of the VERA test were significantly lower than in the paper-pencil version. Students with a lower academic achievement were more disadvantaged by the VERA computerized test. The results were inconsistent regarding the interactions between testing mode and students' gender and mainly spoken language in everyday life. The variance of the mode effect across tasks was high. Research into different subjects and in other federal states and countries under different testing conditions might yield further evidence about the generalizability of these results. [ABSTRACT FROM AUTHOR]

Nurses play a crucial role in reducing health disparities and advancing health equity for individuals and communities. The future nursing workforce relies on their nursing education to prepare them to promote health equity. Nursing educators prepare students through a variety of andragogical learning strategies in the classroom and in clinical experiences and by intentionally updating and revising curricular content to address knowledge and competency gaps. This critical review aimed to determine the extent to which health equity concepts are explicitly present in prelicensure undergraduate nursing curricula globally. Of 434 articles screened, 22 articles describing 20 studies met inclusion criteria. Frequency and quantity of health equity content, concepts and topics, teaching strategies, evaluation strategies, and the overall extent of integration varied widely. Notably, only two articles described overall well-integrated explicit health equity content, and there was little attention to whether students transfer this learning into practice. A focus on individualism rather than population and community was noted, highlighting the presence of whiteness in nursing. Results from this review confirm that nursing education has room to improve with respect to health equity in the curricula., (© 2024 The Authors. Nursing Inquiry published by John Wiley & Sons Ltd.)

Developing competency in the use of EHRs is essential for entry-level professional nurses. Although nursing education has been encouraged to integrate this technology into nursing curriculum, many students still graduate feeling unprepared in this area. As a result, nursing graduates lack the skills necessary to effectively use EHRs, which may have negative consequences for safe patient care. Use of academic EMRs provides students the opportunity to integrate informatics education, develop critical thinking, and incorporate problem-solving skills in the clinical area. An academic EMR was introduced to students in the second semester of a baccalaureate degree nursing program. Students completed documentation on one patient from the mental health clinical rotation. A retrospective chart review was conducted, using a rubric to determine charting efficacy. Data analysis indicated that students struggled with documentation of the mental health assessment, care plan development, and nursing notes. Student documentation was strongest in vital signs and basic information. Students need practice documenting on the critical aspects of nursing care. Utilization of an academic EMR for clinical charting provides an opportunity for students to practice documentation and develop necessary skills for clinical practice., (Copyright © 2024 Wolters Kluwer Health, Inc. All rights reserved.)

Purpose: The American Academy of Pediatrics emphasized in a 2007 policy statement the importance of educating trainees on the impacts of climate change on children's health, yet few studies have evaluated trainee knowledge and attitudes about climate change-related health effects in children. This multi-institution study assessed pediatric resident and program director (1) knowledge/attitudes on climate change and health, (2) perspectives on the importance of incorporating climate and health content into pediatric graduate medical education, and (3) preferred topics/activities to include in climate and health curricula., Method: This mixed-methods study employed an anonymous cross-sectional survey of pediatric residents and residency program directors from Association of Pediatric Program Directors (APPD) Longitudinal Educational Assessment Research Network (LEARN)-affiliated programs. Multivariable regression models and factor analyses were used to examine associations among resident demographics and resident knowledge, attitudes, and interest in a climate change curriculum. A conventional content analysis was conducted for the open-ended responses., Results: Eighteen programs participated in the study with all program directors (100% response rate) and 663 residents (average response rate per program, 53%; overall response rate, 42%) completing respective surveys. Of the program directors, only 3 (17%) felt very or moderately knowledgeable about the association between climate change and health impacts. The majority of residents (n=423, 64%) agreed/strongly agreed that physicians should discuss global warming/climate change and its health effects with patients/families, while only 138 residents (21%) agreed/strongly agreed that they were comfortable talking with patients and families about these issues. Most residents (n=498, 76%) and program directors (n=15, 83%) agreed/strongly agreed that a climate change curriculum should be incorporated into their pediatrics training program., Conclusions: Pediatric residents and program directors support curricula that prepare future pediatricians to address the impact of climate change on children's health; however, few programs currently offer specific training, despite identified needs., (Copyright © 2024 the Association of American Medical Colleges.)

Background: The Viral Hepatitis National Strategic Plan emphasizes the importance of a collaborative provider workforce trained in hepatitis prevention and treatment to eliminate viral hepatitis in the United States by 2030. Although pharmacists play a key role in hepatitis management, literature lacks documentation of the amount of viral hepatitis education provided to pharmacy students., Aim: Our study goal was to describe viral hepatitis education provided at United States pharmacy schools., Method: In this cross-sectional survey study, investigators developed a 19-item Qualtrics questionnaire, sent questionnaire links to curricula content experts at 140 accredited pharmacy colleges/schools in May-June 2022, and allotted 28 days for completion. Questions assessed the viral hepatitis instruction provided to students and hepatitis instructors' training/experience. We used descriptive statistics for analysis., Results: Forty-eight pharmacy institutions across 29 states/territories responded; 44% had 50-99 students/class, and 58% used lecture and discussion to provide required hepatitis education. Students received more lecture (average = 3.4 h, range 0.8-1.6 h/hepatitis topic) than discussion (average = 1.7 h, range 0.6-0.9 h/hepatitis topic), with the most time spent on hepatitis C, followed by hepatitis B virus. Respondents reported 93% of their instructors had post-graduate training/certifications and 67% worked in clinical settings with hepatitis patients., Conclusion: Survey results demonstrate variability in hepatitis education across United States pharmacy curricula. Data offer stakeholders in hepatitis elimination efforts knowledge about the viral hepatitis education provided to Doctor of Pharmacy students. Future directions include consideration of implementation of minimum hepatitis education standards to further support work toward national hepatitis elimination., (© 2024. The Author(s), under exclusive licence to Springer Nature Switzerland AG.)

This paper mainly studies the cultivation of applied talents of music majors in colleges and universities based on internet remote technology. By analyzing the definition and development of internet remote technology and discussing the present situation and challenges of cultivating applied talents of music majors in colleges and universities, this paper puts forward a scheme of applying internet remote technology to cultivating applied talents of music majors in colleges and universities. In practice, this paper designs and constructs the distance teaching mode, optimizes the curriculum and teaching mode, and makes case analysis and evaluation. The results show that internet remote technology has obvious advantages in cultivating applied talents of music majors in colleges and universities, which can improve students' learning and learning satisfaction. Finally, this paper discusses the application prospect of internet remote technology in the cultivation of applied talents of music majors in colleges and universities and puts forward prospects and suggestions.

This paper explores the challenges of language and cultural maintenance through education among one immigrant ethnic group, the Uyghurs within Turkey, where the Uyghur population has grown in recent years. Uyghurs are a Turkic-speaking Muslim ethnic minority group of some 10 million people within China, originating from China's northwest Xinjiang Uyghur Autonomous Region. Data for the paper are based on ethnographic research conducted in Istanbul, where the Uyghur population in Turkey is the largest. The paper illustrates how the local and global environment impact how culture is constructed, and that identity construction and language maintenance projects are not ideologically neutral. It contributes to the understudied link between language, ethnicity, politics, and education by exploring the ways in which the Uyghur community in Istanbul uses non-formal education to maintain and transmit their language and cultural traditions in their host environment.

This paper focuses on the diaspora Chinese community in Limerick--an Irish county town in the southwest of the Republic of Ireland--and examines how Chinese parents have responded to the education policy shift resulting from the 2017 Irish foreign language strategy, which added Chinese to the official educational curriculum. A semi-structured group interview was conducted with four Chinese-speaking parents. Analysis of the data revealed that identity preservation and maintaining bonds with extended family are the predominant expressed reasons for parents to cultivate their children's Chinese proficiency. English and Irish are prioritized over Chinese. Though the parents hold positive attitudes towards the inclusion of Chinese as a school subject in Ireland, they are disempowered from taking advantage of participating in the implementation of this national language shift due to a lack of access to social, cultural, and economic capital. Analysed through a Bourdieuian lens, the findings further expose the limitations or constraints placed on family language policy and the discrepancy between macro- and micro-level language policies. The paper is intended to shed light on education, social justice, and equality, bridging the gap between micro-level family language practices and macro-level language policy.

The use of Open Educational Resources (OER) for training in public administration has yet to see a wide adoption globally, mostly due to challenges related to the discovery and reuse of high-quality OER for training purposes. These challenges, combined with the general lack of openness in the public sector, have greatly impacted the penetration of OER in public administration. This paper presents a case study on the use of OER for expanding and enhancing curricular and resource sharing in public administration in Greece. Within this case study, an OER authoring and sharing platform was introduced to the Greek public sector, employing crowdsourcing methods for supporting trainers and trainees in authoring, sharing, reusing and remixing OER. The paper presents the deployment of this platform and the use of OER in the context of training programmes in the Greek public sector and reports on the lessons learned and the impact on public administration. The results of the case study showed that the use of OER was very positively received by civil servants, with a remarkable response, through active participation and engagement that led to the enhancement of existing OER and the co-creation of new ones for public administration.

School-based education in England has undergone significant changes since 2010, with a huge expansion of academies, schools outside local authority control, funded directly by central government. Academies and local authority (LA) maintained schools are subject to different legislative and regulatory frameworks. This paper focuses on the governance of LA maintained schools, single academy trusts (SATs) and schools that are part of multi-academy trusts (MATs). The research involved analysing legislative provision, policy documents, and documents addressing the governance arrangements of a sample of 23 secondary schools. Our findings reveal a fragmented state-funded secondary school system as regards overall governance, school admissions, the curriculum, and the use of funding. Significantly schools in MATs, which are governed by the trust board, lack the autonomy of either SATs or maintained schools and are instead under the ultimate control of the trust board. The paper argues that there is a need for greater consistency regarding the governance of state-funded schools.

This paper reports on qualitative interviews of gender-diverse youth (n = 17) about their educational experiences. Using transgender studies and grounded theory research methods, I examine how schools produce and reproduce policies and practices that harm transgender individuals. This paper identifies specific actions, practices, and policies the participants experienced were helpful, purposefully harmful, and unintentionally harmful regarding their gender identities and expressions.

Calls have been made for a public pedagogy that works at the intersection of education and politics to enact a concern for "publicness." These are calls for pedagogy that values plurality in human togetherness and educational conditions in which all young people can flourish. In this paper my specific focus is exploring how "publicness of education" can be conceived in relation to encouraging inclusive, equitable and decolonial 'ways of being doing and knowing' in HPE. I adopt a genealogical approach to explore 'conditions of possibility' that have contributed to durability of a 'white' Eurocentric norm for HPE. Selected reports, curriculum documents, newspaper and reference articles are drawn on to illuminate discourses, and power relations implicated in this dominant framing. This paper represents an attempt to disrupt common sense understandings and practices of HPE founded settler-colonialism and new forms of neo-liberal colonialism. Approaches premised on activist, culturally responsive pedagogies as well as affective, embodied, relational dimensions of human togetherness are suggested. I propose that questioning 'why' 'how' and 'what' is taught in HPE is critical for reframing 'thinking and feeling' required for pedagogical and curricular practices that can enhance educational justice for Indigenous students.