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Rheumatic and musculoskeletal diseases (RMDs) encompass a spectrum of degenerative, inflammatory conditions predominantly affecting the joints. They are a leading cause of disability worldwide and an enormous socioeconomic burden. However, worldwide deficiencies in adult and paediatric RMD knowledge among medical school graduates and primary care physicians (PCPs) persist. In October 2017, the World Forum on Rheumatic and Musculoskeletal Diseases (WFRMD), an international think tank of RMD and related experts, met to discuss key challenges and opportunities in undergraduate RMD education. Topics included needs analysis, curriculum content, interprofessional education, teaching and learning methods, implementation, assessment and course evaluation and professional formation/career development, which formed a framework for this white paper. We highlight a need for all medical graduates to attain a basic level of RMD knowledge and competency to enable them to confidently diagnose, treat/manage or refer patients. The importance of attracting more medical students to a career in rheumatology, and the indisputable value of integrated, multidisciplinary and multiprofessional care are also discussed. We conclude that RMD teaching for the future will need to address what is being taught, but also where, why and to whom, to ensure that healthcare providers deliver the best patient care possible in their local setting. [ABSTRACT FROM AUTHOR]

This study aims to evaluate medical students' impressions and attitudes toward scientific journal articles, and their accessibility to them in one of the developing countries, Jordan. Fourteen questions were asked to medical students to assess their knowledge and accessibility to papers, and to discover the impact of low interest in scientific papers on students' dealing with COVID-19. Data were analyzed using descriptive and analytical statistics. The study found that there is an unsatisfactory reading for scientific journal articles among medical students, with only 47.2% of students reading them. Furthermore, there are unsatisfactory results regarding students' knowledge about journal types from the trust perspective (i.e., predatory and reliable journals). This was mainly because of a lack of adequate universal teaching about scientific journal articles, as 86.7% of medical students reported that their universities do not teach them about scientific journal articles. The absence of comprehensive learning about scientific journal articles had a potential negative impact on the medical student's handling of COVID-19 socially (i.e., advising people in the community about vaccination importance, social distancing, and other preventive measures). Librarians should be involved primarily in undergraduate education related to scientific journal articles, and their role in providing subscription-based journals free of charge, as well as protecting students from predatory journals through suitable library instructions, is essential. [ABSTRACT FROM AUTHOR]

The I Pedagogy in Health Promotion: The Scholarship of Teaching and Learning i (PHP) Paper of the Year is selected by the PHP Editorial Board to represent an article from any category in the journal for its high quality and one that well represents the mission and purpose of the journal. Students who are engaged with communities during their studies report that they learned to apply skills, develop networks, and increase their decision-making skills, confidence, professional portfolio, and ownership of projects. [Extracted from the article]

Copyright of GMS Journal for Medical Education is the property of German Medical Science Publishing House gGmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Al-Mithqal for Economics Administrative Sciences & Information Technology is the property of World Islamic Sciences & Education University (WISE) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article discusses research on the implementation of an educational workshop on writing of reflection papers as part of the required curriculum for Internal Medicine clerkship. It discusses findings on the increase in the level of deeper critical reflection skills among third year medical students compared to those of students who did not participate in the workshop.

Curriculum change is relatively frequent in health professional education. Formal, planned curriculum review must be conducted periodically to incorporate new knowledge and skills, changing teaching and learning methods or changing roles and expectations of graduates. Unplanned curriculum evolution arguably happens continually, usually taking the form of "minor" changes that in combination over time may produce a substantially different programme. However, reviewing assessment practices is less likely to be a major consideration during curriculum change, overlooking the potential for unintended consequences for learning. This includes potentially undermining or negating the impact of even well-designed and important curriculum changes. Changes to any component of the curriculum "ecosystem "- graduate outcomes, content, delivery or assessment of learning – should trigger an automatic review of the whole ecosystem to maintain constructive alignment. Consideration of potential impact on assessment is essential to support curriculum change. Powerful contextual drivers of a curriculum include national examinations and programme accreditation, so each assessment programme sits within its own external context. Internal drivers are also important, such as adoption of new learning technologies and learning preferences of students and faculty. Achieving optimal and sustainable outcomes from a curriculum review requires strong governance and support, stakeholder engagement, curriculum and assessment expertise and internal quality assurance processes. This consensus paper provides guidance on managing assessment during curriculum change, building on evidence and the contributions of previous consensus papers. [ABSTRACT FROM AUTHOR]

Clinical reasoning is an essential component of nursing. It has emerged as a concept that integrates the core competencies of quality and safety education for nurses. In cooperation with five European partners, Instituto Politécnico de Setúbal (IPS) realized the "Clinical Reasoning in Nursing and Midwifery Education and Practice" project as part of the Erasmus+ project. As a partner, our team designed a multiplier event—the student training course. The aim of this report is to describe the construction and development of this clinical reasoning training course for nursing students. We outline the pedagogical approach of an undergraduate training course on clinical reasoning in 2023, which we separated into four stages: (i) welcoming, (ii) knowledge exploration, (iii) pedagogical learning, and (iv) sharing experience. This paper presents the learning outcomes of the collaborative reflection on and integration of the clinical reasoning concept among nursing students. This educational experience fostered reflection and discussion within the teaching team of the nursing department regarding the concept, models, and teaching/learning methods for clinical reasoning, with the explicit inclusion of clinical reasoning content in the nursing curriculum. We highlight the importance of implementing long-term pedagogical strategies in nursing education. [ABSTRACT FROM AUTHOR]

Background: Bariatric surgery is one of the clinical pathways of the Society of American Gastrointestinal and Endoscopic Surgeons (SAGES) Masters Program, and laparoscopic adjustable gastric banding (LAGB) is one of the three anchoring bariatric procedures. To improve surgeon lifelong learning, the Masters Program seeks to identify sentinel articles of each of the 3 bariatric anchoring procedures. In this article, we present the top 10 articles on LAGB. Methods: A systematic literature search of papers on LAGB was completed, and publications with the most citations and citation index were selected and shared with SAGES Metabolic and Bariatric Surgery Committee members for review. The individual committee members then ranked these papers, and the top 10 papers were chosen based on the composite ranking. Results: The top 10 sentinel publications on LAGB contributed substantially to the body of literature related to the procedure, whether for surgical technique, novel information, or outcome analysis. A summary of each paper including expert appraisal and commentary is presented here. Conclusion: These seminal articles have had significant contribution to our understanding and appreciation of the LAGB procedure. Bariatric surgeons should use this resource to enhance their continual education and acquisition of specialized skills. [ABSTRACT FROM AUTHOR]

A recent revamping of a three-credit-hour course, which the library at Morehead State University has offered for more than two decades, prompted the authors to contemplate what it means to modernize information literacy instruction in a credit-bearing format. For the authors, this modernization meant both committing to asynchronous delivery and adopting the ACRL Framework as the course's learning objectives. In this paper, we discuss some concerns with the previous course, the revision process, and the major components of the modified course. Some reflections after first teaching the course and subsequent revisions are likewise discussed. [ABSTRACT FROM AUTHOR]

This paper introduces and examines the issue of evaluation along a different perspective. It argues that feedback regarding the teaching, the learning and the materials used is crucial for the ongoing professional development of teachers. It also presents different points of view regarding evaluation such as ones' cultural awareness, level of acceptance, the issue of judging etc. The fact that others involved in the process are the ones that as so, have a say in what we do, is usually a fact that is not so easily accepted by teachers. It is either not part of the culture, part of our awareness or even part of our daily challenge. However, the level of self-improvement relies on the whole process of evaluation. As so, this paper further elaborates the issue of self-improvement through self-evaluation and student involvement in the process through course evaluation. Participants in the case study are a total of 33 third year students, registered in the course of Program Development at IBU. The instruments used tend to make a balance among the elements of teaching and course evaluation and therefore consist of both elements i.e. the teacher and the students (as the observers) along the semester. Regarding self-evaluation (teaching), two instruments are used: a classroom management profile questionnaire and an observation checklist on the teaching elements (the teaching, material, presentation, feedback and discussions) and in terms of course evaluation an additional two instruments are used: student feedback (The Exit Ticket) and the students' overall exam scores and results for the course i.e. midterm, final, makeup and upgrade exam are taken into consideration. Overall discussion, limitations and future recommendations are also provided. [ABSTRACT FROM AUTHOR]

Introduction: The battle along Antietam Creek in September 1862 was pivotal in shaping future combat medical readiness practices. With the full confidence of his commander, Major (Dr) Jonathan Letterman implemented an innovative ambulance corps system, which contributed immensely to modern-day battlefield medicine. Each year, the Uniformed Services University (USU) holds the Antietam Staff Walk, during which military medical students are engaged by faculty at various "stops" along the 6-mile walk. The four learning objectives for the Antietam Staff Walk are to (1) introduce the role of the "staff ride," (2) orient learners to reading terrain, (3) reinforce the six principles of health service support, and (4) recall the heritage of the military medical officer. The Department of Military and Emergency Medicine at USU commissioned a program evaluation to determine if these course objectives were being met, evaluate the effectiveness of the Antietam Staff Walk as a teaching tool, and make recommendations for improving its educational impact. Materials and Methods: We engaged in qualitative program evaluation to evaluate the Antietam Staff Walk course objectives. Our research team analyzed 156 reflection papers written by second-year military medical students attending Antietam in August 2021. We coded each of the papers, noting important words and phrases that were salient to the students' learning experiences at Antietam. Our research team then compiled each of these codes into a master list and then determined how to divide this list into major categories. We collectively defined each of these categories, which served as the resulting themes of this program evaluation. Results: Three themes emerged: (1) creation of an ambulance corps allows for proximal battlefield medicine, (2) a lack of buddy aid inspires Tactical Casualty Combat Care, and (3) disease/nonbattle injury necessitates preventative medicine. The students foremost gained an appreciation for the impact of the ambulance corps and recognized that the ambulance corps not only impacted medical care, but also the mission as a whole. However, may not have completely understood the long, slow evolution of battlefield care and may have overestimated the knowledge of physicians practicing mid-19th century medicine. We provided recommendations for addressing these learning opportunities during future Antietam Staff Walks at USU. Conclusions: Our review of the Antietam Staff Ride resulted in several curricular recommendations for enhancing its learning impact. Our program evaluation serves as a model for line units and other military organizations to optimize the impact of the historical staff ride as a teaching tool. [ABSTRACT FROM AUTHOR]

Copyright of GMS Journal for Medical Education is the property of German Medical Science Publishing House gGmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article discusses research on estimating the minimum response rates of online ratings of instruction in undergraduate medical education using generalizability analysis. It discusses findings on ratings of students on areas including learning activities and structure of preclinical instruction units, quality of problem-based learning activities and time for self-directed learning. It also compares the response rates on ratings between pen-and-paper questionnaires and electronic forms.

The onset of the COVID-19 pandemic has accelerated the adoption of virtual care as a modality for home-based care delivery to individuals and cohorts who might not otherwise have access. While a number of positive outcomes have been reported, rapid growth has occurred without critical consideration of clinician education and training. Little is known about the curricular and pedagogical requirements for educating current and future clinicians in virtual care provision. This review was informed by Arksey and O'Malley's five-stage methodological framework for scoping reviews, first published in 2005. Using a clearly articulated search strategy and reporting process, over 4000 pieces of literature were analysed to inform this review. A final 17 papers were included. Common themes emerging in relation to curricula content include the basics of virtual care, cultural awareness, interprofessional collaboration/training, telepresence, encompassing non-verbal, verbal and environmental considerations, and virtual care clinical skills. Standalone modules are recommended for delivering 'the basics' of virtual care, while the interactive/participative approach is endorsed as an appropriate method of instruction. The reviewed literature reviewed offers a set of core inclusions and pedagogical approaches for a virtual care education program, although these are often mentioned in general terms and are not always well described. Moving beyond the COVID-19 pandemic, virtual care education for current and future clinicians requires a consistent and cohesive approach to curricula and pedagogies. These approaches should be rigorously evaluated as part of a continuous quality improvement process. [ABSTRACT FROM AUTHOR]

In line with United Nations Sustainable Development Goal (SDG) 4.2, South Africa's National Development Plan commits to providing high-quality early childhood education to all children by 2030 to drive improved child outcomes. Prior to 2016, South Africa lacked reliable, locally standardised, valid, and cross-culturally fair assessment tools for measuring preschool quality and child outcomes, suitable for use at scale within a resource-constrained context. In this paper we detail the development and evolution of a suite of early learning measurement (ELOM) tools designed to address this measurement gap. The development process included reviews of literature and other relevant assessment tools; a review of local curriculum standards and expected child outcomes; extensive consultation with government officials, child development experts, and early learning practitioners, iterative user testing; and assessment of linguistic, cultural, functional, and metric equivalence across all 11 official South African languages. To support use of the ELOM tools at scale, and by users with varying levels of research expertise, administration is digitised and embedded within an end-to-end data value chain. ELOM data collected since 2016 quantify the striking socio-economic gradient in early childhood development in South Africa, demonstrate the relationship between physical stunting, socio-emotional functioning and learning outcomes, and provide evidence of the positive impact of high-quality early learning programmes on preschool child outcomes. To promote secondary analyses, data from multiple studies are regularly collated into a shared dataset, which is made open access via an online data portal. We describe the services and support that make up the ELOM data value chain, noting several key challenges and enablers of data-driven change within this context. These include deep technical expertise within a multidisciplinary and collaborative team, patient and flexible capital from mission-aligned investors, a fit-for-purpose institutional home, the appropriate use of technology, a user-centred approach to development and testing, sensitivity to children's diverse linguistic and socio-economic circumstances, careful consideration of requirements for scale, appropriate training and support for a non-professional assessor base, and a commitment to ongoing learning and continuous enhancement. Practical examples are provided of ways in which the ELOM tools and data are used for programme monitoring and enhancement purposes, to evaluate the relative effectiveness of early learning interventions, to motivate for greater budget and inform more effective resource allocation, to support the development of enabling Government systems, and to track progress towards the attainment of national and global development goals. We share lessons learnt during the development of the tools and discuss the factors that have driven their uptake in South Africa. [ABSTRACT FROM AUTHOR]

This paper adopts the hierarchical analysis method to conduct in-depth research and analysis on the management of English education course performance and the construction of the English education course performance evaluation index system in colleges and universities based on the hierarchical analysis method. This paper aims to establish a scientific, standardized, rigorous, and objective index system, which is in line with the orientation of "combining theory and practice" at this stage of school. It follows the development trend of the "dual-teacher" and "innovative" mode, helps students to improve their learning level and practical ability to a certain extent, and allows teachers to go out of the textbook and into the curriculum to create a multifaceted and effective teaching space framework for students in the new era. On the other hand, we should also pay attention to the correlation between the selected indicators, scientifically analyze the indicators, and try to eliminate the interaction between the indicators. This evaluation system is comprehensive and scientific, relevant to schools, inspiring to teachers, and intuitive to students, which is conducive to teachers' innovative teaching methods, breaking the original curriculum model, enabling teachers and students to easily get out of the original curriculum "silo" circle, and allowing teachers to find the breakthrough of the curriculum with half the effort. The performance results of the school were obtained through statistical analysis and attributed through individual interviews. To build an innovation and entrepreneurship education resource integration and sharing mechanism, the information management center of the innovation and entrepreneurship education training platform was established to integrate the innovation and entrepreneurship education information resources; by creating a community of interests, a collaborative mechanism was built inside and outside the school; finally, an interoperable and linked training platform network structure was formed. Finally, based on the results of the university's performance analysis and comparative reference to the relevant practices of universities in Taiwan, we propose countermeasures to improve the performance of the general education curriculum system. [ABSTRACT FROM AUTHOR]

Communication skills training (CST) remains poorly represented and prioritised in medical schools despite its importance. A systematic scoping review (SSR) of CST is proposed to better appreciate current variability in their structure, content, and assessment. This is to guide their future design in medical school curricula. The Systematic Evidence-Based Approach (SEBA) was used to guide concurrent SSRs of teaching and assessment in CST. After independent database searches, concurrent thematic and content analysis of included articles were conducted separately. Resultant themes/categories were combined via the jigsaw perspective to provide a more holistic view of the data. These were then compared to tabulated summaries of the included articles to create funnelled domains. 52,300 papers were identified, 150 full-text articles included, and four funnelled domains were identified: Indications, Design, Assessment, and Barriers and Enablers of CST. CSTs confer numerous benefits to physicians and patients. It saw increased confidence, improved diagnostic capabilities and better clinical management, as well as greater patient satisfaction and treatment compliance. Skills may be divided into core, prerequisite competencies, and advanced skills pertinent to more challenging and nuanced scenarios – such as population or setting-specific situations. CST teaching and assessment modalities were found to align with Miller's Pyramid, with didactic teaching gradually infused with experiential approaches to enhance their understanding and integration. A plethora of CST frameworks, teaching and assessment methods were identified and are presented together. While variable in approach, content and assessment, CST in medical schools often employ stage-based curricula to instil competency-based topics of increasing complexity throughout medical school education. This process builds on the application of prior knowledge and skills, influencing practice and, potentially, the students' professional identity formation. In addition, the institution plays a critical role in overseeing training, ensuring longitudinal guidance and holistic assessments of the students' progress. [ABSTRACT FROM AUTHOR]

Background: The emergence of Generative Artificial Intelligence has brought a number of ethical and practical issues to higher education. Solid experimental evidence is yet inadequate to set the functional rules for the new technology. Objectives: The objective of this study is to analyse the experience of undergraduate students' interaction with ChatGPT and contribute to identifying the problems arising from the widespread use of artificial intelligence. Methods: Junior university students (N = 25) were assigned the task of working on their seminar essays with the aid of ChatGPT. Most students were novices with this tool (the study was conducted in the spring of 2023). Their essays were analysed qualitatively, according to the principles of the general inductive approach. Results and Conclusions: The initial attitudes towards artificial intelligence were almost equally distributed from enthusiastic to indifferent and cautious, with one student refusing to interact with the chatbot on ideological grounds. After the first experience, most of the students declared themselves adopters of the new technology. We have found some evidence for enhancing critical thinking competence when using ChatGPT, as well as examples of unquestioned reliance on its outputs. The tendency to personification of the chatbot was apparent in the students' essays. Implications: The findings show how easily the students embrace artificial intelligence and suggest a failure of any attempts for its strict regulation. This, on the other hand, underlines the need for emphasis on personal and research‐oriented approaches in teaching and learning. Lay Description: What is currently known about this topic: Tools such as ChatGPT have spread rapidly in the university environment, but exactly how students use them is not yet well understood. What does this paper add: We analyzed students' interactions with ChatGPT and identified a few patterns such as personification and overreliance on the AI outputs. Implications for practice or policy: Changes to education introduced by AI tools emphasize the need for personal and research‐oriented approaches in teaching and learning. [ABSTRACT FROM AUTHOR]

BACKGROUND: We analyzed data from a study to evaluate the effectiveness of the Relationships Under Construction (RUC) sexual risk avoidance education program promoting positive youth development and healthy relationships. METHODS: Twelve schools in the Midwestern region of the United States randomized to the intervention implemented RUC in health or science classes, while control schools collected study measures and implemented the standard curriculum. RESULTS: Post‐randomization analyses revealed significant differences in grade, race/ethnicity, and prior relationship education at baseline between intervention and control students. Subsequent analyses controlled for these differences. We distributed parental notification letters to 641 students, and no parents requested that their adolescent opt out of data collection. We obtained assent and baseline computer‐assisted survey interviews or paper‐and‐pencil instrument forms from 100% of these students. Findings suggest that RUC significantly reduced sexual activity (odds ratio = 0.56, p =.046) at 3‐month follow‐up, compared to those in the control group. RUC also reduced pornography viewing and improved attitudes about delayed gratification, beliefs, decision making, and negative outcome expectations. CONCLUSIONS: Our findings suggest that RUC improves sexual attitudes, beliefs, and behaviors among this population of adolescents. Additional research is needed to assess RUC impacts among diverse populations. [ABSTRACT FROM AUTHOR]

Sexual violence is common on US college campuses and can result in negative health and academic outcomes. Credit-bearing courses are a possible innovative intervention, but few have been studied, and little is known about enrolled students' experiences. Our institution, located in the Southern United States, developed a semester-long class as a curricular intervention after our institutional climate survey results showed high rates of sexual violence among undergraduate students. Students enrolled in the course wrote a final reflection paper on what they found meaningful about the class (N  = 62). Qualitative conventional content analysis was used to examine what students found most salient. Three overarching categories emerged: course content, course delivery and course impact, each with multiple themes. For course content, students wrote about 22 different topics from the class. For course delivery, students discussed the open forum to discuss sexuality, the importance of taking the course in their first year of college and the course structure. For course impact, students discussed gaining new knowledge, questioning prior assumptions, experiencing personal transformation and feeling empowered to act. Results indicated that students had a powerful class experience and that this kind of educational intervention has the potential to positively impact enrolled students. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to provide an insight into the design, development and delivery proposals for a first of its kind "Liaison Mental Health Training Programme". In the UK, there has been a significant investment in Liaison Mental Health Services and an expansion of the workforce (NHS England, 2016). However, the complexity and varied presentations of patients who attend to acute physical health services now requires a dedicated strategy to address any skills deficit in the mental health liaison workforce and to support core competency development (DOH, 2016). Design/methodology/approach: This paper provides an overview of preparations to develop a regional educational pilot programme using a three-phased model: Phase 1 – Review of policy and best practice guidelines; Phase 2 – Stakeholder Data Collection; and Phase 3 – Synthesis and Development. Findings: An insight into the developmental processes undertaken to shape a core competency liaison mental health training programme is presented. Additionally, the authors provide insight into educational theory and an overview of the LMH Core Competency Curricula. Practical implications: This paper provides the reader with an insight into our findings and a focussed core competency training model for those working within LMH services. This programme development was reviewed throughout by both those using LMH services and the LMH practitioners working within them, ensuring the curriculum proposed was endorsed by key stakeholders. The three-phased model has transferable benefits to other training development initiatives. Originality/value: To the best of the authors' knowledge, this training is the first of its kind in the UK and addresses the education of essential core competencies of a regional liaison mental health workforce. The collaboration of clinical and academic expertise and model of co-production makes this endeavour unique. [ABSTRACT FROM AUTHOR]

The interest in program- and colleges of education- level evaluation and alignment of student learning outcomes to course content has been increasing over the past several decades. Curriculum mapping establishes the links between content and expected student learning outcomes. Curriculum map is an overview of what is taking place in the classroom; and it includes evaluation tools and activities. Social Studies Department, Federal Capital Territory (FCT) College of Education Zuba, Abuja, recently completed an accreditation exercise by National Commission for Colleges of Education Abuja, Nigeria. The audit reported that there was no match between the student learning outcomes and Social Studies curricula. The purpose of this paper was to align the Nigeria Certificate in Education (NCE) (Social Studies) minimum standards with student learning outcomes to determine gaps and redundancies. The paper also looked at how virtual education enhances curriculum mapping during COVID-19 pandemic. Minimum standards learning outcomes were modified from existing learning outcomes to better align with college learning outcomes and the Social Studies Core and Elective Competencies. All NCE Social Studies courses were mapped to the Social Studies Core and Elective Competencies and assessed to determine the gaps and redundancies. The study used the documentary research method. The purposeful sampling strategy was used to select the research site. Potential gaps were defined as coverage for each competency in about ≤20% of the courses and potential redundancies was considered as coverage of ≥80% of the courses. The mapping exercise revealed gaps; and no redundancies in course content. The findings of the mapping exercises should be used to improve the content provided to NCE Social Studies students at FCT College of Education Zuba, with the overall objective of enhancing the quality of the education provided to those students and helping them to be better students that are prepared for a successful career in Social Studies. [ABSTRACT FROM AUTHOR]

Learning Analytics (LA) systems can offer new insights into learners' behaviours through analysis of multiple data streams. There remains however a dearth of research about how LA interfaces can enable effective communication of educationally meaningful insights to teachers and learners. This highlights the need for a participatory, horizontal co-design process for LA systems. Inspired by the notion of translucence, this paper presents LAT-EP (Learning Analytics Translucence Elicitation Process), a five-step process to design for the effective use of translucent LA systems. LAT-EP was operationalised in an authentic multimodal learning analytics (MMLA) study in the context of teamwork in clinical simulation. Results of this process are illustrated through a series of visual proxies co-designed with teachers, each presenting traces of social, physical, affective and epistemic evidence captured while teams of student nurses practised clinical skills in a simulated hospital setting. [ABSTRACT FROM AUTHOR]

The Philippines continues to produce globally competitive nursing graduates. However, it performs poorly in international standards for quality education in nursing. This paper investigates the objective parameters of quality assurance: Commission on Higher Education (CHED) accreditation, Philippine Regulation Commission (PRC) licensure examinations, and other international and local standards to measure the quality of nursing education inputs and outputs. Results showed an accreditation rate of 3% for nursing programs, less than the national average of 10% for all programs across all professions (CHED 2018; CHED n.d. -a; CHED n.d. -b). Some highly regarded programs have advanced to Level IV (seven baccalaureate programs and two master's programs). Although there is a link between graduates' performance and effective instruction and sound evaluation in university procedures (Amanonce & Maramag, 2020), written board exams cannot assess some performance indicators to determine if a student has met program objectives. Although the country has produced globally competitive nursing graduates, steps must be taken to improve the program's compatibility with the concept of globalization. Strategies should be aimed at performance indicators in a global nursing education and profession landscape. [ABSTRACT FROM AUTHOR]

Background: The ongoing COVID-19 pandemic has significantly impacted nursing education in developing and developed countries. In response to pandemic-related challenges such as campus shut downs, nursing schools implemented open and distance learning programs (ODL) that allowed them to continue offering nursing education. This paper reports on an ODL patient safety course implemented during the COVID-19 pandemic that was also used to facilitate an international, cross-cultural learning experience. Method: Forty undergraduate senior nursing students in the United States (U.S.) and the Dominican Republic (D.R.) enrolled in a synchronous and asynchronous ODL nursing patient safety course implemented by [Blinded] in conjunction with [Blinded]. Results: Thirty-seven students completed all of the program requirements. The majority of students rated their course experience highly; they agreed or strongly agreed with all course evaluation statements, including whether their overall course evaluation was positive (95%) and whether the curriculum was culturally appropriate (97%). Conclusions: Our experience in implementing a nursing patient safety ODL course can serve as a model for (1) how ODL can help nursing schools respond to restrictions imposed by an ongoing pandemic; (2) how ODL can be used to enhance cross-cultural nursing education; and (3) how nursing schools can collaborate effectively across borders. [ABSTRACT FROM AUTHOR]

There is a growing need for psychologists with specialized training in geriatric mental health competencies. The Geriatric Scholars Program for Psychologists (GSP-P) was created to address this shortage within a large integrated healthcare system. In 2019, GSP-P piloted an advanced workshop designed to enhance expertise in geriatric mental health competencies among graduates of its foundational competencies core course. The workshop included 3.5 days of expert-led seminars regarding the biopsychosocial needs of older adults with chronic medical illness and was followed by completion of an individualized learning plan. This paper describes the evaluation of the course using a mixed methods with data collected prior to the workshop, immediately post-workshop, and six months post-workshop. Results indicated enthusiasm for the workshop, significant improvements in four geropsychology domains on the Pikes Peak Geropsychology Knowledge and Skill Assessment Tool, and benefit from completion of the independent learning plans. Our findings demonstrate that continued enhancement of geropsychology competencies through advanced coursework is feasible and improves knowledge and skill, particularly when combined with individualized learning plans. [ABSTRACT FROM AUTHOR]

This discussion paper gives an overview of an innovative online distance learning pre-registration BSc (Hons) Children and Young People's nursing program underpinned by Enquiry-Based Learning pedagogy. Whilst the program is delivered to all four fields of practice (Adult, Children and Young People, Learning Disability, and Mental Health), in all four nations of the UK (England, Scotland, Wales, and Northern Ireland), the focus here is Children and Young People's nursing. Nurse education programs are delivered in accordance with the Standards for Nurse Education developed by the professional nursing body in the UK. This online distance learning curriculum uses a life-course perspective for all fields of nursing. Students develop the general knowledge and skills to care for all people across the life course but as the program progresses, they learn how to care for people within their own field of practice in greater depth. The educational context of the Children and Young People's nursing program highlights that the use of Enquiry-Based Learning can help address some of the challenges faced by Children and Young People's nursing students. A critical evaluation of Enquiry-Based Learning and its use within the curriculum concludes that Enquiry-Based Learning provides Children and Young People's nursing students with the graduate attributes of being able to communicate with infants, children, young people, and their families, adopt critical thinking to clinical settings and have an ability to find, generate, or synthesize their own knowledge in order to lead and manage evidence-based quality care for infants, children, young people, and their families in a variety of care settings and within interprofessional teams. [ABSTRACT FROM AUTHOR]

The technology and functions of data fusion and image teaching are constantly improving with the development of society and are gradually produced in life in order to adapt to the progress of science and technology. Data fusion technology refers to the information processing technology that uses computer to automatically analyze and synthesize several observation information obtained in time series under certain criteria to complete the required decision-making and evaluation tasks. In this paper, the traditional teaching mode on students' learning and other aspects of help is not very obvious, and video teaching method can not only increase students' interest in learning, but also help their learning is very huge. Teaching video is to make the knowledge, skills, and other content that teachers want to impart to students into video form to assist modern multimedia teaching. In this paper, two classes with the same number and similar average test scores were selected as the experimental objects. The test results are evaluated by f-s-o algorithm, f-s-o matrix, variance proportion method, and teaching evaluation, so as to get more accurate results. In the experiment, two classes with 30 students were selected, and different teaching methods were adopted for the two classes. One class adopted the traditional teaching mode, and the other class used the video teaching method. During the 4-month experiment, there was no significant difference in test scores and comprehension between the two classes in the first month. The ratio of the two classes was 5 : 3 in the second month, 10 : 5 in the third month, and 20 : 7 in the fourth month. Through the comparative evaluation of the test results of four months, the experimental results show that the video teaching method can not only mobilize the enthusiasm of students but also plays a very important role in promoting students' performance. [ABSTRACT FROM AUTHOR]

Survey-based formats of assessing teaching quality in higher education are widely used and will likely continue to be used by higher education institutions around the world as various global trends contributing to their widespread use further evolve. Although the use of mobile devices for course evaluation continues to grow, there remain some unresolved aspects of the classic paper and web-based modes of evaluation. In the current study, the multigroup confirmatory factor analysis approach (MGCFA), an accepted methodological approach in general mixed-method survey research, was chosen to address some of the methodological issues when comparing these two evaluation modes. By randomly assigning one of the two modes to 33 continuing training courses at a Swiss higher education institution, this study tested whether the two different modes of assessing teaching quality yield the same results. The practical implications for course evaluation practice in institutions of higher education as well as the implications and limitations of the chosen methodological approach are discussed. [ABSTRACT FROM AUTHOR]

Since the core of talent training in modern society has changed from allowing students to master knowledge to adapting them to a lifelong learning society, this paper studied the innovation education in higher education by combining human comprehensive development theory and deep learning. First, this paper described the training needs of innovative education talents. Second, based on the human comprehensive development theory and deep learning, it puts forward views on innovative quality education in colleges and evaluates the students' deep learning status by designing a deep learning evaluation model. From the perspective of students, a questionnaire for student-side use was designed according to the deep learning evaluation scale so that students could understand their deep learning status, make improvements based on their current situation, and improve the level of deep learning, thereby obtaining the inspiration of innovation education in higher education. The research shows that the students' mastery of knowledge and skills is the highest, indicating that the mastery of students in this respect has reached the standard. Although the mean value obtained by the process and method is greater than the median, it is almost the same as the median, which indicates that the students' mastery of the process and method is still lacking and further efforts are needed. In terms of psychology and values, the mean value is the lowest among the three dimensions and less than the median, indicating that students are the weakest in this respect and further improvement is required. In addition, a new teaching evaluation method was designed based on human comprehensive development theory and deep learning, contributing to innovation education in higher education in China. [ABSTRACT FROM AUTHOR]

Background: Evidence of effectiveness of the Interprofessional Education (IPE) in improving collaboration practice, patient and family satisfaction, and patient outcomes had been widely published. Most developed countries, including the United Kingdom, have implemented IPE in their healthcare curriculum, whereas some developing countries are starting the IPE initiative program. Purpose: This study aims to examine the challenges of implementing IPE. Methods: Primary studies to be included in this systematic review were searched from electronic databases such as MEDLINE (OVID) 1996, CINAHL, and ERIC (EBSCO). Hand searching through the journal of interprofessional care was also conducted. The included studies were critically appraised using the JBI QARI appraisal tool. The findings of the included studies were extracted using JBI finding extraction form and appraised based on the JBI level of credibility. The analysis of the study was presented in narrative form. Results: This review produced five qualitative studies using focus groups and interview methods. A total of 5 out of 88 papers met the inclusion criteria included in this systematic review. Three synthesis findings of the challenges in implementing IPE and possible solutions were identified in the literature: inter-professional relationship, IPE curriculum, and administration, and resources. Conclusions: The evidence of implementing IPE in developing countries is limited. However, the challenges in implementing IPE in developing countries remain similar to those faced by developed countries. This can be a guide for developing countries to plan, initiate, and implement IPE. Future studies about the implementation of IPE in developing countries are highly recommended. [ABSTRACT FROM AUTHOR]

This paper summarizes the discourse on student ratings of teaching in higher education. It reconceptualizes student ratings within a larger process of promoting quality in teaching and student learning. As students engage in productive dialogue with teachers and administrators, metrics drawn from decontextualized surveys are admittedly a vital resource. Our paper contends, however, that student ratings can only become a tool for enhancement when they feed reflective conversations about improving the learning process and when these conversations are informed by the scholarship of teaching and learning. We illustrate this view with a case study of an Engineering Faculty that uses three interconnected initiatives to support an evolving conversation on quality among teachers in partnership with students. The role of student engagement in enhancement efforts is discussed as well as potential challenges to implementation. Our purpose is to spark wider discussion of a systems perspective on student ratings that supports a coherent discourse towards positive change. [ABSTRACT FROM AUTHOR]

This paper describes an example of collaborative course development, in which occupational therapy faculty members designed a two-course sequence for teaching content related to occupational therapy with children and youth. They used a backward course design approach and performance-based learning objectives to create alignment between Accreditation Council for Occupational Therapy Education (ACOTE) standards, course assignments and instructional content. The authors present examples from their course design, along with evidence-based resources to guide educators working on developing new courses or revising existing courses. Outcomes achieved from four years of teaching and refining the developed courses are also described. [ABSTRACT FROM AUTHOR]

Copyright of GMS Journal for Medical Education is the property of German Medical Science Publishing House gGmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

An introduction is presented in which the editor discusses various articles within the issue on topics including student engagement in a undergraduate online course, a survey to assess students' thoughts about specific content in their curriculum; and the healthcare management curriculum.

Background: Research suggests that some speech–language pathologists are uncomfortable treating people who stutter. Accessing quality clinical education experiences in stuttering is difficult given the ongoing rise in students enrolled in speech–language pathology programmes and the limited number of stuttering‐specific placements available. Simulation‐based learning is a viable option for providing speech–language pathology students with practical experience in a safe learning environment. Whilst research has found that simulation‐based learning experiences in stuttering assist in the development of students' clinical skills, students' perceptions of participating in stuttering simulation‐based learning are yet to be explored. Aims: To investigate speech–language pathology students' comfort, anxiety, knowledge and confidence in the management of stuttering at the commencement of an academic stuttering course and before and following participation in a stuttering simulation‐based learning programme. Methods & Procedures: This study used a cross‐sectional survey design. Participants were 105 undergraduate and graduate entry masters speech–language pathology students enrolled at an Australian university. Students engaged in a stuttering simulation‐based learning programme embedded within an existing academic course on the management of stuttering. A purposefully developed survey was administered at three time points: pre‐course (T1), pre‐simulation (T2) and post‐simulation (T3) in order to explore students' comfort and anxiety levels, and perceptions of their knowledge and confidence in stuttering management. Descriptive statistics were used to report the medians and range of students' responses. Changes across all time points and between each of the time points were determined using the Friedman test and the Wilcoxon signed rank test, respectively. Outcomes & Results: Statistically significant differences (p < 0.001) were observed on all matched survey items (n = 96) across all time points. Between each time point, a significant difference in students' perceived knowledge levels was found with small to large effect sizes. However, there was no difference in students' perceived comfort and anxiety levels between the time points of pre‐course and pre‐simulation. Open‐ended responses on the post‐simulation survey revealed that students valued learning about stuttering within a simulation‐based learning environment. Conclusions & Implications: Simulation‐based learning experience in stuttering management was valued by students. When accompanied by theoretical content, participation in a stuttering simulation‐based learning programme supported students to feel more comfortable and less anxious about working with people who stutter. This finding has implications for the development of clinical skills in the assessment and treatment of adults who stutter. WHAT THIS PAPER ADDS: What is already known on this subject: Simulation is a teaching approach used within speech–language pathology to support the development of students' clinical skills. Simulation provides a safe learning environment for students, an opportunity for repeated practice and is valued by students. What this paper adds to existing knowledge: This study explored students' perceptions of their comfort, anxiety, knowledge and confidence in working with people who stutter before and following participation in a simulation‐based learning programme. It describes a stuttering simulation‐based learning programme that can be embedded into speech–language pathology programme curricula. What are the potential or actual clinical implications of this work?: The stuttering simulation‐based learning programme detailed in this study can be applied and embedded in speech–language pathology curricula. It can be used to support the development of students' confidence in the assessment and management of stuttering. [ABSTRACT FROM AUTHOR]

Background: Spirituality is a fundamental dimension of our human nature that impacts on medical care and yet is relatively neglected by medical education courses in Australia. Aim: This systematic review was conducted to assess the curriculum content currently used to develop medical student understanding of, and engagement with, spirituality in the context of patient care. Methods: Studies published in English from 2010 to the review date were included in order to focus on the most recent curricula. Studies included medical students in undergraduate or postgraduate programmes, doctors in resident training programmes and registrars. Interventions considered for inclusion were curriculum modules on communication skills in spirituality, spiritual needs assessments and holistic care planning. Six databases, including PubMed, Scopus, PsycINFO, Embase, Medline and CINAHL, were searched electronically using the following keywords and MeSH search terms: 'medical students', 'doctor', 'physician', 'spirituality', 'spiritual care', 'religion', 'education', 'history taking' and 'communication skills training' from 2010 to 2020. Results: For 342 articles, three researchers screened the titles and abstracts; disagreements were resolved by discussion. Full-text articles were assessed for eligibility based on study and report characteristics; 17 papers were included in the analysis. Curriculum content of each study was reviewed. The following key features were employed frequently: chaplain shadowing, communications skills training, self-reflection, examining evidence and relationship building. Conclusion: This review has determined the core content, aims and objectives to guide construction of spirituality curricula in Australian medical education. [ABSTRACT FROM AUTHOR]

Although mental health workers in India across all major professional groups have identified an unmet need for training in cognitive behaviour therapy (CBT), the uncritical export of models of mental health, therapy provision and training to low- and middle-income countries is a problematic process. This paper describes the context for the first stand-alone CBT training programme in India, based in Chennai. This paper includes an evaluation of the first phase of the training and information from trainees regarding the quality and applicability of the training to their working context. The paper provides an overview of some of the critiques that are pertinent to this process and considers the way that the Kolb learning cycle can be used as a framework within training to go some way to addressing these difficulties. [ABSTRACT FROM AUTHOR]

To extend prior findings on the motivational value of tiny, nonfinancial incentives, we conducted two quasi-experiments on the relationship of extra credit micro-incentives (ECMIs, worth ≤1% of course grade) and response rates for online course evaluations. Study 1 involved two advanced undergraduate psychology courses taught by the same instructor for 14 semesters, the first 7 of which used paper-and-pencil evaluations and no incentives, with average response rates of 57%. After a switch to online evaluations with no incentives for two semesters, response rates fell to 30% or lower. Following introduction of ECMIs for several semesters, the response rates rose significantly, to 84%. In Study 2, we randomly assigned ECMIs or no incentives to eight sections of an introductory psychology course. Response-rates with ECMIs were significantly higher, 84% versus 51%. Favorability of ratings did not differ significantly. Higher response rates with EMCIs raise questions for research, educational policy, and classroom practice. [ABSTRACT FROM AUTHOR]

Aim: This paper describes the development of the training programme for South African professional nurses on how to manage critically ill COVID‐19 patients in intensive care units and repurposed general wards. Design and methods: The Analysis, Design, Development, Implementation and Evaluation educational instructional design model guided the development of the training programme. A case‐based study approach and blended learning were used to deliver the six modules. Results: The training programme was developed, reviewed and validated by the coordinating team of facilitators involved in the initiative. Implementation of the training programme and the result thereof will not be discussed as part of this manuscript. Conclusion: The training programme aimed to enhance the knowledge of professional nurses in the management of critically ill patients with COVID‐19. As the pandemic evolves, a need for training and ongoing support was identified, which might address the need for surge capacity and hospital readiness planning. [ABSTRACT FROM AUTHOR]

This paper presents the findings of a study comparing the post-registration midwifery curriculum (PRMC) taught in Sri Lanka with the International Confederation of Midwives (ICM) curriculum and five other selected curricula from other parts of the world to train midwifery trained registered nurses (MTRNs). In so doing, we consider the historical origins of post-registration midwifery training and its implications for modern teachings in Sri Lanka and other low-middle income countries (LMICs). Data collected through document review are read, summarized, and compared using checklists across different curricula components, content, and length. The wide variation in terms of length of the programs, content covered, the ratio of theoretical to practical content, and the range of skills and competencies developed has implications for the individual and professional growth of MTRNs. While there is a need to align the PRMC with the ICM standards to ensure safer maternity care in Sri Lanka, implications for developing and promoting the growth of midwifery as a strong independent body in LMIC is discussed. [ABSTRACT FROM AUTHOR]

Psychomotor skill performance is central to effective clinical practice across health professions. These complex skills are challenging to teach, particularly in the novice learner. As many health professions programs have increased blended course offerings, educators must establish best practices for teaching psychomotor skills in this evolving learning environment. The purpose of this paper is to describe the innovative application of an evidence-based framework to teaching psychomotor skills to novice learners in a blended learning environment. Using a modified 9-step framework, two novice clinical skills courses in a Doctor of Physical Therapy Program were redesigned to teach psychomotor skills in a blended format, using online and in-person class sessions. Online coursework consisted of synchronous and asynchronous learning activities that preceded an immersive lab experience. Formative and summative assessments occurred during lab immersion. The learning framework provided a central evidence-based pillar for novel course design, guiding development of learning activities for teaching psychomotor skills to novice learners in a blended learning environment. Initial student outcomes appear favorable when compared with previous traditional course structures and satisfaction was high. These preliminary findings align with prior research using similar frameworks for learning complex skills and provide an archetype curricular model for a blended learning environment. [ABSTRACT FROM AUTHOR]

Teaching effectively in college is not only key for student' satisfaction in classroom but also for performance. This research, as a pilot study, has analyzed the survey and course evaluation results from an undergraduate Mathematics class, where The Association of College and University Educators' (ACUE) effective teaching practices are applied. Results have shown the positive effects from ACUE practices. At the same time, differences in student performance in the same courses from different semesters have been discussed. With the same course content and learning outcomes, teaching with ACUE practices has resulted in better performance throughout the semester. The research compared course evaluations from the same courses in different semesters when including and not including ACUE practices. Results show that students are more satisfied with the courses using ACUE practices. Researcher has made suggestion that ACUE practices should be recommended for use by faculty members in universities and colleges to improve student performance and course satisfaction. [ABSTRACT FROM AUTHOR]

This paper considers the role of academic training programs in the integration of family therapy and infant mental health (IMH) curricula. It takes the form of a conversation between senior academic staff of the Bouverie Centre in Australia and the special issue editors. Robyn Elliott and Colleen Cousins are family therapists, trauma specialists, and academics at the Bouverie Centre, La Trobe University. Robyn supervises the development and delivery of the Master of Clinical Family Therapy, accredited by the Australian Association of Family Therapy. Colleen is a psychologist and family therapist and coordinates the Graduate Certificate of Family Therapy program. They are in dialogue here with the special issue co‐editors, Jessica Opie and Jennifer McIntosh. We consider the degree to which current family therapy training holds the infant in mind, and approaches to deepening the future training nexus between IMH and family therapy. [ABSTRACT FROM AUTHOR]

Copyright of ZFA: Zeitschrift für Allgemeinmedizin is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Cognitive behavioural therapy (CBT) is an effective treatment for depression. There are established education programmes which prepare specialist mental health workers to practice CBT. CBT is a complex treatment requiring intensive preparation and clinical skill to deliver. An alternative and simpler psychological treatment, behavioural activation (BA), may be as effective as CBT. An advantage of BA over CBT is that you do not need to be a specialist mental health worker nor require lots of training to deliver it. The relative simplicity of BA and the brief education required for workers to deliver it may increase access to psychological treatments for depression. In 2020, we developed an online educational programme in BA targeting non‐specialist healthcare workers. In this paper, we wanted to understand healthcare workers' perceptions and experiences of completing a professional certificate programme which prepares them to deliver BA for people living with depression. We report the feedback from seven non‐specialist mental health workers who completed the online education programme in BA. Twelve workers were invited to enrol on the programme, of which four declined. All but one of the eight participants lived and worked in rural South Australia. A thematic analysis of the interview data identified three themes: Course was simple to follow, Ease of integration into clinical practice and Ongoing support and supervision. The overall meta‐theme was 'Easy to train and easy to apply'. Participants reported that the online training prepared them to practice BA and they were able to apply the skills in their clinical practice. Future work needs to examine if online training for healthcare workers in BA translates to clinical outcomes for people living with depression. [ABSTRACT FROM AUTHOR]

Purpose: This paper describes the strategy and outcomes of a quality improvement initiative focused on building the capacity of nurses at a mental health and addictions teaching hospital to provide an improved standard of physical health care. Education was provided via a series of e‐learning modules and interactive workshops. To reinforce the education and enhance practice change, improvements were made to electronic documentation templates and organizational standards. Further, the organization provided increased access to physical health equipment, a mobile application to support assessments and a reference card for lanyards. Conclusions: Nurses identified increased confidence in performing physical assessments, and documentation improved with standards and automated forced functionality in the electronic health record. Ultimately, the organization successfully implemented a multifaceted strategy to improve physical healthcare services for people with mental health and substance use concerns. Practice Implications: Organizational investment can lead to sustainable changes in nursing confidence and increased physical health assessment completion. [ABSTRACT FROM AUTHOR]