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Background: Most medical organizations accept many nursing students each year who gain clinical practice skills under the supervision of clinical nurses. However, there are no assessment tools to measure the contributions nursing students make to the clinical setting during clinical practicum. This study aimed to translate the 'Nursing Student Contributions to Clinical Settings' scale into Chinese and test its reliability and validity from the perspective of Chinese clinical nurses. And to explore whether nurses' personal and professional characteristics are related to nurses' perception of nursing students' contributions to the clinical settings. Methods: The original scale was translated into Chinese following the Brislin translation model. A convenience sample of 935 clinical nurses was selected from January to March 2024 for the survey. The content validity of the scale was assessed by expert consultation and content validity index. Exploratory factor analysis and confirmatory factor analysis were performed to assess the construct validity of the scale. The reliability of the scale was measured using internal consistency, split-half reliability, and test–retest reliability. The measurement quality of the scales was assessed according to the COnsensus-based Standards for the selection of health Measurement INstruments. One-way analysis of variance was used to identify variables related to students' contributions. Results: The content validity index of the scale was 0.983. Exploratory factor analysis supported a one-factor structure, and the cumulative variance contribution was 71.177%. Confirmatory factor analysis showed that the model fit indicators were all within the acceptable range. The McDonald's Omega coefficient and Cronbach's alpha coefficient for the scale were 0.983. Nurses perceive that nursing students' contribution to the clinical settings is influenced by nurses' personal characteristics, professional characteristics, and the hospital environment. Conclusion: The Chinese version of the Nursing Student Contributions to Clinical Settings scale has good reliability and validity and can effectively and reliably measure the contributions of Chinese nursing students to clinical settings. [ABSTRACT FROM AUTHOR]

To compare unproctored and proctored online exams among chiropractic students. Pre-existing data of 234 students across 4 consecutive endocrinology classes were analyzed for this study. The course was comprised of 3 lectures (50 minutes per lecture) each week. Student performance was evaluated by midterm exam and summative exam (S1). The students from 3 classes were asked to take a voluntary second summative exam (S2) approximately 7 months after the S1. Since this study was partially conducted during the COVID pandemic, some classes took the midterm and the S1 proctored in the classroom while others took them unproctored from a remote location. The mean midterm exam (p <.001) and S1 scores (p =.01) for the unproctored group (93.6 ± 7.0 and 88.8 ± 8.2) were significantly higher than the proctored group (88.1 ± 8.2 and 83.9 ± 11.2). The mean time taken by students was much greater for the unproctored exams than for the proctored exams (midterm: 40.7 ± 10.2 versus 16.7 ± 7.0, p <.001; S1: 47.0 ± 8.7 versus 21.5 ± 9.0, p <.001). By contrast, the mean unproctored S2 scores were lower than the proctored group (60.2 ± 14.7 versus 88.1 ± 8.2, p <.001). A linear regression test showed that the final exam was a statistically significant predictor of the recall exam (p <.01, R2 = 28.3%). The findings suggest that student performance is significantly altered by test format. [ABSTRACT FROM AUTHOR]

Background: Oral forms of assessment remain a common part of competency‐based assessment systems, yet their feasibility is being challenged. The focus on individual competence is problematic given the need to prepare health professionals for teamwork. The present study aimed to investigate how the assessment of collective competence compares to individual assessment, and to explore whether there is a need for individual assessment at all in community or population‐based practice. Methods: A behavioural‐based interview assessment was developed and trialled and correlated to performance as a team on placement. Correlation between student performance on individual behavioural‐based interview and teamwork artefacts was assessed using Spearman rho. Differences between performance on individual oral assessment and team performance on artefacts at the cohort level was determined using the Mann–Whitney U‐test. Bland–Altman analysis was completed to analyse agreement between performance on the individual oral assessment and team performance at the student level. Results: Students were final year nutrition and dietetics students from 2020, 2021 and 2022 years (total sample = 216) from one Australian university. There was a difference in performance between assessment types in each year and as a total cohort (p < 0.001) with students performing better in teamwork. There was no correlation between individual oral interview and team performance across all years. The results of the Bland–Altman analysis showed little agreement between the two assessment tasks. Conclusions: Assessment of teamwork performance as part of a program of assessment is essential. More valid and reliable tools are needed to assess collective competence. Highlights: A behavioural‐based interview assessment was developed and trialled as a novel form of individual student oral examination and correlated with performance on team artefacts developed as part of dietetics student placement.There was no correlation or agreement between individual behavioural‐based interview and team performance across all years. Students generally performed better in teamwork artefacts.Assessment of teamwork or collective competence is essential with more valid and reliable tools needed. [ABSTRACT FROM AUTHOR]

Social work external accrediting bodies are moving towards competency-based models that require educational providers to demonstrate that students meet specific competencies at graduation. It is expected that all social work students at accredited social work programs in Australia will have acquired specific graduate attributes and demonstrated the associated learning outcomes by the completion of their degree. The purpose of this study was to investigate the experiences and benefits of using an ePortfolio with Master of Social Work students (n = 43) to critically reflect on their own learning and demonstrate how they met the Australian Association of Social Work graduate attributes necessary for accreditation. The findings revealed that students' perceived level of readiness for practice and identity as a professional social worker increased with the successful completion of the ePortfolio. The study also identified barriers and enablers in implementing the ePortfolio as an assessment piece to document overall program learning outcomes. The conclusion discusses how ePortfolios are a viable assessment tool in the online and blended learning space that has benefit for both the student and the program in demonstrating learning outcomes and compliance with accreditation graduate standards. Academic ePortfolios are an effective tool for student reflection and communication of competence of required graduate outcomes. Student self-assessment of graduate attributes can strengthen professional identity and preparedness for professional practice. The ePortfolios benefit students and social work educators by sharing the accreditation-obligated responsibility of ensuring that AASW graduate competencies are met. [ABSTRACT FROM AUTHOR]

This column shows that Filipino instructors and administrators collectively acknowledge AI as a transformative tool with the potential to enhance teaching, streamline administrative tasks, and boost research productivity. They highlight AI's benefits in facilitating learning with specific examples, but recognize its limitations, particularly in contextualizing experiences. While they positively regard AI tools at work, they have some concerns such as cheating, data fabrication, and potential decline in creativity and critical thinking. Hence, they emphasize the necessity of regulatory policies and ethical guidelines governing AI use in higher education. They also report whether their home institutions have created AI policies. This column advocates for Philippine educational institutions to reassess their stance on AI's increasing presence. [ABSTRACT FROM AUTHOR]

Background: Despite the importance of collaboration and communication in global health, existing educational approaches often rely on traditional one-way instruction from instructor to student. Therefore, this study aimed to evaluate the effectiveness of a newly developed undergraduate curriculum on global health in enhancing nursing students' competencies in global health and communication, problem-solving, and self-directed learning skills. Methods: A 15-week course "Global Health and Nursing" was designed for undergraduate nursing students, and a collaborative project-based learning method was used. Study participants were undergraduate nursing students enrolled in the course. The study was a multi-method study and included quantitative and qualitative components. It employed a one-group pretest–posttest design to quantitatively assess the impact of the curriculum. Additionally, student experiences with the learning process were qualitatively explored through a focus group interview. A total of 28 students participated in this study, and 5 of them participated in the focus group interview. Results: The collaborative project-based learning method significantly improved global health competency (t = − 10.646, df = 22, p < 0.001), with a large effect size. It also improved communication skills (t = − 2.649, df = 22, p = 0.015), problem-solving skills (t = − 3.453, df = 22, p = 0.002), and self-directed learning skills (t = − 2.375, df = 22, p = 0.027). Three themes were found through the focus group interview: (a) Promoting global health competency; (b) Fostering life skills through collaborative projects; and (c) Recommendations for future classes. The focus group interview indicated that overall, the study participants were satisfied with the collaborative project-based method for global health education. Conclusions: This study confirms that project-based learning significantly boosts the competencies and skills of students, recommending its broader adoption in nursing education. Nursing instructors should consider adopting this teaching approach for global health education at the undergraduate level. Future studies may employ a longitudinal design to assess the prolonged effects of the collaborative project-based learning approach, particularly focusing on the long-term retention of skills and the broader applicability of this model across different educational settings. [ABSTRACT FROM AUTHOR]

As experienced physiotherapy educators in Brazil, we observed that COVID-19 elucidated challenges in the pedagogy of entry-level education overall, and directions for their remediation. In this commentary, we describe our observations with particular attention to the opportunity for digital and distance teaching and learning in Brazil's exemplary middle-income country. First, the legislation in Brazil around health professional education, specifically entry-level physiotherapy education, is described concerning distanced learning. Then, we contrast such education before and during the COVID-19 pandemic, and in the aftermath of its peak. Our observations reinforce the need to preserve teaching and learning excellence in physiotherapy education with various approaches including distanced and digital learning; be aware of both advantages and disadvantages; and identify means of balancing these for optimal delivery and learner outcomes. Our collective experience and insights strongly support the need for change in the legislative document governing physiotherapy education in Brazil. We hope our experiences will enable other educators to evaluate their contexts, reflect on how best to deliver entry-level physiotherapy education in general and during a pandemic, and reinforce the essentiality of practical face-to-face classes in achieving physiotherapy competencies. Only in this way will global standards of practice be ensured, through quality professional education and the factors that inform and govern these. [ABSTRACT FROM AUTHOR]

Copyright of Physiotherapy Canada is the property of University of Toronto Press 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.)

Background: The present study analyses the design of programming literacy in the sixth grade of Primary Education, starting from the use of simple activities with visual block‐based programming, through Scratch, and progressively linking difficulty to the use of the Unity engine, and the C# language, with simple activities identical to those created in Scratch. Objectives: This research aims to evaluate future teachers' abilities and attitudes regarding programming and its educational possibilities. We intend to evaluate the viability of a teaching proposal that combines a visual block‐based programming environment and a more advanced one, based on C#. Method: In the settings of two public Spanish universities, we analyse the possibilities in the training of future teachers who are studying for a degree in Primary Education Teaching and a degree in Pedagogy. Based on a test and three scales, descriptive data and statistical inference are detailed through a quasi‐experimental design with a Student's t‐test in the first dimension, and a Wilcoxon test in the second dimension. Results: The participants improved their performance and attitudes towards programming with the intervention of the study in the use of coding. Conclusions: It can be concluded that coding is essential in teacher training, and that a greater presence of programming training in higher education is essential. The benefits are visible in the pedagogical approach of coding related to creativity, innovation, motivation, an active approach and interest, highlighting the fact that the implementation of visual block‐based programming by blocks and engines is feasible in Elementary Education. The training proposal—provided by appropriate progression, selection, and sequencing of content—fosters basic and practical teacher training, and this can be defined as an apt training solution. Lay Description: What is already known about this topic: Visual Programming Language (Scratch) provides benefits in educational contextsEducational Technology in classroom provides motivation and encouragement.Active methods and interactions are interesting and beneficial to elementary school students What this paper adds: Visual programming and game engine are feasible in Elementary Education, detailing significant improvements regarding academic outcomesWe found benefits in this pedagogical approach related to creativity, innovation, motivation, active approach and interest. Implications for practice and/or policy: Due to the benefits and positive results obtained in this research it is recommended to implement Visual Programming LanguageWe recommend the introduction to engine in educational settings in 6th grade in primary education though a cross‐curricular implementation.We recommend to apply an active approach, innovation, and learning computational concepts. [ABSTRACT FROM AUTHOR]

Background: Considerable evidence suggests that students' achievement emotions are important contributors to their learning and success online. It is, therefore, essential to understand and support students' emotional experiences to enhance online education, especially under the COVID‐19 context. However, to date, very few studies have investigated how students' achievement emotions might be affected by teaching and learning factors in online learning environments. Objectives: Based on Pekrun's (2006) control‐value theory of achievement emotions, this study examined the influence of students' perceived online teaching quality and appraisals of control and value on their achievement emotions in an online second language (L2) learning context instigated by the COVID‐19. Methods: Data were collected using an online survey of 1503 undergraduates from ten universities across different regions of China. Confirmatory factor analyses (CFA) were performed to test the validity of the instruments and structural equation modelling were conducted to examine the relations between L2 teaching and learning variables. Results and Conclusions: Results revealed that perceived teacher internet and communication technology competence had positive effects on enjoyment, but negative effects on anxiety and boredom, and these effects were fully mediated by perceived control and/or value. Perceived chaotic teaching structure (CTS) had reverse effects for the three emotions. Perceived CTS effects on enjoyment and anxiety were fully and partially mediated by perceived control, respectively. Takeaways: Online teaching quality is critical for students' appraisals and emotions towards L2 learning. Teachers should strive to improve online teaching quality and design interventions targeting students' perceived control and value to temper their affective experiences associated with the crisis‐prompted online teaching practices. Lay Description: What is already known about this topic: Teachers' internet and communication technology (ICT) competence and pedagogical design can enhance students' e‐learning efficacy, motivation and interests.Students' perceived control and value can influence their achievement emotions in online learning.Teacher's ICT competence and pedagogical design can impact students' emotions in online learning. What this paper adds: Perceived teacher ICT competence and chaotic teaching structures can have differential impact on students' perceived control and value for e‐learning.Perceived control and intrinsic value differently mediated the effects of the two teaching factors on students' emotions for e‐learning.Perceived teacher ICT competence and chaotic teaching structures can have both direct and indirect effects on students' e‐learning emotions via perceived control and value. Implications for practice and/or policy: Teacher training and development programs should prepare teachers for varying teaching formats including unplanned online teaching due to a forced switch to remote teaching.Teachers should acquaint themselves with using various online platforms and software to communicate the goals, expectations, structures and requirements of their language lessons to students' in a clear manner.Online language teaching interventions aiming to increase or decrease a specific emotion could directly target specific combinations of teaching characteristics and appraisals. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine if there was a difference in history-taking skills between male and female chiropractic student interns. This study included 2040 patient histories collected by student interns over a 3-year period. Students were assessed by chiropractic college clinicians on reasoning (ability to derive clinically relevant information using a mnemonic for taking a history), communication, and professionalism using a modified Dreyfus model scoring system on a 1–4 scale (1 = novice, 4 = proficient). Ordinal dependent variables were scores for reasoning, communication, and professionalism. The categorical independent variable was sex of the student intern (male or female). A Mann-Whitney U test was used to compare for differences in nonparametric dependent variables by the sex of the students. The Mann-Whitney U test revealed that communication scores were greater for female chiropractic interns compared with male chiropractic interns (p <.001, with a small effect size (r = −.08). There was no statistically significant effect for sex on reasoning (p =.263) or professionalism (p =.098). Female chiropractic student interns scored higher than male interns on communication skills during a history-taking patient encounter. This supports the trend seen among female medical school students and physicians that women score higher than men on communication-related assessments. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

Background: Schools can play a major role in protecting students from skin cancer by instituting preventive policies and educational programs. Methods: A high school-wide study was conducted to assess students' current understanding of skin cancer prevention, provide an up-to-date instruction lesson, and evaluate changes in students' knowledge and behaviors. Results: Written surveys were distributed to 2,688 high school students with a return rate of 38.1% (n = 1,025). Surveys were administered prior to (survey 1), immediately after (survey 2), and 1 month after (survey 3) presenting a video lesson. Significant changes in knowledge gain (an increase from survey 1 to survey 2), knowledge decay (a decrease from survey 2 to survey 3), and knowledge persistence (an increase from survey 1 to survey 3) throughout all grade levels were found. Behavioral changes included an increase in students wearing sunscreen 5–7 days per week (p < 0.001) and students examining themselves for changing moles (p = 0.10). With this survey, the Health Education Framework for California Public Schools was revised to include updated recommendations regarding skin cancer prevention efforts in schools. Conclusions: A skin cancer video lesson given to high school students effectively increased students' knowledge and promoted healthy behaviors. [ABSTRACT FROM AUTHOR]

Copyright of Al-Academy is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) 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.)

Objectives: The COVID-19 pandemic in Australia disrupted usual clinical training placements for naturopathic students. An innovative, remote Telehealth clinic was developed and implemented. This pilot study evaluates student and educator learning and teaching experiences in Telehealth. A survey assessed Likert and qualitative written responses to student and staff interaction with the Telehealth clinic. Results: Nine student and 12 educator responses were included in the analysis. All students positively rated Telehealth training resources and the educator support provided. Students rated the Telehealth learning experience as 'very good' (78%) or 'good' (22%) with educator ratings of 'very good' (67%) or 'good' (33%). Thematic analysis of student written responses showed increased client diversity, collaboration, peer learning, increased feedback, and improved digital and technology skills. Virtual physical examination and infrastructure limitations were reported as Telehealth clinical practicum challenges. Naturopathic Telehealth clinic practicum is a valuable alternative to in-person clinical practicums for Australian students. It enhances student collaboration and peer learning. Challenges of technology, infrastructure and incorporating Telehealth in curriculum may be barriers to implementation of Telehealth. However, Telehealth is an important clinical training option to prepare student practitioners for contemporary professional practice if in-person consultation is prohibitive, such as during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Although gender is central to contemporary accounts of educational stratification, sexuality has been largely invisible as a population-level axis of academic inequality. Taking advantage of major recent data expansions, the current study establishes sexuality as a core dimension of educational stratification in the United States. First, I analyze lesbian, gay, and bisexual (LGB) adults' college completion rates: overall, by race/ethnicity, and by birth cohort. Then, using new data from the High School Longitudinal Survey of 2009, I analyze LGB students' performance on a full range of achievement and attainment measures. Across analyses, I reveal two demographic facts. First, women's rising academic advantages are largely confined to straight women: although lesbian women historically outpaced straight women, in contemporary cohorts, lesbian and bisexual women face significant academic disadvantages. Second, boys' well-documented underperformance obscures one group with remarkably high levels of school success: gay boys. Given these facts, I propose that marginalization from hegemonic gender norms has important—but asymmetric—impacts on men's and women's academic success. To illustrate this point, I apply what I call a "gender predictive" approach, using supervised machine learning methods to uncover patterns of inequality otherwise obscured by the binary sex/gender measures typically available in population research. [ABSTRACT FROM AUTHOR]

Introduction: Interprofessional education (IPE) and collaborative practice (IPCP) are requirements of most health professions education curricula and may be an important method to promote an interprofessional approach to treating opioid use disorder (OUD). The objective of this study was to evaluate the quality of a large‐scale, virtual IPE Forum on the topic of OUD and its impact on student pharmacists' assessment of their interprofessional behaviors. Methods: Students completed a virtual IPE Forum which consisted of asynchronous online pre‐work and a live, virtual small‐group case‐based discussion activity. Within 2 weeks after participating in the activity, students completed a survey that included a program evaluation and a self‐assessment of IPCP behaviors (Interprofessional Collaborative Competency Attainment Scale [ICCAS]). Paired sample t tests determined differences between pre‐ and post‐Forum ICCAS assessments. Additionally, faculty facilitators of the small‐group activity completed a post‐program evaluation. Results: There were 105 third‐year student pharmacists that participated in the virtual IPE Forum. A total of 103 (98%) students completed the ICCAS instrument. There were statistically significant increases in each item on the ICCAS, as well as a total mean ICCAS score, from pre‐ to post‐activity. Most students (>86%) reported they gained new knowledge related to OUD. Most faculties (93%) reported the Forum was an effective way to teach students about OUD and IPCP. Both students and faculty rated the program highly, with most (64%) students preferring the virtual forum compared with previously offered in‐person experiences. Discussion: A virtual IPE Forum focused on OUD was successful at improving students' self‐assessed interprofessional collaborative behaviors. Additionally, student pharmacists reported they gained new knowledge related to OUD. Incorporating virtual IPE related to OUD into student pharmacists' training is beneficial and may be preferable to in‐person experiences. Future studies should compare educational outcomes of in‐person vs virtual IPE experiences and the impact such experiences have on student knowledge. [ABSTRACT FROM AUTHOR]

Introduction: Experiential learning is the backbone of many health care professional education programs; however, the quality of learning is profoundly dependent on the skills and experiences of clinical preceptors. This study was conducted at Qatar University Health Cluster (Colleges of Pharmacy, Medicine, and Health Sciences) with the primary objective of identifying the educational needs of preceptors to design and review an educational professional development program. Methods: This study adopted a mixed-methods approach and was conducted in three stages: (1) assessment of preceptor educational needs, (2) designing of the Practice Educators' Academy program, and (3) revision and refinement of the designed program. The needs' assessment was conducted at all the three colleges through a validated survey and focus groups comprising of preceptors, students, and clinical faculty members. The sample included 209 survey respondents and 11 focus group sessions. Results: The results yielded five key themes and a variety of individual preferences, which were used to design a five-module face-to-face two-day interactive workshop. For the revision of the designed program, the syllabus was shared purposively with selected scholars and experts in the area of health professions education, and their feedback was collected and critically examined. Furthermore, the refinement of the program was performed on the basis of this feedback, resulting in the revised and representative program being ready for piloting. Discussion: A preceptor development program on experiential teaching and learning skills was successfully designed and revised with the needs of the clinical preceptors at its core. Preceptors' skills development can advance health care outcomes by preparing competent health professional graduates. [ABSTRACT FROM AUTHOR]

Objectives: The present study aimed to evaluate the quality of pharmacotherapy (PT) lectures provided to PharmD students and to assess the teaching skills of the instructors. Materials and Methods: A cross-sectional study was conducted using a self-administered Instructional Skills Questionnaire (ISQ) instrument containing 39 items which was distributed to 1000 PharmD students who completed the PT courses during their third and fourth years of the PharmD program in India during the 2017/2018 academic year. Results: A total of 695 students completed the survey (response rate of 69.5%). The mean age (±standard deviation) was 21.9 ± 1.57) years, females 63% who completed their PT course during third- (49.1%) and fourth years (50.9%) of the PharmD program. The student participants indicated that their PT lecturer dedicated an average of 5.29 ± 3.39 hr/week to classroom teaching and 2.70 ± 3.29 hr to bedside teaching. Only a limited number of PharmD students agreed that their instructor explained the subject clearly (27.8%), gave PT summaries (32%), made the lectures enjoyable (33.8%) and discussed important topics (38.7%) with them. Overall, more than half (58%) of the students rated their quality of PT lectures as "average," and only 28.3% of the PharmD students agreed that they achieved PT learning outcomes. Conclusion: Our study revealed that most student participants rated the quality of PT lectures as "average" resulting in sub-optimal achievement of their learning outcomes. PharmD programs should continue to review the quality of PT lectures and incorporate advanced pedagogical practices to improve PT instructor teaching skills. [ABSTRACT FROM AUTHOR]

Copyright of Physiotherapy Canada is the property of University of Toronto Press 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.)

Nurse educators still struggle with teaching and assessing end-of-life communication skills. Many resources are available to assist in teaching end-of-life communication, but few tools exist to assess performance learning outcomes. Behavior evaluation toolsmust be user-friendly and provide beneficial student feedback. Quality end-oflife patient care and nursing job satisfaction depend on skillful communication. The purpose of this study was to evaluate the reliability of an end-of-life communication clinical simulation evaluation performance rubric. Moderate interrater consistency and agreement were found between 3 evaluators when assessing the same students. All simulation evaluators agreed that the performance rubric was user-friendly and provided rich feedback for students during simulation debriefing. The performance evaluation tool was moderately effective when evaluating end-of-life communication performance and appears as a worthy framework for other behavior evaluations. [ABSTRACT FROM AUTHOR]

Background: The coronavirus disease (COVID-19) has completely changed human lifestyle. Social distancing actions during COVID-19 pandemic switched the dental education to online learning, distance education, and remote learning. The aim of the present study was to determine the quality? of virtual education curriculum components and satisfaction rate of dental students during COVID-19 pandemic. Methods: The present descriptive cross-sectional study was carried out on 209 dental students of Ahvaz Jundishapur University of Medical Sciences who were studying in 2019/2020 academic year (second semester). Data collection tool included an online questionnaire consisting of three parts. Data were analyzed using descriptive statistics and SPSS version 18.0. Results: The mean age of participantwas 23.7 yearn old, and 55.5% of them were female. The mean score of quality of curriculum components including educational objective, content, instructor role, measurement and evaluation, and overall quality were 3٠4±0.71, 3.19 0.65, 2.88±0.81, 3٠27±0.66, and 3.18±0.58, respectively. Students' satisfaction in the context of online education including instructor, content, difficulty, attitude, perception, overall satisfaction was 2.55±0.78, 2.99±0.82, 3.77*0.68, 3.26*0.83, 2.96*0.63, respectively. elusions: Based on the results, the quality of virtual education curriculum components and satisfaction rate of dental students were at a relatively desirable level. Online education can be a perfect complement for face to face education, especially during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Eswatini has been sourcing Library and Information Science (LIS) education from foreign institutions due to a shortage of institutions offering LIS training. The relevance of sending officers for training in other countries has been a great concern for the organizations in Eswatini. The complexity of sending officers out of the country for training have caused problem for many organizations due to their absence from the office. As part of the study, a model was designed for implementation of LIS education in Eswatini in the context of Massive Open Online Courses (MOOCs) and Open Educational Resources (OER) platform. [ABSTRACT FROM AUTHOR]

Student performance evaluations are a traditional method for assessing a student's skills during a work-integrated learning (WIL) experience. While these assessments provide students with feedback on the development of their skills, little documentation of student performance exists after the WIL experience. This paper explores the role of microcredentials in evidencing student competence in a particular skill through two studies conducted at the University of Waterloo. First, students and employers were surveyed to investigate their perceptions of microcredentials. Second, semi-structured interviews were conducted with students who had the opportunity to earn a microcredential based on their performance in their co-operative education (co-op) work term and in the professional development courses that accompany their work term. Findings suggest that awareness of microcredentials remains limited. In terms of their value, there is evidence consistent with Bourdieu's theory of capital. Microcredentials appear to signal value to employers and students through the credential itself. However, aligning with human capital theory, microcredentials appear most valuable when they demonstrate both knowledge acquisition and competency. Finally, the value of obtaining a microcredential appears to motivate students to exert greater effort towards content mastery. [ABSTRACT FROM AUTHOR]

In South African high schools, many learners have limited support in making career related decisions to prepare them for the world of work after school. An important early transition for career-related decision-making is at the end of Grade 9 when learners are expected to decide which subjects they will select for the last phase of high school. Grade 9 is also the juncture where adolescents may decide to exit their formal schooling and enter the labor market. To support Grade 9 learners in making informed career-related decisions, this study examined the effectiveness of a group-based career guidance intervention implemented in eight secondary schools located in resource-constrained communities in the Western Cape, South Africa. The intervention aimed to improve learners' career decision-making readiness and aid in making subject choices and subsequent career choices. The intervention consisted of interest assessment conducted in a group-format with the learners, after which a workshop was facilitated to share relevant information pertaining to their interests, other career attributes and pending subject choices. The results of this study demonstrate a significant impact of early adolescents' career adaptability and ability to engage in the career decision-making process. These results show promise in the implementation of group-based career intervention, supporting learners to make informed decisions in relation to their career paths. [ABSTRACT FROM AUTHOR]

This article deals with the internal and the external factors that have a significant impact on the air traffic controller student's cognitive performance and psychomotorical abilities. These factors increase the error rate during the work performance and tests. The article results from the dissertation work of one of the authors, where the individual circadian rhythm of the ATCO workers and ATCO students, and the impact of the external factors on their circadian rhythm have been researched and analyzed. During the research, many of the techniques have been used, but the most important ones are the techniques like brainstorming, measuring the physiological indicators (e.g. body temperature, pulse, systolic and diastolic pressure, reaction time, error rate,...). This article contains theoretical and practical part. The practical section is the empirical part of the theoretical one and it includes statistical analyses of the acquired values from the research. Statistic methods like correlation and Paired t-test were used for evaluating the measured values. The theoretical section covers the analysis of the current state of the problem and the explanation of the statistical methods. The final part of the article involves the evaluation and the conclusion of the research. The evaluation suggests a possible solution for a better education process and management. [ABSTRACT FROM AUTHOR]

Objective: this study aims to design and validate a questionnaire to measure the students' perception of the use of IRS as a technopedagogical resource in the classroom. Method: a 24 items questionnaire (Interactive Response System for the Improvement of the Teaching-Learning Process) was designed ad hoc for this research and applied to 142 university students. Results: both the exploratory and confirmatory factorial analysis yielded 3 dimensions: classroom environment, teaching-learning processes and learning assessment. The results obtained both in reliability (Cronbach's alpha= 0.955) and in the Confirmatory Factor Analysis (x2/df=1.944, CFI=0.97; GFI=0.78; RMR=0.077; RMSEA=0.08) reveal highly satisfactory indices. Conclusion: statistical analyses confirm that this instrument is a valid, reliable, and easy-to-apply tool for professors to evaluate the student perception of student-centred learning. [ABSTRACT FROM AUTHOR]

Background and Purpose. The assessment of physical therapist student competence in the clinical learning environment is valuable and necessary. However, educators and clinicians are becoming increasingly disenchanted with their chosen assessment tools and delivery platforms. The profession recently called for a pursuit of excellence that includes an analysis of performance evaluation practices and consideration of assessment tools. In line with this call, the purpose of this report was to disseminate one academic institution's exploration, implementation, and early outcomes of the transition from the Clinical Performance Instrument (CPI) to the Clinical Internship Evaluation Tool (CIET) for full-time student clinical performance assessment. Case Description. After identification of key stakeholders, the authors completed an initial exploration and comparison of CPI versus CIET, executed a pilot trial of CIET use, and implemented a transition from CPI to CIET for all full-time clinical experiences. Outcomes. This report presents the outcomes of the initial exploration and comparison of assessment tools, the CIET pilot, the academic processes in transitioning to the CIET, and the post-implementation evaluation results, each with consideration of unique stakeholder perspectives. Discussion and Conclusion. The transition from CPI to CIET for full-time student clinical performance assessment was successful in meeting the needs of key stakeholders. This report presents the first known addition to the literature regarding CIET implementation since the original institution's publications. Ongoing use and evaluation of the CIET and other alternative tools for student performance assessment, both within and across institutions, is necessary to address the profession's pursuit of excellence and to better meet the demand for contemporary educational practices in the clinical learning environment. [ABSTRACT FROM AUTHOR]

This convergent mixed methods study examined the triangulation of self‐rated, quasi‐expert‐rated and verbalized creativity in students enrolled in a year‐long photography program. The quantitative data included self‐report scales in creativity, and ratings of creativity in students' photography. The qualitative data included student interviews reflecting on their photographs and verbalizing their beliefs about creativity. The data were first analyzed separately and then merged for analysis to determine possible relationships between these three data sources. Merging quantitative and qualitative data highlighted two key discrepancies between students' actual creative performance and their perceptions as creative individuals. Possible explanations of these disceprancies are discussed in light of research on creative self‐efficacy and creative mindsets. [ABSTRACT FROM AUTHOR]

This article describes the implementation of a remote access experiment, called Web-lab 1553B (Digital Data Bus Lab), for courses in the Avionics Systems Program. Its main objective is to present a study about the use of two rotation model subgroups: 1) rotation laboratory and 2) station rotation. In the “rotation laboratory” subgroup, the teacher does not need to leave the classroom, once the access (rotation) to the lab is done remotely and not physically. On the other hand, in the “station rotation” subgroup, rotation is performed by changing the experiment functions, and thus students not having to physically change stations. This article shows some preliminary results, which demonstrate that the application of the aforementioned methods not only increases the teaching–learning process effectiveness (quantitative results) but also improves student satisfaction (qualitative results) and motivation. Two comparative tests were carried out to quantitatively verify the impact on the student’s accomplishment: Test 1, following the theory class, and Test 2, following the demo class and lab practice, using the Web-lab 1553B. Results show an average increase of 27.69% in the student grades. Considering qualitative assessments, students’ rates for the Web-lab 1553B method showed that 81.25% of the questions achieved rate “5” (top level), demonstrating that Web-lab meets the desired needs. These assessments serve as data sources for the validation of the hybrid teaching models, concerning classes and laboratory practices, as proposed, showing a high potential for practical implementation in different levels of education institutions. [ABSTRACT FROM AUTHOR]

Objective: Technology-enhanced learning is on the rise within healthcare education. This pilot study evaluated the relationship between the use of online review videos and students- performance and satisfaction in gross anatomy. Methods: For this quasi-experimental study. we developed a series of online gross anatomy review videos. and surveyed students enrolled in a doctor of chiropractic program regarding use of the videos and their attitudes towards using the videos. Ordinal regression was used to evaluate the relationship between students' video use aiid course performance and the Mann-Whitney U test was used to determine whether there was a difference in course performance between students who did and did not report using the review videos. Results: We received 143 responses to our survey. resulting in a 73.3% response rate. Most students (71%) had engaged with the online review videos. No significant differences in course performance were detected between students who did and did not report using the videos. Many students (82%) reported the review videos as being "helpful- and 73% perceived them as "an enjoyable way to study. Conclusion: While chiropractic students perceived a series of online gross anatomy review videos as being an enjoyable and helpful way to study. engagement with this form of technology-enhanced learning did not have an impact on their overall gross .inatoiny course performance. [ABSTRACT FROM AUTHOR]

Objective: To investigate the influence of providing online procedural videos to postgraduate chiropractic students preparing for an objective structured clinical examination (OSCE). Methods: Eighty-three postgraduate chiropractic students enrolled in a diagnostic unit during 2017 received supplemental video resources prior to their final OSCE. Ninety students enrolled in the 2016 offering of the unit acted as the control group. Two-sample / tests were used to compare OSCE results between groups and paired / tests were used for within-group comparisons. Regression analysis was used to examine the association of age, undergraduate grade point average. and gender with the final OSCE scores. Students weie also surveyed regarding their perceptions of tlie video resources using a purpose-built questionnaire. Results: A paired / test comparing initial and final OSCE scores found a small but significant increase in scores for the 2017(mean change 3.6 points. p=.001) bul not the 2016(meanchange-1.1 scores. p=.09) cohort. The 2017 cohort had significantly more change than the 2016 cohort (ine:in difference 4.7 points; p < .001). Analysis ofresponses to the questionnaire highlighted overall positive feedback for the procedural videos. Conclusion: Online procedural videos as learning resources had a small but positive effect on OSCE performance for a group of postgraduate chiropiactic students. St,idents perceived the resource as being helpful for OSCE preparation. [ABSTRACT FROM AUTHOR]

Student reflection is commonly thought to be associated with enhanced learning, especially when it involves connecting course learning to personal experience. In this mixed-methods study, we viewed 670 reflective tweets from 105 students in advanced English language courses at a private university in Latin America to measure the relationship between the depth of reflection of student tweets and their learning as demonstrated through their exam scores. We also applied a survey to capture students' self-perceived ability to write deep reflections and the extent to which they believe this helped them succeed in the course. The result of regression analysis revealed a correlation between deeper reflections and better performance on student exams. We also found that students tended to overestimate their abilities to write deep reflections as the majority of tweets were more superficial. Furthermore, many students did not see a direct connection between their reflective practice and their final grade in the course but viewed reflection positively in terms of contributing to their learning. [ABSTRACT FROM AUTHOR]

The article reviews the impact of the coronavirus disease-2019 (COVID-19) in health professional education (HPE) focusing on the critical questions in assessment. Topics covered include the decisions and factors that should be considered in the approaches to assessment, the solutions and good practice that can be shared, and the opportunities presented by the health crisis for long term improvements in assessment practice.

Purpose: An estimated 75 million people with disabilities need wheelchairs globally, of whom 5–15% have one. Access to an appropriate wheelchair requires rehabilitation professionals trained to provide wheelchair service. One aim of the International Society of Wheelchair Professionals (ISWP) is to promote and facilitate the integration of wheelchair service provision education into academic rehabilitation programs worldwide. To inform the development of integration strategies, the purpose of this study was to develop an in-depth global portrait of the wheelchair service provision education offered in academic rehabilitation programs, the process of its integration and the associated facilitators and barriers. Method: Semi-structured qualitative interviews were conducted with a purposive sample of 14 representatives from academic rehabilitation programs (i.e., occupational therapy, physical therapy, and prosthetics and orthotics) in 11 countries, including low, middle and upper resourced settings. Findings: Thematic data analyses identified three overarching themes. The first theme, "impact of context", portrays factors related to local population needs, governance and supply chain of equipment and service delivery. The second theme, "current and planned wheelchair education", describes the content, pedagogic approach, student evaluation and feedback process. The third theme, "integration process", details five states of this process. Conclusions: This study describes in-depth the wheelchair service provision education across academic rehabilitation programs and resource settings, illustrating the context-dependent nature of its integration. This understanding may assist the global community of educators in preparing future rehabilitation professionals to better serve wheelchair users. This work has informed the development of ISWP's Seating and Mobility Academic Resource Toolkit (). The Dynamics of Context-Dependent Integration of Wheelchair Service Provision Education in Curricula model, depicting the findings of this study, may help to inform key stakeholders (i.e., academic institutions, health care providers and policy makers) about potential barriers and facilitators to the implementation of adequate wheelchair service provision education in the curricula of academic rehabilitation program. Study findings may lead to creative strategies, such as the expansion of ISWP's Seating and Mobility Academic Resource Toolkit (SMART; ), that may enable academic rehabilitation programs to be a part of the solution to strengthening rehabilitation systems worldwide, through appropriately trained rehabilitation professionals in wheelchair service provision. [ABSTRACT FROM AUTHOR]

Background: Self-directed learning (SDL) is an important tool for transforming medical students into lifelong learners so that they are competent to identify their learning needs, allocate resources, and evaluate the learning process throughout their career. Recently, the Medical Council of India has introduced SDL as an essential component of the competency-based medical education curriculum and has allocated fixed hours for SDL in all undergraduate MBBS students. Regarding the role of facilitators in SDL program, there are controversial reports and there are even studies which have shown that the role of a facilitator is not important. Aim: The proposed study aimed to assess students' performance before and after discussion in an SDL module in small-group teaching--learning method and compare the performance scores. Methodology: A total of 117 students responded and were included in the study. Batch A had 59 students and Batch B had 58 students. The topic selected for the SDL module was "Heme degradation and Jaundice." The module was conducted over two contact sessions, Session 1 and Session 2, which were conducted 5 days apart. The prediscussion and postdiscussion assessment questionnaire was also prepared. Session 1 was conducted during a 1-h SDL slot. A gap of 4 days was given to students for doing self-study and to learn the topic. The prediscussion questionnaire consisting of five multiple-choice questions related to the topic was shared with the students a day before the second contact session. Session 2 was conducted during the 2-h tutorial slot (over 2 consecutive days for two batches of the class, Batch A and Batch B, respectively). Fishbowl method of small-group teaching--learning was done followed by postdiscussion questionnaire. Results: The questionnaire was analyzed, and it was observed that the overall mean performance of students improved considerably (78.3%-87.7%) in the questions related to core concept (Q1, Q2, and Q3). Similarly, in the questions related to clinical aspects of the topic, the mean performance of students showed considerable improvement from prediscussion to postdiscussion assessment (86%--93.5%). Conclusion: We conclude that the SDL module should be meticulously planned keeping in mind the topic selected and the availability of infrastructure and workforce. Peer discussion is a very important aspect of the SDL module, and it shows improvement in learning outcomes in an SDL module. [ABSTRACT FROM AUTHOR]

Background: Peer-assisted learning is well established in medical education; however, peer tutors rarely act as assessors for the OSCE. In the compulsory, near-peer teaching programme covering basic medical skills at the University of Heidelberg, peer tutors serve as assessors on a formative OSCE. This study aimed to investigate the feasibility and acceptance of peer assessors and to survey the perceived advantages and disadvantages of their use. Methods: In 2016 and 2017 all OSCE peer assessors (third to sixth-year medical students) and all of the peer-assessed students in 2017 (second-year-medical students) were invited to participate in a survey. Both groups were asked to complete a tablet-based questionnaire immediately after the OSCE. Peer assessors were asked to rate eight statements and the peer-assessed students to rate seven statements on a five-point Likert scale. Both were asked to comment on the advantages and disadvantages of peer-assessors. Results: Overall, 74 of 76 peer assessors and 307 of 308 peer-assessed students participated in the study. 94% (67/74) of peer assessors and 90% (276/307) of the peer-assessed group thought that it is important to have peer tutors as assessors. Of the peer assessors, 92% (68/74) felt confident in giving structured feedback during the OSCE and 66% (49/74) felt they had improved their teaching skills. Of the peer-assessed students, 99% (306/307) were satisfied with their peers as OSCE assessors and 96% (292/307) considered the peer feedback during the OSCE as helpful. The participants mentioned structural benefits, such as lower costs, and suggested the quality of the OSCE was higher due to the use of peer assessors. The use of peer assessors was found to be beneficial for the learners in the form of high-quality feedback and an overall reduction in stress. Furthermore, the use of peer assessors was found to be beneficial for the peer assessors (improved teaching and clinical skills). Conclusion: From a learner's perspective, the use of peer assessors for a formative OSCE that is part of a near-peer teaching program aimed at junior medical students is favourable for all. A broad implementation of peer assessment in the formative OSCE should be encouraged to investigate effects on quality and stress-reduction. [ABSTRACT FROM AUTHOR]

Objective: To evaluate whether an educational worksheet would influence the accuracy of simulated evaluation and management (E/M) coding among students in a doctor of chiropractic program. Methods: An educational worksheet was developed as well as a test and survey involving simulated patient scenarios. Two groups were analyzed in this project. All members of the intervention group received the educational worksheet and were able to use it while completing their E/M coding test and survey; the control group completed their E/M coding test and survey without the educational worksheet. The E/M coding test and survey were scored for each group; the mean group scores were evaluated, and between group differences were analyzed using a 2-tailed t test. Results: The intervention group recorded significantly higher scores (p < .001) on the E/M coding test and survey. Conclusion: Doctor of chiropractic students who were provided with an E/M educational worksheet had fewer errors on a simulated E/M coding test and survey. [ABSTRACT FROM AUTHOR]

The rise of dubious medical practice and anti-vaccination groups in Malaysia suggests that the public needs to be equipped with the scientific literacy skills to navigate the healthcare landscape. Additionally, the overall result of the Programme for International Student Assessment (PISA) 2009+ for Malaysia suggests that the national scientific literacy levels of 16-year-old Malaysian students to be below the international and the Organisation for Economic Co-operation and Development (OECD) average. Consequently, the Higher Order Thinking Skills (HOTS) was introduced to form part of the national English language evaluation in 2013 to encourage creative and critical thinking. In this editorial piece, I describe a youth-led intervention that may be more effective at increasing scientific literacy to combat pseudoscience in Malaysian youth especially in bridging the education inequality gap in Malaysia. [ABSTRACT FROM AUTHOR]

Purpose: This report describes the development and validation process of an assessment with national consensus in appropriate and safe pharmacotherapy. Methods: A question-database on safe prescription based on literature of pharmacotherapy-related harm was developed by an expert group from Dutch medical faculties. Final-year medical students concluded a 2-year education program on appropriate and safe prescription by one of nine assessment variants of 40 multiple-choice questions each. An expert panel of professionals (n = 10) answered all database questions and rated questions on relevance. Questions were selected for revision based on lack of relevance or poor test and item characteristics. Results: A total of 576 final-year medical students of the Radboud University was assessed. There was no significant difference in performance between students and content expert group (p = 0.7), probably due to learning behavior. Out of 165 questions, 59 were selected for revision. Conclusion: Joint national effort from a team of experts in prescription and pharmacotherapy is an appropriate way to achieve a valid and reliable last-year student drug prescription assessment. [ABSTRACT FROM AUTHOR]

Introduction. The changing reality, the interpenetration of cultures, progress in the field of science, the development of technology, the emergence of unprecedented needs, challenges from the civic health care system require nurses to accurately interpret the essence of phenomena and respond appropriately to the ongoing transformations. Therefore, the education process should not only convey the latest knowledge, stimulate self-education, prepare for conducting comparative and application activities, but also educate specific thought habits called critical thinking, as it is the opposite of routine, schematism or imitation. Aim. Understanding the specifics of critical thinking. Providing several concepts of critical thinking. Demonstrating the need to develop critical thinking in the nurses' education process. An attempt to provide appropriate criteria for the assessing of critical thinking skills in nursing. Method. A phenomenological method that guarantees truthfulness and certainty of cognition through the intuitive knowledge of the essence of the phenomenon and the precision of the language of its expression. Conclusions. Critical thinking teaches courage in breaking conceptual patterns. It allows you to define problems in a rapidly changing reality and find the optimal way to solve them. It extends the repertoire of the basic skills of a modern nurse. Moreover, it increases the independence of nurses and raises the level of their professionalism. Critical thinking as a key competence should become one of the main goals of education at every level. Mandatory courses of critical thinking and its application in practical activities should be organized for nurses. [ABSTRACT FROM AUTHOR]

Objective: In this study we investigated the effectiveness of working memory computer assisted program teaching on improving executive functions and reading performance of students with reading disorder. Methods: Due to the nature of issue, the semi-experimental method and pretest - posttest with control group was used. The population of present study consisted of 20 boy students' with reading disorder in the third and fourth grade of primary school in the Tehran city .The students were selected by using sampling method and randomly assigned to experimental and control groups. Subjects consistently were evaluated by performance tests (Rosvold, Mirsky, Sarason, Bransom and Beck 1965), computerized version of London Tower (Morris, Ahmad, Saiyed & Tone, 1993), Stroop Test (Stroop, 1935), Testing Memory of Cornoldi, (Cornoldi, & Vecchia, 1995) and Reading tests (Azizian & Abedi, 2003). Experimental group passed the computer assisted program of working memory (Bokharaeian, 2010) in the 20 session which the duration of each session was 45 minutes. Results: The results of T-test showed that there is significant difference on post-test in the executive function and reading progress of students with reading disorders .The results also indicated that working memory computer assisted program is effective for improving executive functions and reading progress of students with reading disorder. Conclusion: Teaching and paying attention to the executive functions as the underlying neuropsychological functions can be expressed as new approach for the treatment of especial learning disorders. [ABSTRACT FROM AUTHOR]

Introduction: Despite the ubiquity of single-best answer multiple-choice questions (MCQ) in assessments throughout medical education, question writers often receive little to no formal training, potentially decreasing the validity of assessments. While lengthy training opportunities in item writing exist, the availability of brief interventions is limited. Methods: We developed and performed an initial validation of an item-quality assessment tool and measured the impact of a brief educational intervention on the quality of single-best answer MCQs. Results: The item-quality assessment tool demonstrated moderate internal structure evidence when applied to the 20 practice questions (κ=.671, p<.001) and excellent internal structure when applied to the true dataset (κ=0.904, p<.001). Quality scale scores for pre-intervention questions ranged from 2-6 with a mean ± standard deviation (SD) of 3.79 ± 1.23, while post-intervention scores ranged from 4-6 with a mean ± SD of 5.42 ± 0.69. The post-intervention scores were significantly higher than the pre-intervention scores, x²(1) =38, p <0.001. Conclusion: Our study demonstrated short-term improvement in single-best answer MCQ writing quality after a brief, open-access lecture, as measured by a simple, novel, grading rubric with reasonable validity evidence. [ABSTRACT FROM AUTHOR]

At Duquesne University, freshmen are required to take a one-credit information literacy course. This course has traditionally been offered mostly face-to-face, but has expanded into more online offerings. Unfortunately, the experience for students and instructors online was not as positive as those involved with the face-to-face version of the course. Assessment results on a variety of levels and anecdotal evidence indicated that students did not work as well together to learn as those did in the face-to-face version of the course. Not only did instructors receive lower student evaluation scores, but students did not perform as well on their final, collaborative project. While there will be barriers to learning online, especially when students work together in a group, instructors and instructional designers can take distinct steps to make the experience a positive one. Instructors must use particular interventions to increase student-to-student interaction that leads to learning. [ABSTRACT FROM AUTHOR]

It is vital to prepare nurses to become informed leaders with the required knowledge and skills to support effective patient care and outcomes. This article describes an innovative teaching method that enables students to create simulation scenarios based on their clinical experiences, to lead simulations and to take part in self-reflection and peer review activities. The article shows how the method can help prepare nursing students to become future leaders by allowing them to practise 'real-life', real-time leadership skills, and apply theory to practice in the safety of a simulated scenario. [ABSTRACT FROM AUTHOR]

Abstract As a key industry promoting the transformation of the labour force and proving labour cognitive level, education and training has strong economic externality with positive external effects on socio-economic development according to many economists. However, the research on the economic evaluation of education and training industry is very limited. From the Western economics perspective of externality, this paper analyses education and training industry on the basis of the important role of human capital in China's economic transformation. The difference between education training's spillover effect and the relative marginal production factor's productivity is calculated by using the fidelity model. In this way, labour cognitive level can be quantified. The more people who receive education training, the more they can promote the economic efficiency of enterprises, and the more they can promote the harmonious development of the entire society and economy. Education and training industry has a positive externality effect that can improve labour cognitive level. [ABSTRACT FROM AUTHOR]