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Co-creation is the active involvement of all stakeholders, including students, in educational design processes to improve the quality of education by embodying inclusivity, transparency and empowerment. Virtual co-creation has the potential to expand the utility of co-creation as an inclusive approach by overcoming challenges regarding the practicality and availability of stakeholders, typically experienced in face-to-face co-creation. Drawing from the literature and our experiences of virtual co-creation activities in different educational contexts, this twelve tips paper provides guidelines on how to effectively operationalize co-creation in a virtual setting. Our proposed three-phased approach (preparation, conduction, follow-up) might help those aiming to virtually co-create courses and programs by involving stakeholders beyond institutes and across borders. [ABSTRACT FROM AUTHOR]

Despite the widely accepted importance of clinician empathy in quality healthcare, no occupational therapy-based pedagogy has consistently demonstrated the ability to improve the level of empathic awareness in students. In an effort to replicate 2020 findings that demonstrated the close reading of literary narratives improves empathic awareness in occupational therapy students (p < 0.001), the study's curriculum and methodology were repeated in 2021 and 2022. Results demonstrated that classes taught fully in-person repeated findings (p < 0.001), while classes taught online (2021) did not (p > 0.001). Study implications include the potential of an in-person curriculum that emphasizes literary narratives to facilitate empathic awareness in occupational therapy students, and the possible limitations of online instruction to foster greater understanding of client needs. [ABSTRACT FROM AUTHOR]

THE FUSED health education series was developed as a one-stop guide for developing a quality curriculum for teaching health education. This first, two-part article introduces a new approach to teaching health education called THE FUSED Technique. THE stands for Teaching Health Education and FUSED stands for Functional (data driven) information, Using health-behavior outcomes (HBOs), Skill-based cues, Engaging teaching strategies, and Daily application in developing health-literate K-12 students. THE FUSED Technique was developed to teach health skills and content to today's K-12 learners. It focuses on lifelong health literacy and helps bridge standards-based and skill-based health education. At its core, FUSED is a skill-based health education teaching technique that engages K-12 students by using a variety of participatory methods to ensure that students have ample opportunities to practice and develop the knowledge, skills and attitudes needed to lead healthy lives. Part 1 of this article describes how to build a FUSED unit and lesson, and Part 2 will describe how to implement a FUSED lesson. [ABSTRACT FROM AUTHOR]

Background: Librarians play an important role on systematic review teams because of their expertise in information organization, database searching, and records management. Many systematic review training opportunities exist, but not all are tailored to the needs of librarians. The Medical Library Association, along with a workgroup of experts on systematic reviews and review services, developed a Systematic Review Services Specialization (SRSS) that was launched in 2022. One of the required courses in the specialization was developed by the authors, who set out to build a value-added curriculum that would provide essential searching skills for librarians working in evidence synthesis domains. Case Presentation: The authors present a case report on creating a framework for developing a new course in the Medical Library Association's Systematic Review Services Specialization. The objectives of the course were intended to align with six systematic review competencies for librarians developed and published by a group of health science librarians from the University of Michigan in 2017, which include 1) conducting a reference interview, 2) performing preliminary searches, 3) selecting appropriate resources to search, 4) building an extensive, comprehensive, and documented search strategy, 5) peer reviewing search strategies, and 6) reporting search methods. With these objectives in mind, the instructors created four separate modules and an activity. Conclusion: Systematic review skills for librarians are essential to many health science library jobs since librarians are considered important collaborators within systematic review teams. Through eleven cohorts of the course held over 2022-2024, the authors constructed and delivered a comprehensive curriculum. [ABSTRACT FROM AUTHOR]

The article addresses the question of how the Enduring Principles of Learning (EPL) might be operationalized within the bright triad of L. S. Vygotsky's optimistic deaf pedagogy to contribute to a critical sociocultural turn in deaf education, even beyond the previously posited psycholinguistic turn. Topics include definition of positive differentiation and the kind of differentiation that supports teachers in using deaf students' existing communication strengths in language and literacy.

Generative Artificial Intelligence (GenAI) caught Health Professions Education (HPE) institutions off-guard, and they are currently adjusting to a changed educational environment. On the horizon, however, is Artificial General Intelligence (AGI) which promises to be an even greater leap and challenge. This Guide begins by explaining the context and nature of AGI, including its characteristics of multi-modality, generality, adaptability, autonomy, and learning ability. It then explores the implications of AGI on students (including personalised learning and electronic tutors) and HPE institutions, and considers some of the context provided by AGI in healthcare. It then raises the problems to address, including the impact on employment, social risks, student adaptability, costs, quality, and others. After considering a possible timeline, the Guide then ends by indicating some first steps that HPE institutions and educators can take to prepare for AGI. [ABSTRACT FROM AUTHOR]

Abstract: Nerve conduction studies are a commonly performed procedure and a core competency for physical medicine and rehabilitation residents. Nerve conduction studies are complex to learn and no standardized training protocols exist across physical medicine and rehabilitation programs. The aims of this study are to standardize training and assessment of resident proficiency in nerve conduction studies skills and to evaluate the impact of an educational intervention on skills development. This was a repeated measures design wherein 36 physical medicine and rehabilitation residents underwent a pretest, followed by a mastery learning-based intervention, including deliberate practice. Residents were then expected to meet or exceed a minimum passing score at posttest. Performance improved from a median score of 4.5/ 66 on the pretest to a median score of 63/66 on the posttest. Thirty three of 36 residents achieved the minimum passing score on the first attempt; three residents required additional deliberate practice and met the minimum passing score on the second attempt. A curriculum featuring deliberate practice dramatically increased checklist scores of residents performing nerve conduction studies. This mastery learning program shows a reliable and reproducible method to achieve procedural competency within a physical medicine and rehabilitation residency program and can shift the curve to allow residents to immediately start performing nerve conduction studies at the start of their clinical experience. [ABSTRACT FROM AUTHOR]

Social justice discourse in higher education has been increasing in recent years, the scope of which has broadened to include systemic, institutional, and grassroots levels. Exploring and creating new approaches to education is one means of creating socially just education at the grassroots level. The student voice for social justice (SVSJ) pedagogical method is one pedagogy that adopts Nancy Fraser's framework of (re)distribution, recognition, and representation and applies it to a higher education (HE) context. At the centre of SVSJ is student voice and active participation, whereby students become co-creators and co-developers of course content and dissemination across disciplines. Developing new pedagogies is only the first step in a long process of exploration, implementation, reflection, and revision. Working with students toward a socially just education model demands reflective practices from individual lecturers and professional group dialogue. Through such reflective practices, students' cultural, educational, and personality differences, student voice challenges, the role of humility, assessment, and different modes of teaching (face-to-face vs online) were identified as being areas of consideration that need rethinking and reworking to enhance teaching and learning through socially just pedagogy development. [ABSTRACT FROM AUTHOR]

The article presents perspectives on how the concept of "clinical skillfulness" was identified and developed in an action research project conducted from 2020 to 2022. This collaborative effort involved students, clinical supervisors, lecturers, and researchers. The joint actions proved to support the community and facilitated the students' transition from education to working life. The article's ambition was to provide nuanced perspectives on clinical skillfulness as a concept through empirically driven analyses. It also aimed to present how a focus on examining skillfulness, rather than problems, inspired students' transition and paved the way for a new educational method. The empirically driven analyses were formed by students' identification of how clinical skillfulness was expressed in clinical practice. Three general analytical perspectives emerged: person-related, situation-oriented, and context-dependent. The perspectives on clinical skillfulness as a concept have been discussed with Hammershøj and Klafki. The article outlines the contours of a new profession-oriented study method. [ABSTRACT FROM AUTHOR]

Incarceration is associated with adverse health outcomes, including higher rates of infectious diseases. Poor health literacy in this population is a likely contributing factor, making health education a potential tool to help address these health disparities. This article aims to describe the implementation of a novel medical student-led educational initiative in the jail setting as a tool to promote health literacy and decrease the infectious disease burden in the correctional setting. A four-part infectious disease health education curriculum was developed and tailored to a carceral context. The course was offered on a voluntary basis to members of a reentry program at a local county jail. Pre- and postcourse surveys were used to evaluate the course effectiveness. The results demonstrated a statistically significant increase in the participants' reported confidence for recognizing the symptoms of and seeking appropriate treatment for common infections, including sexually transmitted, respiratory, and blood-borne infections. To the authors' knowledge, this is one of the first medical student-led programs of its kind to be described in existing literature. This program hopes to continue refining its curricular offerings and serve as a model for medical schools across the country to increase trainee engagement. [ABSTRACT FROM AUTHOR]

The aim of this clinical article is to provide perinatal educators with strategies on integrating content on consensual nonmonogamy (CNM) and parenthood into their perinatal education practice. The strategies are based on both authors' research programs and clinical practices. The article is divided into six sections: an overview of CNM and parenthood, perinatal education and CNM, perinatal educators' preparation for this integration, the three guiding principles underlying this integration, the nine strategies to adapt perinatal education for CNM and parenthood, and getting support and collaboration from different levels of associations for a successful integration curriculum outcome. Acknowledging and including all partners and family members in CNM-related perinatal education programs are part of providing inclusive and comprehensive education. [ABSTRACT FROM AUTHOR]

Due to the increasing number of students each year in Vietnam and elsewhere, current active teaching methods and traditional lecture methods face many difficulties. Therefore, innovation in teaching methods is necessary to meet training needs and ensure training quality. Even though team-based learning is widely used globally, there is still no scientific evidence of the effectiveness of this method in health education in Vietnam. This quasi-experimental study compared individual and team readiness scores and satisfaction in students undergoing team-based learning. The study also compared the effects of the team-based learning method versus traditional lectures on final test scores, classroom engagement, and students' attitudes toward team-based learning. The study was conducted on 192 fourth-year bachelor of nursing students at the University of Medicine and Pharmacy, Hue University, in the 2022-2023 school year. Students participated in three Nursing Care for Adults with Internal Medicine Disease course modules. Data were collected using five instruments: a Demographic Questionnaire, the Student Preparation Questionnaire, the Classroom Engagement Survey, the Team-Based Learning Student Assessment Instrument, and the Attitudes toward Different Aspects of Team Learning. The data were analyzed using descriptive statistics, independent t-test, and chi-square using SPSS version 20.0. The findings revealed that students in the team-based learning group had mean scores on the team readiness test significantly higher than the individual readiness test in all three modules, and satisfaction with team-based learning was high. When comparing the two groups, the students in the team-based learning classes had significantly higher scores on classroom engagement and more positive attitudes toward this type of learning than those in traditional classes. However, the two groups had no significant difference in final test scores. We recommend that universities in Vietnam urgently consider applying the team-based learning method to many courses for nursing students, given its potential to enhance classroom engagement and foster positive attitudes. However, before widespread application, more research is needed on factors that can affect the effectiveness of team-based learning, such as the capacity of lecturers, teaching assistants, and infrastructure conditions. More extensive research in more courses, more students, and longer periods are needed to see the long-term benefits of team-based learning. [ABSTRACT FROM AUTHOR]

Background: Comprehensive sexuality education (CSE) is essential in empowering adolescents with the knowledge and confidence to manage their sexual and reproductive health. Despite its recognized benefits, access to quality CSE remains limited, especially in low-income countries, where societal norms and structural barriers hinder effective delivery. The aim of this study is to investigate the experiences and perceptions among students, teachers, and principals in Nepal about comprehensive sexuality education. Methods: Qualitative methods were used. 13 Semi-structured interviews and 1 focus group discussion were carried out with 15 teachers and principals working at higher secondary schools and two focus group discussions were conducted with a total of 13 adolescents. Thematic analysis was used to analyze the data. Results: Four themes were developed: Resistance to Teaching and Learning, Preparation and Engagement Strategies, Taboos and Silencing and Structural Barriers. Students, teachers, principals and students reported discomfort and embarrassment when discussing sensitive topics, with gender dynamics playing a significant role. Strategies like warm-up sessions and continuous interaction with students and parents were used to create a supportive learning environment. However, socio-cultural barriers and family attitudes continued to hinder open discussions about sexuality. Structural barriers, including the lack of formal training for teachers and inadequate instructional materials, further impeded effective CSE delivery. Conclusion: The experiences of CSE in Nepal among students, teachers and principals highlight significant barriers including cultural taboos, gender dynamics and insufficient resources. Addressing these barriers through comprehensive teacher training, curriculum reform, and societal engagement is critical to ensure access to CSE. [ABSTRACT FROM AUTHOR]

The push for holistic admissions practices in physical therapy education has evoked concerns that learners who are culturally and linguistically diverse might be less qualified than the predominant demographic traditionally admitted into programs. The implications are that culturally and linguistically diverse learners struggle academically and experience challenges passing the National Physical Therapy Examination. However, as the academic preparedness of learners is discussed, rarely does the conversation include the capabilities of faculty to teach these learners. As cohorts continue to include learners from a greater variety of backgrounds and identities, the largely homogenous professorate, with more than 80% identifying as White, might need training in culturally responsive pedagogy to best serve learners from all backgrounds and identities. Educators often use a "one-size-fits-all" approach in which learners are expected to use the same resources and pace for assignments, readings, and assessments, regardless of their learning strengths or academic preparation. That approach fails to empower educators to design curricula and instruction to position all learners to excel in the classroom. This Perspective explores strategies to support all learners through three dimensions of culturally responsive pedagogy: institutional, personal, and instructional. To truly transform society, we must first transform physical therapy education. Culturally responsive pedagogy advances and supports all student achievement by recognizing, fostering, and using their strengths in the learning environment. [ABSTRACT FROM AUTHOR]

Objective The aim of this study was to explore the instruction of social determinants of health (SDOH) for people with disabilities (PWD) in doctor of physical therapy (DPT) education programs. Methods A sequential mixed methods study informed by a five-member disability community advisory panel was conducted. Qualitative semi-structured interviews with educators (n  = 10) across 4 DPT programs in the Midwest were conducted and analyzed thematically. The qualitative findings formed the basis of the quantitative phase. An online survey was conducted with faculty of DPT programs in the United States (n  = 254) with the most knowledge of instruction of SDOH and health equity for PWD (n  = 74; 29% response rate). Quantitative data were analyzed with descriptive statistics and triangulated with qualitative data. Results SDOH for PWD is an emerging component of instruction in DPT curricula. Five themes included: emerging instruction of SDOH for PWD; conceptual frameworks informing instruction; instructional strategies; barriers to integration of SDOH for PWD; and facilitators to integration of SDOH for PWD. Quantitative analysis revealed that 71 respondents (95.9%) included disability in health equity discussions primarily focused on health care access. Limited time (n  = 49; 66.2%) was the most frequently reported barrier, and educator interest in disability health equity was the most frequently reported facilitator (n  = 62; 83.7%) to inclusion of the SDOH for PWD in health equity discussions. Conclusion Opportunities exist in DPT curricula to build on instructional strategies, integrate SDOH frameworks, and amplify facilitators to integration of SDOH for PWD. Impact To meet the needs of the 67 million Americans living with disabilities, students must have the knowledge and skills to address the complex needs of this historically marginalized population. Understanding the DPT education landscape around SDOH for PWD can guide DPT educators to more fully prepare their students to recognize and ameliorate health disparities faced by PWD. [ABSTRACT FROM AUTHOR]

The article explores the current understanding of bioethics and its future by examining the normative commitments and demographics of U.S. bioethicists. Topics discussed include the need for clearer definitions of bioethics and bioethicists, the importance of inclusive and diverse training, and the role of policy advocacy in addressing health disparities.

Procedural sedation is the administration of medication to obtund, dull, or reduce the intensity of pain or awareness associated with a therapeutic or diagnostic procedure. Because registered nurses play a key role in ensuring patient safety during procedural sedation, it is essential they have the requisite knowledge and skills to provide safe, quality care. This paper describes the development, implementation, and outcomes of a course designed for nurses providing care to patients undergoing procedural sedation. [ABSTRACT FROM AUTHOR]

Aim: To describe educators' conceptions of the pedagogical challenges involved in teaching practical topics to nursing students at clinical skills centres (CSCs). Design: A qualitative descriptive design. Methods: The study used a phenomenographic approach. Data were collected through individual qualitative interviews with 17 educators teaching at CSCs, between November 2020 and March 2021. The checklist called Consolidated Criteria for Reporting Qualitative Research for qualitative research was used. Results: Three categories of description emerged regarding the educators' conceptions of the pedagogical challenges: teaching with credibility, teaching with confidence and creating a conducive learning environment. These conceptions were interrelated based on the way that the teaching was performed. Further, the results indicate that educators had to manage two different professional areas, that is, nursing and pedagogy, which both needed to be integrated in order to create the right learning environment. Conclusion: To increase competence and confidence, it is recommended to develop educational course for the educators at the clinical skills centre where pedagogy and nursing are intertwined. Implications for the Profession: This study indicated the need for educators to be prepared with credibility and confidence when teaching at CSCs to create a conducive learning environment. In order to develop this, it is key to provide support through formal and informal mentoring and entail the need for educators to combine the two roles of nursing and pedagogy. Reporting Method: Consolidated criteria for reporting qualitative research (COREQ). Public Contribution: No patient or public contribution. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic had unprecedented impacts, both directly and indirectly, on student populations across the UK. As teaching has returned to 'normal', in person exams have made a comeback and so has the debate about the value of unseen exams as a method of assessment. This research provides a comprehensive insight into student perception of exams in light of their COVID-19 educational experiences. This research combines student perspectives on unseen exams, considering this is a generation of students who have perhaps never sat a regular written exam before due to pandemic. Student perceptions are combined with academic staff experience on delivering unseen exams to identify their suitability within curriculums that promote authentic assessment and research-led teaching. The thematic analysis of results identifies that students feel strongly about the purpose, fairness, and authenticity of unseen exams, and the COVID-19 pandemic is likely to have lasting impacts on student perception of their university experience. The themes identify practical considerations for academic staff when considering the inclusion of unseen exams in their teaching, most notably with respect to accessibility, support needs, and assessment design. [ABSTRACT FROM AUTHOR]

Purpose: Vocational educators in many countries enter teaching as a second career and authentic occupational expertise is seen as essential to good quality VET. The changing contexts of VET and the growing diversity of its learning populations also demand the development of teaching expertise. This dual professionalism is related to a unique combination of an occupational and a teacher identity, however, prior, and mainly qualitative research from a limited number of VET contexts suggests that often one side of this duality prevails. Our study aimed to explore the professional identity of vocational educators in Hungary and to identify some of the factors that might influence its formation. Methods: We applied a mixed method design, conducting a teacher survey (N=138) and semi-structured interviews (N=12). The quantitative and qualitative strands followed a parallel design, exploring the same topics but identity views and the organisational context were studied more deeply in the interviews. In the survey, we measured professional identity through a direct question about its type as well as questions about the importance of specific goals and teacher competence areas in vocational teaching. We used statistical and thematic analyses to study our quantitative and qualitative data. Results: Most vocational educators in our study identified as both a teacher and a professional, though the type of identity varied by gender and length of occupational work experience. Perceptions about the main goals in teaching revealed vocation/outcome-focused and student/education-focused goal orientations influenced by gender, qualifications and work experience, while our qualitative data also showed the impact of school culture and the wider socio-economic context. The goal orientations identified in the survey were more balanced for those with a dual identity, and they correlated with perceptions about the importance of different teacher competence areas, which were most influenced by whether or not the educator had obtained a pedagogical qualification. Conclusion: Our findings showed that although most vocational educators also in Hungary claim to have a dual identity, they often prioritise the development of occupational expertise as they believe it is what gives them credibility that is seen as essential to "good VET". Considering the significant impact we have found of teacher education and continued work in the occupation on identity views, it seems of utmost importance that policy and schools recognise and support the development of both occupational and teacher expertise, to ensure a balanced dual identity that seems best suited for vocational teaching. [ABSTRACT FROM AUTHOR]

Purpose: During the last decade, new continuing learning pathways have been designed and implemented in the Dutch Vocational Education and Training (VET) column aiming to foster students' transitions between successive educational levels. Prototypical examples of such continuing learning pathways are the Green Lyceum (GL) and the Technical Talent Development programme (TTD). In the present exploratory study, GL and TTD were compared in terms of curriculum design aspects and students' acquired VET diplomas and transitions to higher VET levels. Methods: Ten curriculum design aspects of GL and TTD were described through curriculum description forms and focus group discussions to be able to determine similarities and differences between both learning trajectories. Moreover, acquisition of VET diplomas and transitions to higher VET levels of students from both programmes were compared. Findings: The ultimate goal of GL was to promote student transitions to higher professional bachelor (HBO) programmes while TTD mainly intended to increase student numbers in the technical domain at the secondary VET level. For GL, a new and integrated VET curriculum was built with specific ingredients to prepare students for the HBO level. For TTD, the contents of the regular VET programmes were roof tile stacked in an accelerated curriculum with a stronger focus on vocation-oriented assignments in the technical domain. Conclusion: If the ultimate goal of a continuing learning pathway is to promote students' transitions to higher VET levels, curriculum design aspects as represented in GL seem more effective. However, if the focus is on promoting students' diploma acquisition at lower VET levels for specific sectors, curriculum design aspects as represented in TTD seem more effective. [ABSTRACT FROM AUTHOR]

The purpose of this systematic literature review was to understand trends in field experiences that were part of early childhood special education (ECSE) teacher preparation activities in the United States. Thirteen studies that included an analysis of ECSE teacher candidates (TCs) completing at least one field experience, including coursework-based practicums or student teaching internships, were published between 2013 and 2022 and reviewed. Specifically, we examined the demographics of TCs and student participants to understand who was included in this research. Field experience parameters including setting, duration, instructional approach, and instructional focus were reviewed to draw comparisons between the various approaches to structuring TCs' early teaching opportunities. Finally, specific learning activities and feedback opportunities within field experiences, as well as TC and student outcomes of the studies, were explored to determine current trends and findings. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

The Master Adaptive Learner is a model used to develop students to become self-regulated and adaptable lifelong learners to practice medicine in a complex and ever-changing environment. The Hackensack Meridian School of Medicine (HMSOM) proposes a new course, Patient Presentation Problem-Based Learning Curriculum (PPPC), a dynamic and integrated course that goes beyond the scope of traditional Problem-Based-Learning (PBL). PPPC allows students to build domain-general skills in tandem with domain-specific content learned during a pre-clerkship curriculum. An integrated case provides weekly scaffolding, such that the course takes place throughout the week and is not isolated from the rest of the curriculum. Students receive iterative feedback and structured assignments which allows development of self-directed learning skills along with integration and consolidation of weekly curricular content. A layered analysis approach was used to outline the philosophies, principles and techniques that link to our course objectives. Techniques used could easily be translated to other pre-clerkship curriculum to promote development of self-directed learning and clinical reasoning skills, as well as promote more meaningful learning of basic, clinical, and health system science content. [ABSTRACT FROM AUTHOR]

The undergraduate physiotherapy program at the University of the Witwatersrand, South Africa, aims to respond to global and national health needs across levels of care, with a focus on primary care. Ideally, contemporary health professionals' education focuses on a holistic approach that extends beyond addressing a patient's medical diagnosis. In South Africa, however, this approach also needs to address the country's colonial past by emphasizing decolonialization and social justice. Within this context, novel competencies are required to serve South Africans consistent with comprehensive health and disability frameworks based on the biopsychosocial approach such as the International Classification of Functioning, Disability and Health. As physiotherapy educators at the University of the Witwatersrand, we describe the rationale for the current public health and community physiotherapy curriculum in the context of decolonialization and social justice and provide an overview of the curriculum. Narrative approach. Our curriculum is an example of a response to the 21st-century health needs of the South African population and the specific global and universal policies, philosophies, and principles that influence healthcare professionals and their service delivery. This curriculum prepares physiotherapy students to practice holistically, be responsive to health needs and contribute to decolonialization initiatives. Other programs may benefit from our experience. [ABSTRACT FROM AUTHOR]

How physical education teachers approach standards-based assessment of the new National Physical Education Standards is yet to be determined. But the use of technology for assessments may be one way to support and empower students in the education process toward physical literacy. This article focuses on the ways in which educators have adopted a particular technology, called Plickers, and how its use as an assessment tool can move physical education teachers' practice forward. [ABSTRACT FROM AUTHOR]

A broad range of health professionals can obtain the authority to prescribe in the UK upon successful completion of an accredited non-medical prescribing programme. Since the Covid-19 pandemic, many approved education institutions have adopted more permanent blended approaches to their programmes. This literature review aims to explore blended approaches to delivering postgraduate education to health professionals, with a view to improving the performance and satisfaction of students undertaking non-medical prescribing programmes. Seven papers were selected from a database search; five were research literature and two practice literature. The results suggest that social constructivism and laying a 'foundation' for effective study are key to student satisfaction. Advising students to engage with the provider's Virtual Learning Environment before a programme commences, dividing students into small groups that are designed to create communities of practice, scheduling face-to-face activities to provide early opportunities for social interaction and further research are recommended to enhance education for non-medical prescribers. [ABSTRACT FROM AUTHOR]

Reliance on digital technology may have implications for our social and economic wellbeing, including factors such as health, environmental quality, social interaction, and educational levels. Although there may be concerns, it is important to acknowledge that digital technology also offers immediate, cost-effective and accessible solutions that are transforming various services. The COVID-19 pandemic, through the disruption of educational systems worldwide, has accelerated the transformation of higher education, leading to changes in the way it is perceived. However, there is a lack of understanding regarding the relationship between digital poverty, digital literacy, and students' online experiences. This article aims to explore the engagement of nursing students in online learning post COVID. [ABSTRACT FROM AUTHOR]

With mounting evidence over the last 20 years regarding the prevalence and severity of trauma histories among social work clients, there has been a concerted effort across schools of social work to embed trauma-informed principles within course content and training. As students work to integrate classroom skills into field practicums, field education departments play a critical role in guiding application of these skills and incorporation of self-care strategies into daily practice. We conducted a scoping review to understand what role field education departments across the United States have assumed in preparing students to work with trauma-affected populations. Following an exhaustive database search (1,523 titles and 895 abstracts were screened; 116 full texts were reviewed), 20 studies met inclusion criteria. The vast majority of initiatives, many of which were externally funded, involved facilitating trauma-informed field placements. Several studies described trauma-informed education models that paired coursework in core trauma concepts with a trauma-focused field placement. Only six initiatives explicitly detailed efforts to equip students with self-care awareness and skills. Findings suggest that while field education departments participate in or design trauma-informed programming, more cross-site and cross-discipline scholarship on best practices is needed. [ABSTRACT FROM AUTHOR]

Bringing together literature from music education, posthumanism, sound studies and ethnomusicology, this article considers what sound 'does' in music education spaces. Within posthumanism, the role of sound, as a manifestation of material-human entanglements, is under-theorised. This article, diffractively plays with the literature and evidence from a PhD project and a listening walk with pre-service music teachers, allowing the reverberations (as the continued effects and affects of bringing these materials into contact with each other), to spark generative thinking about how sound in music education is conceived. In doing so, the article presents three reverberations that challenge humanist conceptions of sound/music in education. The first considers all sound (human and non-human) as voice, which is transindividual (Chadwick in Flint [2022]. "More-than-Human Methodologies in Qualitative Research: Listening to the Leafblower." Qualitative Research 22 (4): 521–541. ) , the second considers the role of sound as an invitation to 'world-with' (Barad [2007]. Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. Durham, NC: Duke University Press) and the third reverberation explores sound as affect (Gallagher [2016]. "Sound as Affect: Difference, Power and Spatiality." Emotion, Space and Society 20:42–48. ). In thinking with these generative reverberations, this article is a provocation to explore how a posthuman reconceptualisation of sound in music education can help us re-state the importance of music as a curriculum subject. [ABSTRACT FROM AUTHOR]

The aim of this article was to present students' responses to learning about community development and groupwork within the context of the natural world and human communities under threat, sometimes referred to as "greening the curriculum". Students' perceptions of such greening initiatives are currently underrepresented in the literature. The community development and group work unit under study was part of an Australian qualifying Masters of Social Work program. Students' perceptions of greening the curriculum were examined using a case study methodology, with quantitative and qualitative data collected. Their responses provided insight into efficacy of the Unit. Results indicated that students' awareness of the connections between social work, the natural environment, and ecological justice increased, and their confidence to carry this connection forward into their social work practice was strengthened. These results illustrate how students with no prior, or little, interest in "green social work" can achieve deep, meaningful, and even transformative progress towards ecological social work practice. Embedding ecological justice content into community development and group work curriculum can provide a holistic context for learning. The inclusion of ecological justice in social work curricula can be transformative for students and future social work practice. The student "voice" adds to the growing impetus of ecological justice in social work curriculum. [ABSTRACT FROM AUTHOR]

Introduction: It is necessary to re‐imagine nursing curriculums utilizing a postmodern approach, as outdated teacher‐centred methods of nursing education with emphasis on memorization versus critical thinking no longer meet the needs of the contemporary learner and the current challenges of the healthcare environment. There is an explicit need to redesign nursing curriculums that are future‐oriented, adaptive and flexible and serve the learners' best interests. Background: Distilled from a decade of teaching experience in an undergraduate, second‐degree entry, accelerated nursing program, this paper describes the construction of a learner‐centred, postmodern, concept‐based nursing curriculum that aims to foster learners' inquiry skills, critical thinking, problem‐solving, and experiential learning—all which develop learners' autonomy, self‐direction, and lifelong learning. The objective is to foster learners' transformational and emancipatory learning and metacognition. Discussion: An extensive review of the current trends, contemporary nursing knowledge for the past decade (2013–2023), and seminal literature on theories and frameworks paralleled with the review of current and future trends in Canadian and global health care, including the socio‐economic, politico and environmental contexts, led to the formulation of a concept‐based curriculum. Grounded in the constructivist paradigm, the curriculum applies interperetivist, critical, feminist, and indigenous lenses. The Strength‐Based Nursing framework was selected as the core guiding framework. The curriculum's four curricular themes and foundational pillars were adopted directly from the framework to provide a starting point for concept development. These initial themes were then juxtaposed with relevant nursing, and social theories, policies, and frameworks, ensuring a robust coverage of modern nursing knowledge and allowing for the core concepts of the curriculum to emerge. A total of 21 concepts and 192 sub‐concepts were developed. Conclusion: Implications for future practice require nursing educators to receive support and professional development opportunities in developing skills and confidence in entering a classroom as co‐learners and facilitators. [ABSTRACT FROM AUTHOR]

This study aimed to find out the social presence, teaching presence, and cognitive presence of higher education students in social media environments in developing countries such as Turkey and Pakistan during the pandemic crisis. We adopted a survey approach to collect data from higher education students in Turkey (n = 350) and Pakistan (n = 350). Consistent multiple group analysis (cMGA) analyzed that there was no difference between Turkish and Pakistani students' presence in the social media-based community of inquiry during the COVID-19 crisis. While a consistent partial least square structural equation modelling found that social presence mediates between teaching presence and cognitive presence. It shows that teaching presence is an important factor to maintain a social presence and ultimately brings a cognitive involvement of the students in social media environments during the crisis to continue higher education. This study has implications for higher education instructional designers to continue education during the crisis. [ABSTRACT FROM AUTHOR]

This study sheds light on how to develop inclusive pedagogy in higher education, from the point of view of 42 inclusive faculty members from 6 Spanish universities. A qualitative methodology was used through semi-structured in-depth interviews. Data analysis was inductive, using a system of categories and topics. The results reveal that the faculty members which develop inclusive pedagogy in general have beliefs linked to the social model of disability and inclusive education approaches. They do not usually have specific training or knowledge about disability. They design their curricula in a flexible and open way to accommodate all students. They show a positive attitude toward students with disabilities and use diverse and participatory teaching methodologies, giving prominence to students. These data are consistent with those found in previous studies and offer keys to those faculty members who are interested in developing an inclusive pedagogy at the university. This paper examines in detail how faculty members of six faculties of educational sciences develop a theoretical framework comprising beliefs, knowledge, designs and actions. The research has found that faculty members hold beliefs about disability based on the social model of disability and inclusive approach. In general, inclusive faculty members' knowledge of disability and attention to diversity issues is scarce. The design of courses and teaching programmes led by inclusive university faculty is characterised by being open, flexible and providing clear and detailed information to students. Faculty who develop inclusive pedagogy use varied, participative and active methodologies, which are combined with a positive and approachable attitude towards students with disabilities. [ABSTRACT FROM AUTHOR]

Clinically integrated teaching (CIT) is an effective approach for promoting evidence-based practice (EBP) competencies among medical students. Challenges towards the implementation of CIT in rehabilitation curricula include educators' different conceptualizations of EBP, the perceived complexity of EBP and the boundaries between the academic and the clinical setting. This study aimed to identify tailored strategies to implement in rehabilitation programs and their affiliated clinical sites to support the development of EBP competencies among students in occupational therapy (OT), physical therapy (PT) and speech-language pathology (S-LP). Nominal group technique (NGT) with stakeholders from three rehabilitation programs in Canada, offering the professional master's in OT and PT (n = 35 participants) and in S-LP (n = 8). The top two strategies identified in the OT/PT NGT were: 1) Developing a flexible definition of EBP that recognizes its complexity; 2) Providing clinicians with more access to the teaching content by pairing faculty with preceptors. The top two strategies identified in the S-LP NGT were: 1) Providing students with opportunities for decision-making with experienced clinicians; 2) Increasing interactions between faculty and preceptors using formal group meetings. Findings laid foundations for future integrated knowledge translation projects to collaboratively implement, and test identified strategies. Rehabilitation professions including occupational therapy, physical therapy and speech-language pathology acknowledge the importance of evidence-based practice (EBP). Current challenges in the teaching of EBP among rehabilitation students include educators' different conceptualizations of EBP, the perceived complexity of EBP, and the boundaries between the academic and the clinical setting. This study shows that increasing interactions between faculty and preceptors, for instance through an online community of practice, constitutes a stakeholder-endorsed priority to advance EBP education in rehabilitation. [ABSTRACT FROM AUTHOR]

Providing students with the knowledge, skills, and competencies in innovation has become a central focus in engineering education. However, there is limited knowledge on which innovation skills must be supported to reduce the current knowledge gaps between universities and industry. Furthermore, there has been limited investigation into the role of digital solutions that can promote innovation education and the acquisition of industry-relevant innovation skills in engineering curricula. To this end, this paper explores the use of industry challenges (via case studies) as a resource that students and educators can use for targeted ideation and solutions development in teaching. We examined 78 innovation cases provided by local industries for two mandatory master-level courses on innovation at a Danish university. We identified dominant trends from the case descriptions that express areas of interest and demands from different industry sectors. Based on these findings, we have developed an interactive digital tool to support course instructors in increasing the accessibility and utility of industry-defined innovation cases in student-led ideation activities. [ABSTRACT FROM AUTHOR]

Regarding the contemporary economic trend marked by emerging technologies, novel industries, evolving formats, and innovative modes. engineering education on the Internet of Things C loT) should actively respond to challenges and align with global development strategies. To this end, this work proposes a closed-loop teaching model based on OBE-CDIO to resolve the main issues in this field, including the incongruities between teaching content and industry demands, fragmented curriculum provisions, and limitations on students' technical capabilities. In this closed-loop teaching model. the instructional design is guided by Outcome-Based Education (OBE), and the curriculum implementation is based on Conceive-Design-Implement-Operate (CDIO). Besides, to further enhance the quality of instruction for better cultivating high-quality students. the model can iteratively adjust the teaching design based on feedback. The method validation is performed by administering questionnaires. tests. and controlled experiments to 40 students in terms of their attitudes. knowledge, and abilities. The results demonstrate that the proposed model beneficially advances the quality of teaching and enhances the student's skills. Particularly. the average score for the experimental class is 87%, whereas the traditional class attains an average score of 52.5%. Consequently, it can be concluded that the model significantly contributes to fostering teaching innovation in an loT program. Such experiences provide insightful reference cases for developing and implementing IoT-related courses. [ABSTRACT FROM AUTHOR]

This article investigates the attitudes of Omani B. Ed. students towards various aspects of pronunciation pedagogy. Employing a mixed-methods approach, the study captures students' preferences for pronunciation instruction methods, their attitudes towards different English accents, the role of technology in pronunciation learning, and the influence of extracurricular exposure to English. The findings reveal a strong preference for instructor-led methodologies, the use of technology, and a focus on communicative competence. Additionally, the study highlights a preference for Received Pronunciation among students, while views on American and International accents are polarised, reflecting the complex interplay of cultural, educational, and personal factors in accent choice. The research also underscores the significant role of extracurricular exposure to English in shaping students' attitudes towards pronunciation learning and correction. The study's insights have profound implications for curriculum design and teaching methodologies in English language teaching in Oman, emphasising the need for pedagogical approaches that are responsive to students' diverse linguistic backgrounds and experiences. [ABSTRACT FROM AUTHOR]

Since many childbirth education (CBE) courses have moved online, there is a need for a pedagogical design model for online learning. In this study, an online CBE course was flipped, user studies were conducted, and a pedagogical design model was developed. Flipped learning was chosen as it combines asynchronous and synchronous learning activities. The developed model was further strengthened by conducting a pilot study with public health nurses. User data were collected with questionnaires and analyzed using inductive thematic analysis. The results show that in informal learning settings, emphasis should be on which elements are asynchronous or synchronous and mandatory or voluntary. Additionally, time management and interaction between participants and their peers and the instructor should be considered for future training. [ABSTRACT FROM AUTHOR]

This study introduces a novel framework designed to enrich mathematics teaching guides from a competency-based perspective. First, we narrow down the concept of a teaching guide in mathematics education, grounded in the documentational approach to didactics. This definition offers an updated perspective on the structure and function of math teaching guides in educational settings. Second, we provide a comprehensive definition of 'richness' in math activities, encompassing content, processes, cognitive demand, and classroom management. Lastly, we introduce an analytical tool developed for assessing and enhancing the richness of math teaching guides. This tool, formed through theoretical analysis and empirical testing, assists educators and curriculum developers in creating more balanced and integrative teaching guides. The results suggest that the tool holds potential for broader applications in curriculum design and teacher education. The findings contribute to the broader understanding of how teaching guides can effectively capture and communicate the richness of activities, thereby serving as a valuable tool for improving mathematical education resources. [ABSTRACT FROM AUTHOR]

Pre-service music teachers' satisfaction with the curriculum has implications for student learning and curriculum development. It is necessary to investigate pre -service music teachers' satisfaction with the curriculum to help universities respond to changing social needs. However, there is lack of empirical studies on this topic in China. This study aims to explore the degree of satisfaction of pre-service music teachers in northern China with the curriculum to reveal the current challenges and issues in music teacher education. For this, a quantitative statistical method was adopted to conduct a questionnaire survey among 421 pre-service music teachers who major in music education in four different universities in northern China. The satisfaction survey regarding curriculum content and curriculum design was conducted to identify challenges and issues in the current music teacher education curriculum. The results show that pre-service music teachers are moderately satisfied with the curriculum. The findings indicate the following: 1. Teaching methods are monotonous; 2. There is some ambiguity concerning teaching objectives and training standards; 3. Practical courses and practice mentors need to improve; and 4. Pre-service music teachers lack confidence in the preparation for teaching in the future. Universities can significantly contribute to improving curriculum satisfaction and students' confidence in teaching preparation by actively providing teaching-related knowledge, skills, policies and goals. Universities should consider the learning needs of pre-service music teachers and improve traditional teacher-centered teaching methods to improve teaching quality. [ABSTRACT FROM AUTHOR]

Understanding the nuances of creative experiential activities and the ir impact on communication skill development is paramount in tailoring education to meet the specific needs and expectations of ethnic communities. The research conducted in this study involved 300 students and 150 teachers from several different areas and schools within Thai Nguyen Province, Bac Can Province, and Cao Bang Province, Vietnam. The research methodology employed was structured around two distinct sets of questions, each serving a specific purpose. These sets of questions were meticulously designed to gather valuable information from the study participants, namely teachers and Tay and Nung secondary school students. The study revealed that both teachers and students prioritize holistic communication skills, and students highly value communication skills. Teachers emphasize student participation in experiential activities. Experiential activities, preferred by teachers and positively evaluated by students, hold the potential to enrich communication skills by offering opportunities for authentic, context-based learning. The detailed self-assessments of students and teachers' assessments of communication skills contribute to personalized and targeted communication skill development. This study highlights the value of recognizing the perspectives of both educators and students and tailoring communication skills education to address specific areas of improvement while building on existing strengths. The implications of this study extend to curriculum design, pedagogical strategies, and policy decisions that can enrich the communication skills of students, thereby enhancing their academic, personal, and professional capabilities. [ABSTRACT FROM AUTHOR]

This study brings together translanguaging and critical multilingual language awareness (CMLA) (García, 2015, 2017) to examine how teacher candidates (TCs) prepare to support multilingual learners in elementary classrooms. Data was drawn from four TCs in a teacher education course on supporting multilingual learners in Ontario, Canada. Research questions guiding this study were: (1) What are TCs' stances toward translanguaging, and what factors shape their developing translanguaging stance? (2) How do TCs plan for translanguaging in their lessons? (3) What are the challenges/limitations to TCs' planning for translanguaging? Data sources, which included TCs' unit and lesson plans, course assignments, reflections, and interviews were analyzed deductively to identify themes related to their translanguaging stance, and how they planned for translanguaging in their coursework. The findings demonstrate that TCs' language learning experiences, challenges and identities were factors that shaped their developing translanguaging stance. TCs incorporated many translanguaging strategies and resources to support learners' socioemotional wellbeing and language learning, but saw translanguaging as a temporary scaffold rather than a way to de-center the hegemony of English in curriculum and assessment. The findings provide implications for how teacher educators can foster TCs' critical engagement with translanguaging to disrupt linguistic hierarchies and democratize the classroom. [ABSTRACT FROM AUTHOR]

Framed in teacher research, this article examines on how a group of 220 preservice language teachers' understandings of teacher agency evolved in a course on second language teaching curriculum. The participants were enrolled on a master's program on teaching English to speakers of other languages (TESOL), and data were gathered through course activities which included two surveys, reflective blogs, and an essay. Based on inferential statistics and qualitative content analysis, findings show that, with different degrees of confidence, the student-teachers believe that their projective (future) agency was harnessed through the course developing (1) willingness to use teacher agency as a tool for professional development and (2) willingness to use teacher agency as a drive to engage in critical teaching practices for multilingual settings. Drawing on a trans-perspective of language teacher agency, the study advances a model of projective teacher agency. [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]

In a climate of pandemic recovery and taking this opportunity to be reflective and reflexive in our practice we set out to examine how we can make a change to the playful experiences of children aged 4–6 years old in Irish infant primary classrooms. As teacher educators in play and play-based learning, in higher education, we are confronted by pedagogical cultures and classroom experiences within early primary settings that turn play on and off for a period during the day. This is a practice commonly referred to as the 'Aistear hour'. The aim of this project was to explore our own current understandings and to improve our professional approaches to teaching student teachers about play-based pedagogy and practices. Participants (n = 9) in this small-scale survey research study were tutor colleagues involved in the teaching of elements of Early Childhood and Professional Practice Placement modules. The results indicate a serious need for a professional collective discussion on the adult 'hijacking' of play and the need for a rights-based approach to ensure very young children have control and voice in their play experiences in early primary classrooms. [ABSTRACT FROM AUTHOR]

Photographs constitute an important visual language in contemporary Swedish preschool, as they are legible to young children themselves. This article aims to examine which notions of the child are represented in preschool photographs, and how these notions correlate to notions of the child expressed in the Swedish preschool curriculum. The analysis uses Fairclough's critical discourse analyses and the critical concepts of performativity and celebrated subject positions. First, the curriculum's descriptions of the child and modes of learning in preschool are analysed. Second, photographs from four preschools are thematised, analysed and theorised, with a focus on the performances and subject positions repeatedly displayed. Results show that while the curriculum promotes holistic performances where play and care are interwoven with education, the photographs celebrate performances within teacher-led educational situations and invisibilise care as well as play. The focus on education in the photographs corresponds with international trends regarding the professionalisation and 'schoolification' of early childhood education. Crucially, this is connected to gendered meanings linked to care and education, respectively. [ABSTRACT FROM AUTHOR]

Background: The Society of American Gastrointestinal and Endoscopic Surgeons (SAGES) has long recognized and championed increasing diversity within the surgical workplace. SAGES initiated the Fundamentals of Leadership Development (FLD) Curriculum to address these needs and to provide surgeon leaders with the necessary tools and skills to promote diversity, equity, and inclusion (DEI) in surgical practice. In 2019, the American College of Surgeons issued a request for anti-racism initiatives which lead to the partnering of the two societies. The primary goal of FLD was to create the first surgeon-focused leadership curriculum dedicated to DEI. The rationale/development of this curriculum and its evaluation/feedback methods are detailed in this White Paper. Methods: The FLD curriculum was developed by a multidisciplinary task force that included surgeons, education experts, and diversity consultants. The curriculum development followed the Analysis, Design, Development, Implementation and Evaluation (ADDIE) instructional design model and utilized a problem-based learning approach. Competencies were identified, and specific learning objectives and assessments were developed. The implementation of the curriculum was designed to be completed in short intervals (virtual and in-person). Post-course surveys used the Kirkpatrick's model to evaluate the curriculum and provide valuable feedback. Results: The curriculum consisted of interactive online modules, an online discussion forum, and small group interactive sessions focused in three key areas: (1) increasing pipeline of underrepresented individuals in surgical leadership, (2) healthcare equity, and (3) conflict negotiation. By focusing on positive action items and utilizing a problem-solving approach, the curriculum aimed to provide a framework for surgical leaders to make meaningful changes in their institutions and organizations. Conclusion: The FLD curriculum is a novel leadership curriculum that provided surgeon leaders with the knowledge and tools to improve diversity in three areas: pipeline improvement, healthcare equity, and conflict negotiation. Future directions include using pilot course feedback to enhance curricular effectiveness and delivery. [ABSTRACT FROM AUTHOR]

With the increasing number of female students enrolling and graduating from the Department of Urbanism at Ferdowsi University of Mashhad, Iran, this study aims to mainstream gender into urban planning pedagogy. This is achieved by analyzing a case study comprising 47 survey responses and seven follow-up interviews. Among other factors, respondents' perspectives on gender are more influenced by their personal experiences rather than the objective knowledge acquired through the Department's curriculum. Recommendations for the department to mainstream gender into the pedagogy are (1) mainstreaming gender issues in urban planning curriculum, (2) promoting gender-balanced department climate, (3) innovating around teaching methods, and (4) increasing awareness about the profession. [ABSTRACT FROM AUTHOR]

Digital game-based and gamified technologies hold much promise to promote the development of learners' conceptual knowledge. This efficacy study used desktop virtual reality (dVR) to investigate how the place-based digital gameful learning experience (DGLE) "Watershed Explorers", implemented as a curriculum enhancement activity, impacted students' watershed literacy as well as their attitudes towards playing and learning during dVR gameplay. Thirty-five middle school students completed a pretest-posttest content assessment measuring watershed literacy, a motivation to play with a dVR game survey, and a perception of learning with dVR games survey. Results showed that using "Watershed Explorers" as a curriculum enhancement activity can positively impact learning, especially middle school students' ability to identify their own local watershed and its connections to the ocean. Most participants perceived this DGLE as a helpful and engaging type of learning technology that can promote stimulating ways of presenting content materials and make school learning more interesting. Implications for the design of future iterations of "Watershed Explorers" to enhance learning are also discussed. [ABSTRACT FROM AUTHOR]

Neo-Aristotelian forms of character education often draw on literary sources as materials, although rarely poetry. This article offers retrospective reflections on a poetry-based character-education intervention, conducted in an Icelandic secondary-school setting. Having run into practical difficulties during the implementation phase, the challenges of implementation were reflected upon through consultation with ten subject experts who shared their views about the enablers and barriers encountered when running such an intervention. The interviews yielded a rich data set, which often took interviewees beyond the boundaries of a poetry-based curricular context to focus on more general conditions for effective, character-inspiring school-work. Through thematic analysis, four themes were identified: freedom, time, creativity, and wonderment. Of these four, creativity had been identified in advance as an interview theme, meaning that the researchers expected to find it. The remaining three provide an insight into how, according to the interviewees, the ideal Icelandic school system should be designed. The theme of freedom addresses both negative and positive aspects of the current state of affairs, while the theme of time mostly reflects negative aspects of the Icelandic curriculum. The theme of wonderment has solely positive connotations in the minds of interviewees, and is the core of this analysis because it seems to hold the key to the question: what factors would enable an effective intervention of the sort under scrutiny here? This theme is analysed in detail, and some specific and general educational implications are elicited. [ABSTRACT FROM AUTHOR]