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Fellows in critical care medicine (CCM) routinely help patients and families navigate complex decisions near the end of life. These "late goals of care" (LGOC) discussions require rigorous skills training and impact patient care. Innovation is needed to ensure that fellow training in leading these discussions is centered on reproducible competency-based standards. The aims of this study were to (1) describe the development of a simulation-based mastery learning (SBML) curriculum for LGOC discussions and (2) set a defensible minimum passing standard (MPS) to ensure uniform skill acquisition among learners. We developed an SBML curriculum for CCM fellows structured around REMAP, a mnemonic outlining foundational components of effective communication around serious illness. A multidisciplinary expert panel iteratively created an LGOC discussion assessment tool. Pilot testing was completed to refine the checklist, set the MPS, and assess skill acquisition. The LGOC discussion assessment tool included an 18-item checklist and 6 scaled items. The tool produced reliable data (k ≥ 0.7 and ICC of ≥ 0.7). Using the Mastery Angoff method, the panel set the MPS at 87%. Ten CCM fellows participated in the pilot study. Performance on the checklist significantly improved from a median score of 52% (IQR 44%–72%) at pretest to 96% (IQR 82%–97%) at post-test (P = 0.005). The number of learners who met the MPS similarly improved from 10% during pre-testing to 70% during post-testing (P = 0.02). We describe the development of a LGOC SBML curriculum for CCM fellows which includes a robust communication skills assessment and the delineation of a defensible MPS. [ABSTRACT FROM AUTHOR]

To improve education performance at home, countries cross nationally policy-borrow from jurisdictions ranked highly in international league tables. This paper examines a practical example of one such instance of policy borrowing, Teaching for Mastery (TfM). Over a six year period, interviews were conducted with teachers working in primary schools in the East Midlands region of England. The focus of these interviews was to explore informants' experiences of enacting TfM and their analysis of the UK government's motives for undertaking this borrowing. Applying Baudrillard's ideas around hyperreality and image to these data indicated two key themes: 1) TfM discourses masked crucial aspects of the original policy, with the result that 2) TfM became non-relational to the original and thus hyperreal. The paper suggests strategies that might mitigate against policy becoming hyperreal and concludes that government must carefully consider its motives for engaging in the borrowing process from the outset. [ABSTRACT FROM AUTHOR]

This article explores the need to reevaluate traditional methods of assessment in education, advocating for a more comprehensive and inclusive approach. It emphasizes the importance of incorporating dispositions like creative thinking and collaboration into curriculum and assessment. The article also discusses the use of digital learner profiles to showcase a wider range of student strengths. It highlights the significance of formative assessment and the necessity for assessments to reflect real-world skills and be personalized. The article concludes by calling for policy changes to support these new assessment approaches. The online version of the article focuses on "next-generation assessment" in the Australian National Curriculum, which includes competencies such as critical and creative thinking. Melbourne Metrics, a research unit at the University of Melbourne, has been working on reliable ways to measure these complex competencies for almost two decades. The article suggests that assessing these competencies requires observing students' ability to apply and successfully perform complex tasks in various school contexts. [Extracted from the article]

Self-regulated learning is recognized as a core competence for academic success and life-long formation. The social context in which self-regulated learning develops and takes place is attracting growing interest. Using cross-sectional data from secondary education students (n = 561), we aimed to formulate explanatory arguments regarding the effect of social support on metacognitive knowledge, metacognitive and cognitive learning strategies, and academic achievement, considering the potential mediating role of goal orientation self-management. Structural Equation Modelling yielded a conceptually consistent and statistically satisfactory empirical model, explaining a moderate-high percentage of the variance in self-regulated learning and academic achievement. The results showed that perceived support from teachers and family positively predicted metacognitive knowledge, metacognitive and cognitive learning strategies, and mastery self-talk and negatively predicted work-avoidance self-talk. Moreover, mastery self-talk and work-avoidance self-talk directly and indirectly (through metacognitive knowledge) predicted academic achievement. Perceived social support is proposed as a marker of vulnerability/protection and as a resource for facing challenges in the academic context. [ABSTRACT FROM AUTHOR]

Medical students must be adept at critical thinking to successfully meet the learning objectives of their preclinical coursework. To encourage student success on assessments, the course director of a first-year medical physiology course emphasized the use of learning objectives that were explicitly aligned with formative assessments in class. The course director introduced the physiology discipline, learning objectives, and evidence-based methods of studying to students on the first day of class. Thereafter, class sessions started with a review of the learning objectives for that session and included active learning opportunities such as retrieval practice. The instructor provided short answer formative assessments aligned with the learning objectives, intended to help the students apply and integrate the concepts. Midsemester, students received a link to an online survey with questions on studying habits, class attendance, and student engagement. After finals, students were invited to participate in focus groups about their class experience. A qualitative researcher moderated focus groups, recorded responses, and analyzed the narrative data. Of 175 students, 95 submitted anonymous online surveys. Student engagement was significantly correlated with in-person class attendance (r = 0.26, T = 2.5, P = 0.01) and the completion of open-ended formative assessments (r = 0.33, T = 3.3, P = 0.001). Focus groups were held via videoconference. From the class, 14 students participated in 4 focus groups; focus group participants were mostly women (11 of 14) and mostly in-class attendees (13 of 14). The students in this sample valued critical thinking but misunderstood expectations on exams and few students used learning objectives to study. NEW & NOTEWORTHY: We introduced formative assessments and study techniques to first-year medical students in a physiology course. Mastery of learning objectives was emphasized as the key to success. We asked how they studied physiology through an anonymous online survey and focus group interviews. The students enjoyed physiology but had difficulty with exam expectations. Helping students use learning objectives to guide their study may lead to improved exam scores. It may also help administrators meet their curriculum goals. [ABSTRACT FROM AUTHOR]

AbstractPurposeMethodsResultsConclusionsSerious illness communication skills are essential for physicians, yet competency-based training is lacking. We address scalability barriers to competency-based communication skills training by assessing the feasibility of a multi-center, virtual simulation-based mastery learning (vSBML) curriculum on breaking bad news (BBN).First-year emergency medicine residents at three academic medical centers participated in the virtual curriculum. Participants completed a pretest with a standardized patient (SP), a workshop with didactics and small group roleplay with SPs, a posttest with an SP, and additional deliberate practice sessions if needed to achieve the minimum passing standard (MPS). Participants were assessed using a previously published BBN assessment tool that included a checklist and scaled items. Authors compared pre- and posttests to evaluate the impact of the curriculum.Twenty-eight (90%) of 31 eligible residents completed the curriculum. Eighty-nine percent of participants did not meet the MPS at pretest. Post-intervention, there was a statistically significant improvement in checklist performance (Median= 93% vs. 53%, p < 0.001) and on all scaled items assessing quality of communication. All participants ultimately achieved the MPS.A multi-site vSBML curriculum brought all participants to mastery in the core communication skill of BBN and represents a feasible, scalable model to incorporate competency-based communication skills education in a widespread manner. [ABSTRACT FROM AUTHOR]

AbstractSimulation-based mastery learning is a powerful educational paradigm that leads to high levels of performance through a combination of strict standards, deliberate practice, formative feedback, and rigorous assessment. Successful mastery learning curricula often require well-designed checklists that produce reliable data that contribute to valid decisions. The following twelve tips are intended to help educators create defensible and effective clinical skills checklists for use in mastery learning curricula. These tips focus on defining the scope of a checklist using established principles of curriculum development, crafting the checklist based on a literature review and expert input, revising and testing the checklist, and recruiting judges to set a minimum passing standard. While this article has a particular focus on mastery learning, with the exception of the tips related to standard setting, the general principles discussed apply to the development of any clinical skills checklist. [ABSTRACT FROM AUTHOR]

OBJECTIVES: Family physicians report feeling inadequately prepared to meet the evolving mental health care needs of the population. Little scholarship exists evaluating the effectiveness of curricula designed to teach mental health and addiction (MH&A) care to family medicine (FM) residents. As such, the purpose of this study was to explore the experiences of recent FM residency graduates in providing mental health care, and their perceptions of mental health training gaps during their residencies. METHODS: A qualitative descriptive study design was conducted by 8 recent graduates of the University of Toronto's FM residency program, who participated in semi-structured video interviews. A thematic analysis approach was used to collect and analyze the data. RESULTS: Through thematic analysis, 3 overarching themes were developed: (1) barriers in providing mental health and addiction care, (2) curriculum renewal, and (3) the role of FPs and professional identity. Consistent with the literature, the majority of recent FM graduates expressed discomfort when managing patients with mental health and addiction concerns. Additionally, participants perceived residency program time constraints, rotational site differences, and limited exposure to marginalized populations all impacted learning and mastery of skills. CONCLUSION: The findings of this study underscore current gaps within the FM residency curriculum and highlight the need to address current curricular deficits. [ABSTRACT FROM AUTHOR]

A growth mindset and mastery approach have gained attention as useful learning orientations in medical education, however few studies of interventions to foster these orientations exist. We sought to discover whether a communication skills session on delivering serious news could foster a communication growth mindset and/or a mastery approach in medical students. This was an interventional survey study of third-year medical students before and after a session on delivering serious news. Students were administered a communication mindset survey before and after the session; achievement goal and learning environment surveys were administered after the session. Chi-square tests were used to assess the difference in pre and post mindsets. Logistic regression was used to determine the odds of achieving a mastery approach with pre- and post-communication growth mindset as the independent variables. Students' communication growth mindset increased from 79% (n = 186) before the intervention to 92% (n = 142) after the intervention. Achievement goal analysis demonstrated that 64% (n = 91) of students had a mastery approach, 14% (n = 20) had a performance approach and 22% (n = 32) had an avoidant approach. Ninety-nine percent (n = 151) felt the session provided a safe learning environment. The odds of having a mastery approach correlated with both pre and post-intervention growth mindset, with post-session growth mindset having the strongest correlation. A novel communication skills session on delivering serious news fostered a communication growth mindset in third year medical students. Most students exhibited a mastery approach to learning; this approach was more likely when they had a growth mindset. [ABSTRACT FROM AUTHOR]

Returned academics who have doctoral education abroad, a fast‐growing group in developing countries, are seen favorably in producing quality academic outcomes. However, academic performance and barriers are also important to learning mobility benefits and ensuring optimal outcomes motivated by the absence of research in the native context. The explanatory sequential embedded mixed‐methods study aimed to evaluate the teaching quality of returned doctorates compared with their local compatriots and explore teaching‐related challenges at public sector universities in Punjab, Pakistan. A multilevel sequential mixed‐methods sampling design was used to select 814 students and six academics from the six universities (three top and three medium‐ranked higher education institution) of central Punjab. The researchers developed two research instruments: (a) Student Evaluation of Teaching Quality Scale (SETQS) and (b) Semi‐Structured Interviews Protocol for Returnees (SSIP‐R). The psychometric properties of quantitative measure (SETQS) were ensured through factor analysis, while an expert panel review validated the qualitative measure (SSIP‐R). Inferential statistics were applied to quantitative data, while a thematic analysis technique was applied to qualitative data to find complementarity among results. The findings revealed that returnees and non‐returnees were similar in a few teaching aspects. However, returnees performed relatively better in interpersonal behavior, subject mastery, instruction, and learning resources. Teaching performance differed slightly by discipline and largely by university ranking. Further, returnees' capacity to perform was impacted by various academic challenges. Explored challenges and relevant solutions correspond to Bronfenbrenner system theory's microsystem, exosystem, and macrosystem levels. Higher education authorities and universities need to address academic challenges. In turn, this may lead to smooth, professional reintegration of the returnees into the local system, leading to enhanced teaching performance. Practitioner points: Returning academics with foreign doctoral education, a fast‐growing group in developing countries, can produce quality academic outcomes.Higher education authorities need to address the academic challenges returning foreign PhDs face.Implementing overseas mobility policies would only guarantee the intended benefits if addressing endogenous system challenges. [ABSTRACT FROM AUTHOR]

This study seeks to identify the configurations of classroom teaching practices, defined based on the classroom goal structures (mastery-approach, performance-approach, and performance-avoidance) and social climate (academic support, emotional support, mutual respect, and task-related interactions) to which a sample of 1,453 seventh graders (Mage = 12.71; 49.90% girls) report being exposed in their language and mathematics classes. This study also seeks to document the longitudinal associations between these profiles and various indicators of students' school functioning (engagement, achievement) and behavioral adaptation (hyperactivity–inattention, opposition–defiance, internalizing behaviors). Latent profile analyses identified five profiles replicated among boys and girls in language and mathematics classes. However, the prevalence of these profiles differed slightly as a function of sex and subject: Low-all climate (10.01%–19.71%), High-all climate (8.65%–14.82%), Performance climate (26.70%–36.22%), Low performance climate (12.93%–24.84%), and Mastery and positive social climate (19.42%–27.61%). The Mastery and positive social climate and the Low performance climate were associated with the highest levels of school functioning and the lowest levels of behavioral adaptation problems. The Low-all climate and the performance climate were conversely associated with low levels of school functioning and high levels of behavioral adaptation problems. Overall, during the school year, engagement decreased, achievement remained stable, and behavior problems increased. Specific changes within each profile are discussed. Girls were more likely to report exposure to classroom climates associated with the most favorable outcomes, whereas the opposite was true for boys. Considering the multidimensional nature of classroom climate, these results have important theoretical and educational implications for promoting student adaptation. Educational Impact and Implications Statement: This study identified five profiles of classroom learning climate based on seventh-grade students' simultaneous perceptions of the mastery-approach, performance-approach, performance-avoidance classroom goal structure, and social climate (i.e., emotional support, academic support, mutual respect, task-related interactions) present in their classrooms. Two profiles, the Mastery and positive social climate and the Low performance climate, were associated with students' most positive educational (i.e., engagement and achievement) and behavioral (i.e., hyperactivity–inattention, opposition–defiance, internalizing behaviors) outcomes. The study discusses the implications of the results for school practitioners in light of different theoretical perspectives, such as achievement goal theory and self-determination theory. [ABSTRACT FROM AUTHOR]

Most frequently, people with renal insufficiency and smokers will both have carotid artery disease. When compared to non-smokers, smokers have a higher incidence of carotid artery stenosis. Moreover, smoking has been connected to the development of high-risk atheroma as well as an increase in carotid intima media thickness in an elderly population. Extracranial internal carotid artery stenosis higher than 50% is linked to around 8–15% of ischemic strokes [2]. Objective: To compare the color Doppler findings for assessment of carotid artery disease in smokers and non-smokers. Methodology: A cross-sectional study was performed on 120 patients, with clinically suspected carotid artery disease at the university ultrasound clinic, Green town Lahore by Doppler ultrasonography (Toshiba XARIO XG), with linear probe of 5-7.5 MHz frequency used. The data was analyzed with the help of SPSS version 25.0. Variables like age and Intima-media thickness were reported and the mean ± standard deviation of pulsatility index, resistive index, peak systolic velocity, and end diastolic velocity were calculated. An independent t-test was applied with a significant p-value, which was less than 0.05. Results: Data was collected from 120 patients. The mean ± SD of age of 120 patients were 43.10 ± 14.44 years. IMT of right carotid artery and PSV of right and left carotid artery, were observed to be statistically significant in smokers and non- smokers. Conclusion: This study concluded that smoking is considered as one of the most important risk factor that shows a significant association with carotid IMT thickening. [ABSTRACT FROM AUTHOR]

Assessment drives instruction. Teachers need an effective procedure for determining students' learning and mastery of a concept or skill daily. Formative assessment meets this demand. It is designed to take place during instruction while learning is occurring. Formative assessments supply teachers with needed methods to monitor students' learning through a deliberate and intentional process. During the assessment process, teachers provide affirming and corrective feedback to clarify or correct any misunderstandings. The authors argue that formative assessment should be implemented as a daily practice in classrooms given its value in collecting data and effectiveness in driving instruction. [ABSTRACT FROM AUTHOR]

The phenomena of globalisation and the increase in the number of communication tools have led to a significant boom in the use of multimedia resources in foreign language teaching and learning. Since success in learning a foreign language is linked to the assessment of the learning environment and since multimedia resources certainly change the learning environment, the integration of multimedia and ICT tools into teaching and learning should have an impact on motivation and, consequently, on learning success. Furthermore, in the context of pedagogical innovations, learning should be achieved by all participants in the educational relationship. In this sense, this study aims to meet the need to analyse the use of multimedia resources in the context of educational innovation through learning assessment. This paper is a field study. The mixed-methods research is based on the collection and analysis of data from various scientific sources, questionnaires of students studying English at the higher education institution of Ukraine “National University “Zaporizhzhia Polytechnic” and observation of their activity and performance. The purpose of the study is to establish the connection between the use of multimedia resources and increasing students' motivation in learning foreign languages, to test the teachers' perception of the student's role in learning a foreign language in a higher education institution, as well as the learning outcomes achieved by the same subjects after the introduction of a pedagogical innovation using multimedia resources. The results show that the perception of learning, interest, and satisfaction differ depending on the gender of students. The use of multimedia materials in accordance with the teaching-learning method affects the perception of the respective roles between the teacher and the student. Changes in student roles are accompanied by changes in teacher roles. The change in the roles of students is accompanied by some resistance from some of them. The main result achieved by students is related to the development of autonomy and has little to do with learning the subject as such. The research shows that the recommended approach did not lead to a significant improvement in the quality of learning and the level of mastery of the discipline by students compared to their school achievements. However, the results clearly demonstrate the growth of motivation and development of independence among students, their active participation in group work. That is why the introduction of multimedia innovations has a really positive effect on motivation. [ABSTRACT FROM AUTHOR]

This document is a response to a commentary article by Andrea diSessa on the topic of the relationship between Developmental Theory (DT) and Knowledge in Pieces (KiP). The author highlights areas of convergence between the two theories and discusses the potential benefits of combining their epistemologies. The author also addresses diSessa's criticisms of DT, including the reliance on expert knowledge and the lack of emphasis on new representational means. The document concludes by emphasizing the value of collaboration between DT and KiP and expressing gratitude to diSessa for initiating the dialogue. [Extracted from the article]

Powerful medical education (PME) involves the use of new technologies informed by the science of expertise that are embedded in laboratories and organizations that value evidence-based education and support innovation. This contrasts with traditional medical education that relies on a dated apprenticeship model that yields uneven results. PME involves an amalgam of features, conditions and assumptions, and contextual variables that comprise an approach to developing clinical competence grounded in education impact metrics including efficiency and cost-effectiveness. This article is a narrative review based on SANRA criteria and informed by realist review principles. The review addresses the PME model with an emphasis on mastery learning and deliberate practice principles drawn from the new science of expertise. Pub Med, Scopus, and Web of Science search terms include medical education, the science of expertise, mastery learning, translational outcomes, cost effectiveness, and return on investment. Literature coverage is comprehensive with selective citations. PME is described as an integrated set of twelve features embedded in a group of seven conditions and assumptions and four context variables. PME is illustrated via case examples that demonstrate improved ventilator patient management learning outcomes compared to traditional clinical education and mastery learning of breaking bad news communication skills. Evidence also shows that PME of physicians and other health care providers can have translational, downstream effects on patient care practices, patient outcomes, and return on investment. Several translational health care quality improvements that derive from PME include reduced infections; better communication among physicians, patients, and families; exceptional birth outcomes; more effective patient education; and return on investment. The article concludes with challenges to hospitals, health systems, and medical education organizations that are responsible for producing physicians who are expected to deliver safe, effective, and cost-conscious health care. [ABSTRACT FROM AUTHOR]

The article offers information on recent activities and future plans in the Western Division of the Organization of American Kodály Educators (OAKE). Topics include the successful levels program in Arizona with roughly 20 students in total for Levels 1 and 2, a well-attended fall workshop featuring Carrie Nicholas from the "Music Teacher Coffee Talk" podcast, and the implementation of hybrid options for workshops to accommodate both local and remote attendees.

The article offers information on the author's journey to connect music literacy to choral repertoire in her teaching. Topics include strategies for integrating music literacy into choir rehearsals, such as simplifying and controlling what singers see, working from the known to the unknown, and focusing on depth instead of breadth.

The article offers information on re-imagining song lists in the Kodály-inspired music room, focusing on diversifying repertoire in a sustainable and inclusive way. Topics include the challenges of problematic song histories, tools from Kodály training for addressing these challenges, and stages in the journey of diversifying repertoire, such as assessing curriculum, setting aside problematic songs, and learning from culture bearers.

The article offers information on the preparation and practice of rhythmic and melodic elements in Kodály-inspired instruction. Topics include the theoretical connections between educational theory and pedagogical practice, the importance of developmentally appropriate repertoire in a spiral curriculum, and the instructional sequence for conceptual learning in Kodály-inspired teaching.

The article offers information on the 50th Anniversary of OAKE conference, focusing on reflective classroom practices and dynamic developments in music education. Topics include session topics, keynote speakers, such as Joan Litman, mini-conference presentations by Susanna Saw, the Participant Choir rehearsal and performance, opportunities to sing with Coty Raven Morris, National Choir concerts featuring renowned conductors, and a session on the Kodály-inspired classroom with Jo Kirk.

The article offers information on the financial challenges faced by the Organization of American Kodály Educators (OAKE) in recent years, particularly due to the COVID-19 pandemic and inflation. Topics include a comprehensive review of spending and income, efforts to sustain the organization's work, and the need for fiscal discipline for future sustainability.

Transition to university can be challenging, but writing interventions can be a helpful way of supporting first-semester students. Why these interventions are effective is still not fully understood, however. To explore the underlying mechanisms, two versions of a resilience journal were used in this study. They were designed to either broaden attention toward all challenges or to prime students' attention to successfully mastered challenges. It was hypothesized that priming toward mastery is more effective but that both versions would increase students' resilience and satisfaction. Hypotheses were tested in a pre-post design with 62 first-semester students randomly filling out one of the two versions for 6 weeks. The outcomes were compared to students without an intervention, and journal entries were analyzed for challenges and coping strategies. A content analysis of the journal entries revealed that most challenges were directly related to university. Problem-focused coping strategies were most often used to address challenges. Both intervention groups showed a decrease in life satisfaction during the first 6 weeks of university, but the intervention designed to broaden attention was more effective in mitigating this decrease. The same intervention was also more advantageous in promoting students' resilience. The results highlight the vulnerability of students during their transition to university and the potential of writing interventions that include reflection on all challenges. [ABSTRACT FROM AUTHOR]

Purpose Orbital compartment syndrome (OCS) is an ocular emergency requiring prompt decompression with a lateral canthotomy and cantholysis (LCC) within 2 hours. This study evaluates the feasibility and effectiveness of a standardized LCC curriculum to train medical students to identify and treat OCS. Methods This was a prospective, non-randomized, non-comparative cohort study of 39 novice first-year medical students with no prior LCC training who underwent a standardized LCC curriculum incorporating both didactic and hands-on procedural training. Didactic knowledge of orbital anatomy and OCS was evaluated with written pre- and post-knowledge testing. Expert performance criteria were determined by expert consensus based on the performance of three oculoplastic surgeons and were defined as correctly performing all 12 critical checklist steps of an LCC within 3 minutes twice consecutively on a Sonalyst LCC training system eye model. Utilizing the principles of mastery learning, participants learned how to perform an LCC in a classroom environment and were evaluated on a final test of proficiency in a training lane designed to simulate an austere military environment. Results Participants required a median of 3.0 practice iterations to achieve expert performance in the classroom environment. During the testing phase, all participants correctly identified the eye with OCS, and 77% (n  = 30) of learners successfully performed an LCC at the expert level within their first attempt. The median completion time of those who passed on their first testing was 130 seconds. The mean LCC knowledge test scores significantly improved from 48.7% to 71.2% (P  < .001). Conclusion This study successfully developed a standardized LCC curriculum utilizing the principles of hands-on mastery learning to train novice learners to perform an LCC efficiently and effectively. [ABSTRACT FROM AUTHOR]

Programming ability is the core ability of this era and can be obtained and improved through practice. In this paper, an Automated Programming Assessment system based on Mastery learning and Peer competition (APAMP) was proposed and developed. APAMP allows students to practice repeatedly by providing immediate feedback after their programs are submitted. It also presents an analytical dashboard as a competition mechanism for students to visualize their learning performance and compare their performance with peers. By incorporating APAMP into programming courses, students can master programming skills through repeated practice, and their enthusiasm for learning programming can also be encouraged by peer competition. To evaluate the effects of APAMP on the learning performance of students with programming language learning and novice students, a quasi-experiment was conducted in a high school. The experimental results showed that the learning achievement of the two groups of students improved significantly. Moreover, the learning attitude of students in the experienced group improved significantly, with the experienced students benefiting more from the system than the novice students. In fact, the novice students showed a significant decline in learning attitude and learning motivation, which was contrary to our intuition. [ABSTRACT FROM AUTHOR]

INTRODUCTION: Cold snare polypectomy (CSP) is strongly recommended as the optimal technique for the complete removal of small polyps. Though significant variability in polypectomy technique and quality has been established, the learning curve and impact of targeted training on CSP are unknown. Video feedback has shown promise as an effective pedagogy to improve performance among surgical trainees. We aimed to compare CSP performance between trainees who received video-based feedback and those who received conventional apprentice-based concurrent feedback. We hypothesized that video-based feedback would accelerate competence. METHODS: We conducted a single-blinded, randomized controlled trial on competence for CSP of polyps <1 cm, comparing video-based feedback with conventional feedback. We randomly assigned deidentified consecutively recorded CSP videos to blinded raters to assess using the CSP Assessment Tool. We shared cumulative sumlearning curves every25CSPwitheachtrainee. The video feedback trainees also received biweekly individualized terminal feedback. Control trainees received conventional feedback during colonoscopy. The primary outcome was CSP competence. We also assessed competence across domains and change over polypectomy volume. RESULTS: Weenrolled and randomized 22 trainees, 12 to video-based feedback and10to conventional feedback, and evaluated 2,339 CSP. The learning curve was long; 2 trainees (16.7%) in the video feedback achieved competence, after a mean of 135 polyps, and no one in the control (P 5 0.481) achieved competence. Overall and in all steps of CSP, a higher percentage of the video feedback groupmetcompetence, increasing 3% every 20 CSP (P 5 0.0004). DISCUSSION: Video feedback aided trainees to competence in CSP. However, the learning curve was long. Our findings strongly suggest that current training methods are not sufficient to support trainees to competency by the completion of their fellowship programs. The impact of new training methods, such as simulation-based mastery learning, should be assessed to determine whether such methods can result in achievement of competence at a faster rate; ClinicalTrials.gov: NCT03115008. [ABSTRACT FROM AUTHOR]

Meaningful gamification is the use of game elements and play to build engagement and help learners find personal connections in real-world settings. This study examined the impact of meaningful gamification design on preservice teachers' perceptions, performance, and motivation levels within a gamified lesson planning unit. Participants were enrolled in a language arts teacher preparation course at a regional campus over five semesters. Results show meaningful gamification incorporating mastery learning and leveled curriculum created a learning condition where preservice teachers surpassed expectations and felt intrinsically motivated. Challenges to gamification included waiting on feedback and learning within a new format. [ABSTRACT FROM AUTHOR]

The Department of Education prioritizes improving literacy and numeracy in early learners, according to a joint research center funded by the Australian government and tasked with advising the government on improving the basic education system amid a pandemic. The rationale of the study is to improve the academic performance of the Key Stage 1 learners, encourage them to strive for excellence, and help them appreciate the application of different mathematical concepts in real-life situations. Furthermore, this integration of a new pedagogical approach reinforces the implementation of interactive approaches in classroom mathematics and other learning areas so learners' performance in mathematics will increase and improve to above mastery level. The study used a descriptive quantitative design. Instruments such as the EGMA tool and teachers' self-made supplementary material were employed to assess the efficacy of the inquiry-based learning strategy as measured by the mathematical achievement of K-3 Learners. The data showed significant differences between the learners' performance before and after Project MBO implementation through the different interventions of the K-3 teachers, such as the validated instructional materials and interactive lessons. Based on the findings of the study, a compendium plan served as the output of the study. [ABSTRACT FROM AUTHOR]

Considering the importance of mathematics in modern society, it is crucial to understand the cognitive processes involved in the acquisition of complex mathematical competency. As a new generation of evaluation theory, cognitive diagnosis has its unique advantages in personalized evaluation. Based on the mathematical cognitive framework of Trends in International Mathematics and Science Study (TIMSS)‐2011 and the Chinese mathematics curriculum, this research has formed a mathematical competency model composed of seven cognitive attributes. Sixty‐seven released mathematical items for the fourth grade in TIMSS‐2011 were used as assessment tools in this study. The deterministic inputs, noisy, "and" gate model was selected as the cognitive diagnosis model in this research, and the parameters of the model were evaluated according to the response data, based on which the effectiveness of the assessment tool was further verified, forming the evaluation framework of students' mathematical competency. This framework was used to analyze the data of 573 students' mathematical competency from Shanghai, China, specifically from three aspects: attribute mastery probability, learning path, and knowledge structure. Results show that students' performance in mastering attributes of mathematical cognition is excellent on the whole; some students' learning paths are leapfrog; there are certain differences in students' knowledge structure despite that they have the same total score. This research is performed as a systematic case study of the evaluation of students' mathematical competency and also provides a new perspective in assessing other knowledge and skills. Practitioner points: Students' performance in mastering attributes of mathematical cognition is excellent on the whole.Some students' learning paths are leapfrog.There are certain differences in students' knowledge structure despite that they have the same total score. [ABSTRACT FROM AUTHOR]

This process is known in various contexts as curriculum mapping (Melody et al. [8]) or as a curriculum crosswalk (Zhang, Wright, Kim, and Szilágyi [13]). Many academic programs align their curriculum with professional and industry standards to increase relevancy of the curriculum and professional connectivity (Bravenboer and Lester [1]; Vitale, Bowyer, and Bayerlein [12]). In theory, a well-aligned curriculum should prepare students to pass a certifying exam and could be an excellent assessment marker of student and program success. [Extracted from the article]

English language proficiency is one of the most pressing issues, particularly in the field of education. Speaking and writing are two of the most important macroskills to master, especially in today's increasingly connected world. The current study seeks to ascertain students' comprehension and mastery of English grammar and explores whether grammar explains the students' proficiency in speaking and writing in Grade 10 Junior High School. The respondents were chosen for the study using a simple random sampling design. Additionally, the researcher's questionnaire, with three qualified validators tested for validity and a pilot tested for reliability, produced a satisfactory Cronbach's alpha result and served as the basis for gathering the study's data. Findings show that students' competence in English grammar, writing, and speaking is satisfactory. The outcome demonstrates that mastery of English grammar accounts for developing an acceptable level of speaking and writing abilities. The study concluded that students' command of English grammar explains their writing and speaking abilities. [ABSTRACT FROM AUTHOR]

The article offers information on the progress of implementing the OAKE Strategic Plan 2023-2025 through 24 Strategic Action Steps by the OAKE Committees. Topics include the composition and roles of the committees, the Strategic Priorities of the plan focusing on Community and Sustainability, and specific Action Steps undertaken by the committees to achieve these priorities.

The current research aims to verify the psychometric properties of the learning scale for mastery among middle school students. To achieve this goal, a random sample of middle school students in the Qena Educational Administration was selected. The size of (50) students from the first grade of middle school, Preparatory School for Boys in Qena, with an average of (12.6), and a standard deviation (1.4), where the learning scale for proficiency was applied, consisting of 40 phrases. Distributed on five dimensions, namely (talent, perseverance, the ability of the learner to understand what he learns, the opportunity to learn and the quality of education). The significance of the internal consistency indicators of the scale was calculated by calculating the correlation coefficients between the scores of each statement of the scale and the total scores of the dimension to which it belongs and between the dimensions as well and the scale as a whole and its level of significance. Validity was also calculated in two ways: the method of calculating the correlation coefficients between the degree of each item and the total degree of the dimension to which the item belongs, and the second method is calculating the confirmatory factor validity of the learning scale for mastery. The results revealed that the psychometric characteristics of the proficiency learning scale for middle school students are available (honestly and consistently) to a good degree, and therefore it is valid for application. Based on the literature and the results of the research, a set of recommendations and proposals were developed. [ABSTRACT FROM AUTHOR]