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The alliance of the component elements of HPER (health, physical education, and recreation) form a professional coalition with an interest in, and a commitment to, almost every human condition, science, and endeavour. (LH)

This study compared undergraduate students' learning gains attained through student-led discussions with those acquired through teacher-led discussions in students who had previously engaged in a different learning activity. A total of 305 undergraduate students participated in the study. It was found that prediscussion activities yielded differential student outcomes depending on the applied combination. Self-study groups achieved higher scores through student-led discussions, whereas, lecture groups attained better scores through teacher-led discussions. To substantiate the joint effect, we attempted to elucidate students' outcomes through moment-by-moment analyses of cognitive-behavioral engagement observed during discussions. Students assigned to the self-study and student-led discussion groups displayed consistently high engagement throughout their discussions, however, the engagement dropped sharply in teacher-led discussion. Meanwhile, student engagement increased over time in the teacher-led discussion group after the class listened to a lecture. The results of moderated mediation analysis showed that discussion formats moderated by prediscussion activity affected students' cognitive-behavioral engagement, which led to their learning. Therefore, our findings contribute to a new perspective of engagement as a student learning in discussions and imply that teachers can induce students' engagement leading to superior learning outcome by combining appropriate instructional strategies and classroom discussion. [ABSTRACT FROM AUTHOR]

Background. Students' perceptions of the educational methodology are valuable for improving the quality of the educational environment. However, there is limited literature on students' perceptions of lectures and peer-assisted learning (PAL) within the School of Biomedical and Allied Health Sciences. Objectives. To determine the perceptions of allied health students across different study levels regarding the effectiveness of lectures and PAL as educational strategies. Methods. This cross-sectional study involved 213 Allied Health students from levels 200 to 400 at the University of Ghana. Data were collected using an adopted perceptions questionnaire. Perceptions of lectures and PAL were analysed using means and mean percentages. A one-way ANOVA test was performed to compare differences in perceptions among students at various study levels, while the independent sample t-test was used to compare differences in perceptions between male and female students. Results. PAL had the highest mean scores, with a global rating of 4.1 (standard deviation (SD) 0.8) compared with 3.5 (SD 0.8) for lectures (p<0.00). There were no differences in perceptions about lectures and PAL among levels 200 to 400 students. Female students had a more positive perception of PAL, while both male and female students had the same positive perceptions about lectures. Conclusions. Students generally had positive perceptions about lectures and PAL; however, PAL was acknowledged as an alternative that provides students with active educational experiences. PAL may be incorporated into the standard curriculum alongside lectures. [ABSTRACT FROM AUTHOR]

Interest in active learning continues to grow worldwide. Although the large volume of active learning research has provided a myriad of ways to implement active learning in the classroom, the construct remains underdeveloped and difficult to operationalize because of three main issues in the research literature: (a) the confusion surrounding what "active" in active learning refers to (i.e., behavioral activity, cognitive activity, or both?); (b) the variation in active learning activities in research and in practice; and (c) the dichotomy between active learning and lecture. The purpose of this reflection article is to articulate these issues so that active learning can move beyond its current status as "underdeveloped." By discussing avenues for future research that address those issues, our goal is to move the field forward by helping researchers focus on why active learning is effective, which forms of it are the most effective, how it should be implemented to maximize learning, and for whom different active learning interventions are the most effective. Just as active learning is easy to prescribe, it should also be easy to implement. [ABSTRACT FROM AUTHOR]

Given that the active learning literature lacks systematic investigations on how the intensity and integration of lecture and active learning affect learning, we conducted two experiments to examine the impact of these variables. The first experiment involved 146 participants who learned about biological taxonomies through pure lecture or pure active learning. Participants in the pure lecture condition scored significantly higher on a posttest than those in the pure active learning condition. The second experiment involved 219 participants who learned about biological taxonomies through pure lecture, a lecture and active learning activity that were interspersed, or a lecture and active learning activity that were blocked. Participants in the interspersed condition scored significantly higher than participants in the blocked and pure lecture conditions (which did not significantly differ). Based on these experiments, it may not be a question of either/or but rather a question of how to integrate lecture and active learning. General Audience Summary: Should we teach college courses using lecture or active learning? Perhaps it is a matter of both. In two experiments, we systematically studied the effects of different intensities of active learning and ways to integrate active learning and lecture to determine which maximized student learning of science content. Our findings suggest that (a) a pure lecture intervention may encourage greater student learning of science content than a pure active learning intervention, and (b) interspersing equal amounts of lecture and active learning may encourage greater student learning of science content than blocking the instructional modes or having lecture alone. Therefore, it is important to consider how to integrate lecture and active learning to improve student learning in Science, Technology, Engineering, and Mathematics courses. [ABSTRACT FROM AUTHOR]

Traditional academic lectures have long been criticized as providing a passive learning environment to students. Often, they do not capture the audience's attention, resulting in learners being distracted or bored and thereby reducing their learning efficacy. Consequently, they are being abandoned by many schools and universities as an educational modus or modified into more learner‐centered experiences. This descriptive article outlines a strategy of inserting active learning PowerPoint slides into traditional histology lectures. Suggestions and advice for adding or improving existing active learning slides are being offered to readers, who are planning to modify their own lecture presentations. The author's experience of using this formative assessment strategy with different types of histology learners is also discussed. [ABSTRACT FROM AUTHOR]

Abstract Background Medical education is evolving towards more practical, active, effective, and student-centered approaches that address the limitations of traditional lecture methods. Recently, the flipped classroom method has been considered to support these reforms. However, research on the use of flipped classroom methods in medical education, particularly related to clinical scenarios and educational technology, is still in its early stages. This study aims to evaluate the effectiveness of the flipped classroom method using clinical scenarios and educational technology versus subject-based lectures in the course of gastrointestinal physiology for medical students. Methods A total of 60 medical students participated in this study. The control group (n = 30) received traditional subject-based lectures and participated in question-and-answer sessions. The intervention group (n = 30) received non-attendance educational content and participated in small group discussions based on clinical scenarios. Course satisfaction was measured using an 18-item questionnaire, and learning outcomes were assessed with a 20-question multiple-choice test, corresponding to levels 1 and 2 of Kirkpatrick’s model. Data were analyzed using descriptive and analytical statistical tests with SPSS software version 24. Results The findings indicated that the post-test scores in the intervention group were significantly higher compared to the control group. However, according to the student satisfaction questionnaire, satisfaction was significantly lower in the intervention group compared to the control group. Conclusion This study demonstrated that the flipped classroom method, compared to traditional lectures, improved the learning and performance of medical students at Hamadan University of Medical Sciences in the course of gastrointestinal physiology.

Background: Medical education is evolving towards more practical, active, effective, and student-centered approaches that address the limitations of traditional lecture methods. Recently, the flipped classroom method has been considered to support these reforms. However, research on the use of flipped classroom methods in medical education, particularly related to clinical scenarios and educational technology, is still in its early stages. This study aims to evaluate the effectiveness of the flipped classroom method using clinical scenarios and educational technology versus subject-based lectures in the course of gastrointestinal physiology for medical students. Methods: A total of 60 medical students participated in this study. The control group (n = 30) received traditional subject-based lectures and participated in question-and-answer sessions. The intervention group (n = 30) received non-attendance educational content and participated in small group discussions based on clinical scenarios. Course satisfaction was measured using an 18-item questionnaire, and learning outcomes were assessed with a 20-question multiple-choice test, corresponding to levels 1 and 2 of Kirkpatrick's model. Data were analyzed using descriptive and analytical statistical tests with SPSS software version 24. Results: The findings indicated that the post-test scores in the intervention group were significantly higher compared to the control group. However, according to the student satisfaction questionnaire, satisfaction was significantly lower in the intervention group compared to the control group. Conclusion: This study demonstrated that the flipped classroom method, compared to traditional lectures, improved the learning and performance of medical students at Hamadan University of Medical Sciences in the course of gastrointestinal physiology. [ABSTRACT FROM AUTHOR]

Discussion-based courses in international relations rely on students' careful reading of complex texts in advance of class. However, instructors face a perennial problem: many students do not read effectively, or at all. We argue that students often want to, but do not always know how to , read such material effectively. With instruction and guidance on effective reading strategies, students can improve reading comprehension. To test our hypotheses, we measure the effects of (1) receiving course-preparation assignment worksheets (CPAs), (2) receiving critical/active reading strategies instruction, or (3) receiving both interventions (1) and (2) on students' consumption of reading assignments and reading comprehension. Across four sections of an "International Security Studies" course, we tested our hypotheses using student self-assessment. Results indicate that both CPAs and reading strategies instruction increase student consumption and self-assessed comprehension of assigned material, but with intriguing nuance across the range of possible responses. Generally, no added benefit upon comprehension is realized by offering both treatments together. These effective reading strategies offer benefits beyond our classroom, imparting students with long-lasting skills and offering instructors easily adaptable activities for use in other courses. [ABSTRACT FROM AUTHOR]

This article asks the question "Why did Plato not write the 'unwritten doctrine'?" and answers it by citing a combination of two obstacles. The first derives from the limitations of the episteme available to an embodied soul about the essence of the good. Even if the dialectician has access to some kind of knowledge, the mismatch between the unchanging essence of the good and the precarious logoi which aim to identify it (and allow others some measure of access to it) can never fully be overcome. At best, Socrates (or Plato) can lead souls to an incomplete account of it: It is possible that even the most expert dialectician can only have a claim to knowledge, but no absolute certainty. Another obstacle lies in the audience or readership itself: No shortcut to understanding is possible, and yet a mere written presentation, which is all they have, is just such a shortcut, and so represents an empty promise. In memory of Charles H. Kahn (1928–2023), a letter of his from September 5, 1989, concerning the question "Why did Plato not write the 'unwritten doctrine'?" is published, along with some comments. [ABSTRACT FROM AUTHOR]

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

Background & Objective: Reflective learning is one of the most important learning models because it is based on the student's own experiences and is based on self-directed learning. This study aimed to investigate the effectiveness of reflective learning on scrub and circular skills in operating room students at the Iran University of Medical Sciences. Material & Methods: The current research is a quasi-experimental pretest-posttest control group design. The research population consisted of 60 students in the 3rd and 5th semesters of their bachelor's degree in the operating room who were randomly assigned to two training groups: one that used the reflective learning approach and the other that used the conventional university method. The skills of the correct principles of scrub and circular were measured in both groups before and one week after the intervention using an objective structured clinical test (three stations). The research instrument was a researcher-made questionnaire that was valid and reliable. The data were analyzed by SPSS version 22. Results: The two intervention and control groups were homogeneous and similar in terms of demographic characteristics (p > 0.05). The intervention group (reflective learning) demonstrated a significantly higher mean score in scrub and circular skills compared to the control group (traditional learning) (p < 0.05). Conclusion: The results of the present study showed that the reflective learning teaching method has been able to significantly improve post-test scores. So that, with a structured and coherent guide for reflection, students can move beyond the description process to deeper levels of reflection and, thus, learning. [ABSTRACT FROM AUTHOR]

Plants play a key role in achieving the UN Sustainable Development Goals, which call for a plant-aware and plant-knowledgeable public. This study investigated whether a non-digital educational game supplementary to a lecture on plant diversity can foster plant species literacy in student teachers of biology and environmental science students (n = 78). The 100 species of the lecture were displayed on playing cards together with their scientific names, plant families and symbols for further information. Two players alternately had to find out which plant their opponent had in hand by asking yes/no questions about possible characteristics of the species. Participation in the game was voluntary and took place in students' free time. Before the game, interest in plants was moderately high and perceived competence to recognize plants was low. Students enjoyed playing the game and increased their interest in plants, their perceived competence to identify plants by species-specific morphological characteristics, and their actual plant species knowledge, as shown by an identification test on campus. A combination of a lecture and an accompanying game can thus be recommended to promote plant species literacy in higher education. [ABSTRACT FROM AUTHOR]

Les extraits littéraires en classe de Français Langue Étrangère peuvent être analysés selon une typologie s’appuyant sur des aspects formels (découpe, mise en forme, rapport à l’œuvre, rapports d’échelle) et fonctionnels (usages de l’extrait), permettant de distinguer plusieurs avatars de l’extraction : morceaux choisis, fragments, documents authentiques, extraits-instruments, citations ou adaptations. L’extrait apparaît alors comme un outil de focalisation et de condensation, dans un régime de lecture intensif complémentaire de celui de la lecture longue. Une didactique de la variation des échelles du texte permet de mieux utiliser les possibilités de l’extrait littéraire en classe de langue.

Interest in active learning continues to grow worldwide. Although the large volume of active learning research has provided a myriad of ways to implement active learning in the classroom, the construct remains underdeveloped and difficult to operationalize because of three main issues in the research literature: (a) the variation in active learning activities in research and in practice; (b) the dichotomy between active learning and lecture; and (c) whether “active” in active learning refers to behavioral activity, cognitive activity, or both. The purpose of this reflection article is to articulate these issues so that active learning can move beyond its current status as a “curious construct.” By discussing avenues for future research that address those issues, our goal is to move the field forward by helping researchers focus on why active learning is effective, which forms of it are the most effective, how it should be implemented to maximize learning, and for whom different active learning interventions are the most effective. Just as active learning is easy to prescribe, it should also be easy to implement.

Background & Objective: Reflective learning is one of the most important learning models because it is based on the student's own experiences and is based on self-directed learning. This study aimed to investigate the effectiveness of reflective learning on scrub and circular skills in operating room students at the Iran University of Medical Sciences. Material & Methods: The current research is a quasi-experimental pretest-posttest control group design. The research population consisted of 60 students in the 3rd and 5th semesters of their bachelor's degree in the operating room who were randomly assigned to two training groups: one that used the reflective learning approach and the other that used the conventional university method. The skills of the correct principles of scrub and circular were measured in both groups before and one week after the intervention using an objective structured clinical test (three stations). The research instrument was a researcher-made questionnaire that was valid and reliable. The data were analyzed by SPSS version 22. Results: The two intervention and control groups were homogeneous and similar in terms of demographic characteristics (p > 0.05). The intervention group (reflective learning) demonstrated a significantly higher mean score in scrub and circular skills compared to the control group (traditional learning) (p < 0.05). Conclusion: The results of the present study showed that the reflective learning teaching method has been able to significantly improve post-test scores. So that, with a structured and coherent guide for reflection, students can move beyond the description process to deeper levels of reflection and, thus, learning.

The article presents the analysis of popular science lectures by literary critic Andrey Nemzer. The research is based on the radio series “Russian Prose of the Third Millennium”, in which Nemzer gave lectures on remarkable prose writers of the 1990s: N. Gorlanova, M. Vishnevetskaya, A. Slapovsky and A. Dmitriev. The author of the article compares Andrey Nemzer’s public speeches with thematically similar reviews published in “Nezavisimaya Gazeta”, “Segodnya” and “Vremya MN”. Similarities and differences are demonstrated by analyzing the content, structure and style of the selected materials. Thus, the research revealed that the genre of the lecture allows A. Nemzer to outline the writer’s career path, to conduct a reflection on previously read works at a different genre level and to extract one ideological line from them. By using many quotations, the lecturer gives literary texts another chance to be heard, but by a different audience and in another, new millennium. The article shows that by switching to a new format, Nemzer changes the presentation of the material. Thus, the critical space of the reviews, equipped with expression, questions and value judgments, is of an advisory nature, whereas the lecture cycle contains educational pathos. The public speeches tend to be more specific and explanatory. It is important that despite the differences, Nemzer remains true to the conclusions that he came to when he first read these works. He complies with the new genre, simplifying and clarifying the statements made by him years earlier.

Background & Objective: The use of team-based learning (TBL) as one of the active learning strategies in the education of nursing students is expanding. The purpose of this study was to investigate the effect of employing the TBL method on improving the knowledge of the cardiovascular system in nursing students. Materials & Methods: This semi-experimental study was conducted on nursing students of Hormozgan University of Medical Sciences, Hormozgan, Iran, in 2017. The students were divided into intervention (TBL method) and comparison (traditional lecture method) groups. The intervention group was taught by the TBL method, while the control group received teaching by the lecture method during three 2-hour sessions. Pre-test and post-test were administered to all students. The data were analyzed using SPSS23 software and the significance level was considered ≤ 0.05. Results: The results showed a significant difference among the students in the intervention group, whose mean score of knowledge increased from 12.45±5.22 before the test to 32.26±4.25 after the test (P

The present research was conducted to compare the effects of two methods of traditional lecture and Jigsaw Cooperative Learning on the students’ knowledge, performance, and satisfaction. This quasi-experimental study was done on 50 public health students, who had been chosen through available sampling. The performance and satisfaction of students was measured through two researcher-made 80 and 18-item questionnaires after receiving the training. Data were analyzed through SPSS 2423.0 software. The mean score of knowledge in the pre-test stage in the jigsaw and lecture groups was 11.40 and 10.56, respectively, while these values in the post-test stage significantly increased in the jigsaw group compared to their lecture counterpart (16.68 vs. 10.76) (P < 0.001). There was a significant difference between the two groups regarding the score of poster and pamphlet preparation, role-playing, and slide preparation in all subscales (P < 0.001). The mean score of satisfaction was higher in the jigsaw group in all subscales except for motivation (P = 0.17) and problem-solving (P = 0.43), compared to the lecture group (P < 0.001). The results indicated that the JCL method, by engaging students in the teaching-learning process, could cause enhanced knowledge, performance, and satisfaction of the learner, helping them deal with their courses with greater interest. . [ABSTRACT FROM AUTHOR]

For Emmanuel Falque, it is not first important what we talk about, the "subject" of a speech, but the "manner" of speaking about it, the attitude that guides the experience. The experience of reading a text is important from this point of view (first section of our "Introduction"). Reading a text could distract from the obscure sources of its rationality; Derrida's work on Plato's word khôra (second section) does not only point towards some "deconstruction"; they indeed resonate with what Scripture says about the kenosis of Christ (third section). Reading Scripture thus engages the reader in a metamorphosis of resurrection (fourth section). [ABSTRACT FROM AUTHOR]

Background: Attentiveness during class is critical for learning. Teachers have strategies to promote active engagement and active learning, yet little control over students' baseline level of alertness and focus upon arriving to class. Objective: To evaluate the effect of pre-lecture cognitive exercise on attention and learning in lectures. Method: In Experiment 1, college students (n = 28) in Introductory Psychology participated in a brief battery of complex cancellation tasks prior to a subset of lectures. Effectiveness measures included course exams and post-study student surveys. Experiment 2 replicated the first in a subsequent class (n = 35) with the same instructor and the addition of post-lecture quizzes. Results: In both experiments, students performed higher on exam content from post-exercise lectures relative to control lectures. No effect was observed on post-lecture quizzes. On post-study surveys, students reported improved attentiveness to lecture after cognitive calisthenics. Conclusion: Pre-lecture cognitive activity appears to benefit student attention and learning in lectures. Teaching Implications: With so many students arriving to class either distracted or sleepy, the inclusion of a brief pre-lecture cognitive exercise program may be an engaging and effective method for optimizing student attentiveness and learning in lecture-based courses. [ABSTRACT FROM AUTHOR]

Le « développement personnel » renvoie à un ensemble hétéroclite de savoirs syncrétiques, délivrés sous forme de livres, de vidéos ou de formations. Ces contenus sont recherchés par de nombreuses personnes dont l'objectif manifeste est la quête d'un soi authentique, dans une société où vacillent les étayages identitaires. Au-delà d'une considération critique, notre étude vise à mieux comprendre les motivations de ceux qui investissent ces savoirs et dispositifs non conventionnels. Au sein d'une revue de littérature sous forme d'anthropologie clinique, trois vignettes cliniques sont présentées à partir d'entretiens de recherche. L'un des participants est dans une pratique articulée autour de deux mentors ; un autre poursuit uniquement une réflexion nourrie par ses lectures ; et le dernier combine ses lectures à la consultation d'une psychologue. Tous poursuivent un désir de transformation intérieure en lien avec un questionnement identitaire. La lecture de tels ouvrages peut favoriser des formes de symbolisation médiatisée par la lecture. L'identification à des mentors constitue un étayage comparable aux préceptes religieux. Selon la perspective des participants à l'étude, le développement personnel stimule un travail auto-thérapeutique dont les limites sont dépassées par une ouverture progressive vers un autre, selon un processus de pré-engagement thérapeutique. S'il est possible de localiser les coordonnées de l'engouement actuel pour le développement personnel dans certaines mutations du lien social, il paraît nécessaire de développer une approche attentive et rigoureuse de cette forme de pluralisme thérapeutique sollicitée par une portion de la population générale. "Self-help" refers to a heterogeneous collection of syncretic knowledge, delivered in the form of books, videos or training courses. This content is sought after by many people whose obvious objective is the quest for an authentic self, in a society where identity supports are wavering. In addition to being a critical consideration, our study aims to better understand the motivations of those who invest in this knowledge and who feed their preferences for these non-conventional approaches. Within the framework of a literature review in the form of clinical anthropology, three clinical vignettes are presented, based on clinical research interviews conducted with volunteers engaged in a personal development process. One of the participants is involved in a practice that includes two mentors; another pursues only a reflective approach nourished by his readings; and the last one supplements his readings with psychological consultations. All of them pursue a desire for inner transformation in connection with a questioning of identity. Reading such works can promote forms of symbolization mediated by reading. The first vignette provides a clinical illustration of the concept of "apérité" developed by Nicolas Marquis. It demonstrates that the possibility for the subject to identify himself with the contents of the self-help book, which allows him to develop new representations, linked to his personal life history, thereby helping him to move towards a clearer representation of his internal world and the functioning of his identity. The second subject is more motivated by the hope of the existence of an ideal of life that he could implement with the help of the concrete application of certain key factors. He is trying to rebound from a complex family situation that has pushed him to break with his family. By adopting a self-help approach, he is attempting to find the support and backing that he did not have in his family environment. The identification with mentors constitutes a support comparable to a religious precept. The practice of mentoring embodies a real system of reference and support in the life of the third subject interviewed. Over time, this practice enabled him to establish a new relationship with his parents and to gradually emancipate himself. The mentor is often assigned to accompany the individual in the development of a mindset that favors his or her empowerment. This practice also underpins a path towards self-awareness, by inviting the subject to consciously reconnect with his internal world and the different sensations that run through it at various moments of daily life. From the perspective of the participants in the study, personal development stimulates a self-therapeutic work whose limits are exceeded by a gradual openness towards another, in a process of therapeutic pre-commitment. If it is possible to locate the coordinates of the current tendency to strive for personal development in certain mutations of the social bond, it seems necessary to develop a careful and rigorous approach to this form of therapeutic pluralism sought out by a portion of the general population. [ABSTRACT FROM AUTHOR]

This article explores the effectiveness of problem-based learning (PBL) as a teaching method for medical students. The study conducted PBL sessions with 100 medical students and assessed their performance using multiple-choice questions. The results showed that PBL was more effective than traditional lectures, with higher test scores. Students also had a positive perception of PBL as an effective learning tool. The article suggests that incorporating PBL into medical education can help develop self-directed lifelong learning skills and better prepare students for real-world medical practice. [Extracted from the article]

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to analyze the difference between numeracy, critical thinking and communication skills in classes that apply OK-LCD with classes that apply the lecture method. The subjects of the study were grade I elementary school students in Bekasi totaling 28 people for the control class and 27 people for the experimental class. The study period was conducted for four weeks starting October 2 to October 20, 2023. This study used a weak experimental design method with a static-group pretest-posttest design model. Research data are obtained through written tests and rubrics that have been tested for validity and reliability. The results of the analysis and statistical tests showed the difference in control class pretest scores with control class post test, experimental class pretest scores with experimental class post test, and control class nGain with experimental class nGain on numeracy skills, critical thinking rubrics, and student communication rubrics. The data were expressed in the average nGain in the experimental class for numeracy, critical thinking and communication skills with consecutive scores of 0.56; 0,57; and 0.66. On average nGain in the control class for numeracy, critical thinking, and communication skills with consecutive scores of 0.40; 0,42; and 0.59. Therefore, it can be concluded that there is an increase in numeracy, critical thinking and communication skills in the control class and experimental class. [ABSTRACT FROM AUTHOR]

Background. The topic is relevant because in numerous works on the history of universities in the Middle Ages, the content of the educational process was not considered in detail, and the authors limited themselves only to the general characteristics of lectures and debates as the main forms of education. Attention was rarely paid to the methodology of lecturing and conducting lisp. Using the example of the Universities of Paris, Bologna and Prague, the article attempts to determine the content of lectures and the methodology of their reading by teachers on the basis of university statutes and some other sources. Other forms of training (rehearsals, debates and practical exercises) are also considered. Materials and methods. Using the dialectical method of cognition, the principle of historicism, analysis and synthesis, the author traces the content of the educational process at these universities, as well as some aspects of the teaching methodology, based on documentary and narra-tive sources. Results. The study of the content of the educational process made it possible to determine the content and order of reading lecture topics in individual disciplines, the methodology of their reading, the methodology of conducting rehearsals, debates and to obtain general information about practical classes at the Faculty of Medicine. Conclusions. The forms of education were lectures, rehearsals, i.e. repeated lectures, debates and practical exercises, but only at medical faculties. University statutes regulated all forms of education, which made it difficult to develop freedom of thought among both teachers and students. However, there were still some opportunities for teachers to circumvent strict rules in the content of the studied material and bring their ideas and opinions to the students.

Introduction: Self-learning is a learning process in which students harvest the enterprise, to express their learning goals, choose assets for learning, practice learning strategies, and assess the outcomes achieved. Many forms of self-learning were introduced in integrative medical curricula such as Team-based learning (TBL) and Problem-based learning (PBL). This study aims to evaluate self-learning in the otolaryngology module and determine the type of self-learning that students prefer and which of these types has a stronger impact on achieving the educational objectives of the module. Material and methods: A cross-sectional study was done on the 270 students of studied the otolaryngology module in three consecutive years representing the whole class of the fifth-year medical students along three consecutive years. A Likert scale questionnaire was distributed to measure the students’ satisfaction with the current teaching and learning. Results: The obtained results revealed higher students ‘satisfaction with TBL than other modalities supported by high achievement in TBL-related questions. In addition, there is a significant difference between TBL and PBL (p = .00044). No significant differences were obtained either between TBL and CBL (p = .16570) or between TBL and Seminar presentation (p = .16570). In addition, no significant correlations were obtained between PBL and CBL (p = .34677), between PBL and seminar presentation (p = .46496), and between CBL and seminar (p = .99967). Conclusion: The results showed that the highest students’ satisfaction was towards TBL compared to other educational methods. These results encourage clinical educators to insert and implement TBL in most of the integrative curriculum modules, especially that of the clinical years.

La littérature participe à la formation d’une culture littéraire mais également à la construction de la personnalité du lecteur et à l’expression de sa sensibilité. Alors que la nature a toujours été fortement représentée dans les livres pour enfants, une préoccupation écologique s’immisce désormais dans les œuvres les plus récentes à destination de ce lectorat. Le genre de la robinsonnade, issu des innombrables réécritures du roman de Daniel Defoe, Robinson Crusoé, est sans doute le genre littéraire qui offre le plus directement à voir et à penser la nature. Cette contribution se propose d’explorer des robinsonnades et leur pouvoir d’évocation du vivant. Des œuvres sont lues en classe par des élèves de fin d’école primaire pour produire des textes. Il s’agit de décrire la nature mais aussi d’initier une réflexion sur le rapport de l’homme à son environnement.

Cette recherche conduite auprès de collégiens éprouvant des difficultés de compréhension de textes argumentatifs en L2, a pour objectif de vérifier l’effet du recours aux systèmes d’aide sur la compréhension de ce type textuel en classe. Inspirée des travaux de recherche en sciences cognitives (Marin & Legros, 2008), elle se veut une recherche palliative, s’intéressant aux difficultés que rencontrent les apprenants en question en contexte bi-plurilingue algérien. Dans ces circonstances, le recours, plus particulièrement, à la langue maternelle de manière progressive selon une vision neuroergonomique se présente comme une solution « remède », qui permettrait de rendre cette tâche complexe plus accessible dans un contexte d’apprentissage. Abstract This research conducted with middle school students experiencing difficulties in understanding argumentative texts in L2, aims to verify the effect of using aid systems on the understanding of this type of text in class. Inspired by research in cognitive sciences (Marin & Legros, 2008), it is intended to be palliative research, focusing on the difficulties encountered by the learners in question in a bi-plurilingual Algerian context. In these circumstances, the use, more particularly, of the mother tongue in a progressive manner according to a neuroergonomic vision presents itself as a “remedy” solution, which would make this complex task more accessible in a learning context.

L’article s’intéresse aux difficultés de lecture universitaire des étudiant·e·s. Après une synthèse des rares travaux sur la question et l’expression de leurs liens avec ceux sur les littératies universitaires, notre contribution propose un compte-rendu d’une étude empirique portant sur les difficultés perçues d’étudiant·e·s d’une faculté des Lettres de Suisse romande et de celles perçues par leurs enseignant·e·s. Les résultats indiquent que ces dernier·ère·s perçoivent plus de difficultés que les premier·ère·s ; que cela soit dans une évaluation globale, ou spécifique à certains aspects de la lecture. Ce grand écart, couplé à un champ d’étude encore étroit, nous invitent à défendre la réplication de telles études et la systématisation des définitions et méthodologies à utiliser.

Objective To establish a health promotion team consisting of nurses, and to carry out health promotion programs to improve the health care knowledge of patients in the outpatient clinic. Methods Health promotion programs including health education lectures, nursing health counseling, handbook of health-related knowledge and self-made videos were carried out, and the quality of the activities was continuously improved according to the evaluation outcomes. Results Participants’ awareness of disease prevention and control had been enhanced after implementation of health promotion programs(P＜0. 05). Conclusion By taking advantage of workplace competence of nurses, nursing health promotion programs are effective to improve the disease prevention and control knowledge and self-protection ability of the population who had visited the outpatient clinic. (目的 通过组建护理健康科普队伍, 传播护理科学健康知识, 提高就诊患者的健康保健知识水平。方法 利用早、午间候诊时间段开展护理健康科普讲座、护理健康咨询、传递健康知识手册及自媒体视频等方式进行健康科普工作, 根据评价结果不断改进活动质量。结果 干预后, 参加护理健康科普讲座的受众者对相应讲座的健康知识掌握度优于干预前, 差异有统计学意义(P＜0. 05)。结论 通过开展护理健康科普, 发挥护士在健康科普工作中的专业优势, 有助于提高受众者的疾病防治知识水平和自我防护能力。)

The use of lecture and group presentation method in the Islamic Religious Education (PAI) course in online learning at 17 Agustus 1945 Semarang University (Untag Semarang) in the first semester of academic year 2021-2022 has an impact on the students’ acceptance. It is studied using qualitative approach. From the result of interview which was then associated with the result of observations during the teaching and learning process and then compared it with the result of the questionnaire, it can be seen that the application of the lecture method through the explanation of the material from the lecturer make students easier to understand the material than having to learn themselves. 79.8% of students like the lecture method and only 52.9% of students choose group presentation method. They also do not understand the explanation of online group presentations from other students. Judging from 41.3% of students, the reason is because they cannot discuss the material face to face.

Background: The flipped classroom is an alternative educational approach that emphasizes the student-centered teaching method. The purpose of this research was to compare the flipped classroom (FC) teaching method with the traditional classroom (TC) teaching method on the learning and satisfaction of students Aja University of Medical Sciences in the microbiology course.Method: This interventional study was conducted in 2022 at the paramedical faculty of the Army University of Medical Sciences. The participants in the study were surgical technician students. Evaluation of students' learning was done using MCQ test (pre-test and post-test). The level of satisfaction was measured through a 5-point Likert questionnaire made by the researcher. Data were analyzed with SPSS version 19 software.Results: The results of the study showed that there was a significant difference between the average learning of the intervention group, FC=0.82±9.30, and the average learning of the comparison group, TC=3.96±1.39.) P=0.0001). Also, there was a significant difference between the scores of the satisfaction level of the students of the FC group=4.69±0.358 and the average scores of the comparison group TC=2.530±0.863 (P

The article shows that due to the high standards of teaching dialectics and theology, the University of Paris is gaining universal fame by the end of the 12th century. Paris has established itself in the status of the main scientific center of Europe, the stronghold of the Catholic faith, «the city of books and scientists». The sphere of university education, according to the author, receives a powerful impetus for development through the intensive use of translated Latin classics, translations of Greek and Arabic works – those sources that were assimilated by the Latin Christianized culture. Philosophy and logic take priority positions in the educational segment of the University of the Middle Ages. There was already a Platonism open to the influence that came from Proclus and Avicenna. By the beginning of the 13th century, a new cultural paradigm was being formed in university education, combining the grammatical foundations of Latin (the «revolt» of logical grammar was taking place), logic, and the philosophy of Aristotle. Fine literature fades into the background in comparison with theology and scholastic philosophy, interest in it is muted (the situation will be changed by the 14th century, a century of high style, fruitful for philosophy and theology, which prepared the intellectual upheaval of the 15th and 16th centuries, associated with the name of Petrarch, «prince of eloquence»). The role and specifics of lectures and disputes are revealed, the potential of commenting and questioning methods (quaestio) in university education of the Middle Ages is characterized.

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

Copyright of Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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

Background: The flipped classroom is an alternative educational approach that emphasizes the student-centered teaching method. The purpose of this research was to compare the flipped classroom (FC) teaching method with the traditional classroom (TC) teaching method on the learning and satisfaction of students Aja University of Medical Sciences in the microbiology course. Method: This interventional study was conducted in 2022 at the paramedical faculty of the Army University of Medical Sciences. The participants in the study were surgical technician students. Evaluation of students' learning was done using MCQ test (pre-test and post-test). The level of satisfaction was measured through a 5-point Likert questionnaire made by the researcher. Data were analyzed with SPSS version 19 software. Results: The results of the study showed that there was a significant difference between the average learning of the intervention group, FC=0.82±9.30, and the average learning of the comparison group, TC=3.96±1.39.) P=0.0001). Also, there was a significant difference between the scores of the satisfaction level of the students of the FC group=4.69±0.358 and the average scores of the comparison group TC=2.530±0.863. (P<0.05). Conclusion: The results of the research showed that teaching using the flipped classroom method in the microbiology course of the surgical technician students increased the learning and satisfaction of the students compared to the traditional teaching method. [ABSTRACT FROM AUTHOR]

The oral performance of history has been common to many societies from Herodotus and the histories of Beowulf, to the griots of West Africa. The lecture in Western history emerged from these histories of orality, with its name showing the close connection in its origins to reading, and to the lecturer's expertise in that domain. From this starting point, lectures grew to be associated with frameworks of academic authority, as well as markers of community and shared academic, religious and civic identity. From the late eighteenth century onwards, the role of the historical lecture widened to involve public education, and was also later incorporated into political contestations by anticolonial orators such as Maya Angelou, Amílcar Cabral and Fidel Castro. In the twenty-first century, the rise of transnational technology has seen the increasing atomisation of the lecture into a space of performative and disembodied information. As technologies change, in the future the knowledge and thematic being explored in historical lectures may change. What is embraced may prove to be demonstration of mastery of the commercial technology involved in a lecture's delivery, as much as the exposition related to the lecture or reading from which knowledge and academic communities historically have built. [ABSTRACT FROM AUTHOR]

Copyright of Human Sciences Journal / Revue des Sciences Humaines is the property of Universite des Freres Mentouri Constantine and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This film examines the complexities of identifying and defining Intangible Cultural Heritage (ICH) among migrated, resettled, and native/indigenous communities in the UK (originating from England, Scotland, Wales and Northern Ireland). The ultimate goal is to discern strategies that not only recognise but also amplify this heritage's role in fostering social cohesion and moulding an inclusive national identity. We utilised a methodological approach encompassing observational studies of cultural practices, interviews with cultural practitioners, and the conduction of two public focus groups. Focusing on the Liverpool City Region (LCR) as a case study, we illuminated the transformative impact of a confluence of diverse cultures, resulting in adopting 'Transcultural Heritage' concept. This term, while not new, was explored, and we found that it denotes a heritage shaped by the interplay of diverse cultural influences, bolstering community unity. Our findings underscore the resilience-enhancing power of ICH and its role in community building. However, awareness of these traditions, both native and imported, remains limited. Engagement with ICH is diverse, with practices ranging from private familial rituals, often closely guarded, to public displays such as lion dances or Syrian culinary traditions. Preliminary efforts by community groups and local authorities to document existing practices have been noted. Importantly, our research highlights 'Transcultural Heritage' as a paradigm that could potentially redress identified challenges, fostering a society that upholds mutual respect and inclusivity throughout the UK.

BACKGROUND: Traditional teaching methods alone are no longer sufficient to meet the needs of modern societies. This study aimed to compare the effectiveness of central venous pressure teaching through multimedia and lecture method on learning rate of anesthesia technologist students. MATERIALS AND METHODS: In this quasi-experimental study, 41 undergraduate students of anesthesia technologist were selected through the census method and randomly divided into two groups: multimedia- and lecture-based teaching. The educational content was the same for both groups and was taught by the same educator. A pre-test was administered to both groups, and a post-test was conducted two weeks after the intervention. The data were analyzed using descriptive statistics, independent t-test, and paired t-test with SPSS software version 26. RESULTS: Before the intervention, there was no significant difference in the mean scores between the two groups (P = 0.648). However, after the intervention, the learning rate significantly improved in both teaching methods (P < 0.001). Furthermore, the mean scores obtained from post-test increase in the multimedia-based group were significantly higher than the lecture-based group (P = 0.004). CONCLUSION: The results of this study indicate the effectiveness of both methods. However, considering the advantages of multimedia-based teaching, such as responding to various learning styles and higher mean scores obtained from post-test of the multimedia-based group compared to the lecture-based group, it is recommended to utilize this teaching method in medical science courses.

Nutnichawan Muenchamnan,1 Warangkana Naksen,1 Parichat Ong-Artborirak1,2 1Faculty of Public Health, Chiang Mai University, Chiang Mai, Thailand; 2Department of Research and Medical Innovation, Faculty of Medicine Vajira Hospital, Navamindradhiraj University, Bangkok, ThailandCorrespondence: Warangkana Naksen, Faculty of Public Health, Chiang Mai University, Chiang Mai, 50200, Thailand, Tel +66-53-942507, Fax +66-53-942525, Email warangkana.n@cmu.ac.th Parichat Ong-Artborirak, Department of Research and Medical Innovation, Faculty of Medicine Vajira Hospital, Navamindradhiraj University, Bangkok, 10300, Thailand, Tel +66-2244-3522, Email ong.artborirak@gmail.comBackground: Residential pesticide exposure can be harmful to the health of young children, particularly in agricultural areas. It is critical to educate their caregivers on pesticide exposure prevention. The purpose of this study was to determine the effectiveness of a two-pronged education intervention for caregivers in preventing pesticide exposure among Thai young children living in agricultural areas.Methods: This was an experimental study with 90 primary caregivers of young children aged 6 months to 5 years. Thirty caregivers each were assigned to one of three groups: booklet plus lecture intervention, only booklet intervention, and control. Caregivers in both interventions received a booklet that educated them on residential pesticide exposure and prevention. The caregivers in the booklet plus lecture group also attended a 2-hour lecture with the same content as the booklet. A questionnaire was developed to assess caregivers’ knowledge, attitudes, intention, and behaviors regarding residential pesticide exposure and prevention in children. Face-to-face interviews were conducted at their homes three times: baseline, post-intervention, and follow-up (three weeks after the end of the intervention).Results: Linear mixed models showed that, from baseline to post-intervention, the intervention effect on knowledge and attitude in both intervention groups, as well as intention in the booklet plus lecture group, was significant (p< 0.05). From baseline to follow-up, the knowledge, attitude, intention, and behavior scores in both intervention groups increased significantly more than the control group (p< 0.01). Only the attitude score increased more in the booklet plus lecture group than in the booklet group at post-intervention (p=0.009) and follow-up (p=0.003).Conclusion: Both the booklet plus lecture method and the booklet method alone have a positive effect on improving the caregiver’s knowledge and behaviors regarding pesticide exposure prevention at home. Thus, providing a booklet to caregivers to reduce children’s risk of pesticide exposure is recommended.Keywords: insecticide, pesticide, education, booklet, lecture, caregiver, children

Background: Workshop training is one of the most effective learning methods. This study aims to compare the effect of virtual and face-to-face workshop training on students’ learning and satisfaction. Materials and Methods: A three-group intervention study with before and after measurements was conducted with the participation of 106 nursing students. A convenient method of assigning replacement blocks was used. The groups included three groups, a virtual workshop, a face-to-face workshop, and a control. The data collection tool included a demographic form, and researcher-made awareness, performance, and satisfaction questionnaire. The content validity of the tool was confirmed by experts in the fields of nursing, health in disasters and emergencies, and medical education. The reliability of the tool using test re-test and Cronbach’s α was 0.858. Awareness and performance were evaluated before and after the study. Satisfaction was checked at the end of the study. Data were analyzed using analysis of variance with SPSS software, version 23. Results: Most of the students were female (55.66%), with a Mean±SD of age 22.75±2.05 for all groups, single (93.4%), seventh semester (62.30%), without experience of participating in the training workshop (67.9%), and reading the book related to triage with mass casualty incident (MCI) (81.13%). Before the intervention, the groups had no significant difference in terms of awareness (P=0.169) and performance (P=0.296), while after the intervention, the difference was significant (P˂0.001). After the intervention, the most awareness and performance were related to the face-to-face workshop. A significant difference was observed between the groups in terms of satisfaction (P˂0.001). In the face-to-face workshop, 43.42% were very satisfied and 36.36% were satisfied, while very satisfied students did not exist in the virtual workshop and only 22.44% of students were satisfied. Satisfaction in the control group was moderate and poor. Conclusion: Since the face-to-face workshop increased students’ awareness, performance, and satisfaction, it is suggested to use face-to-face educational workshops to improve the scientific level of nursing students before graduation.

Abstract Background The information required to be learned and retained by medical students has continued to increase over the years. The stress that medical students face has already been highlighted in several studies, however, this in combination with a post-pandemic educational system subsequently generated a shift in medical education towards asynchronous streaming of daily lectures as part of the curriculum with variable playback speed options. Methods This paper aims to study the effectiveness of playback speeds, principally that of 1.5x and 2x playback speeds. One objective of this study is to analyze the existing literature regarding how playback speeds may impact learning, and to highlight the need for additional research. It has become apparent that there is not enough literature to support the role that playback speeds have in concentration and/or long-term memory retention in medical students. Due to this lack of information on the topic, this paper additionally highlights a study conducted on second year medical students at one university to assess the associations that may exist between lecture playback speeds of 1.5x and 2x and concentration and long-term retention of memory. Results Based on the data collected, it was found that there was no significant difference in student concentration or long-term memory retention with regards to lecture playback speeds. Conclusions Although more studies are needed to better understand the topic, it is the current recommendation of the authorial team that students are free to watch medical school lectures at their preferred speed without worry of changes in learning ability.

Introduction: Lethal box jellyfish envenomation has been reported in Indonesia and other countries; therefore, medical students should be equipped with related knowledge. The aim of this study was to evaluate the results of summative exams by student cohort and gender and determine the factors that contribute to success in the summative exams after novel intensive instruction in box jellyfish envenomation pathophysiology and first aid in undergraduate medical students in Surabaya, Indonesia.Methods: This study used explanatory sequential mixed methods, consisting of a cross-sectional study and interviews. A total population sampling of 203 sixth-semester students was employed. Student cohort, gender, previous semester grade point average (GPA), and English proficiency test (EPT) were considered. All statistical tests were carried out using IBM SPSS Statistics version 24.0 for Macintosh. The study was complemented by interviews conducted with 20 students.Results: The one-way ANOVA test showed that students from the 2016 cohort had significantly higher mean scores in the exam than the 2015 and 2014 cohorts (P=0.002). Independent samples t-test showed that such differences were not gender-specific (P=0.249). In the binary logistic regression, the GPA in the previous semester was the only factor that contributed to success in the summative exam (OR 3.031, 95% CI: 1.520-6.044). All students commented that the lecture and practicum were interesting and beneficial. However, some considered that the language barrier might haveprevented them from understanding the topic well.Conclusion: Results of the summative exam differed by the student cohorts, and previous semester GPA was a predictor of success in the summative exam.

Objectives It is necessary to implement educational programs to maintain the nutritional knowledge of the elderly. This study aims to compare the effects of three educational methods (lecture, question and answer, pamphlet presentation) on nutrition status and sustainability of nutritional knowledge in the elderly in Bandar Abbas, Iran. Methods & Materials In this quasi-experimental study, the study population consists of all older people aged ≥60 years in Bandar Abbas city. Of these, 120 people (30 people in the control group and 30 in each of three intervention groups) were selected by a two-stage sampling method. Educational intervention were done by presenting pamphlets, lecturing, and questions & answers (Q&A) sessions. Data collection tools were a 20-item questionnaire on sustainable nutrition knowledge of the Ministry of Health and a 35-item questionnaire on nutritional behavior of the elderly. Data were analyzed in SPSS software, version 23 using one-way analysis of variance and repeated measures analysis of variance. Results The age range of the elderly was 60-79 years. The majority were male (53.3%). The results showed that the effect of Q&A method was effective in improving nutrition status (F=4.397, P=0.031) and sustainability of nutritional knowledge (F=10.108, P=0.002). Education by presentation of pamphlets and lecture had no significant effect on nutrition status and sustainability of knowledge. Conclusion By the Q&A method, the nutritional knowledge can be maintained and the nutrition status can be improved in the elderly compared to lectures and pamphlet presentation methods. It helps formulate appropriate educational programs for the elderly.