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Sequential optimization is one of the promising approaches in identifying the optimal candidate(s) (molecules, reactants, drugs, etc.) with desired properties (reaction yield, selectivity, efficacy, etc.) from a large set of potential candidates, while minimizing the number of experiments required. However, the high dimensionality of the feature space (e.g., molecular descriptors) makes it often difficult to utilize the relevant features during the process of updating the set of candidates to be examined. In this article, we developed a new sequential optimization algorithm for molecular problems based on reinforcement learning, multi-armed linear bandit framework, and online, dynamic feature selections in which relevant molecular descriptors are updated along with the experiments. We also designed a stopping condition aimed to guarantee the reliability of the chosen candidate from the dataset pool. The developed algorithm was examined by comparing with Bayesian optimization (BO), using two synthetic datasets and two real datasets in which one dataset includes hydration free energy of molecules and another one includes a free energy difference between enantiomer products in chemical reaction. We found that the dynamic feature selection in representing the desired properties along the experiments provides a better performance (e.g., time required to find the best candidate and stop the experiment) as the overall trend and that our multi-armed linear bandit approach with a dynamic feature selection scheme outperforms the standard BO with fixed feature variables. The comparison of our algorithm to BO with dynamic feature selection is also addressed. [ABSTRACT FROM AUTHOR]

Unlike mass production manufacturing systems, where configurations are rarely changed after the initial design, reconfigurable cyber-physical systems (RCPMS) self-change their structures throughout missions and thus self-adjust production in response to demand requirements. Accordingly, such a paradigm requires enhancing selective maintenance strategy to optimise scheduling maintenance actions, selecting configuration layouts for capacity and product family changes, and achieving maintenance cost reduction and reliability maximisation. This paper is the first to propose a robust model for a selective maintenance problem with imperfect repairs in the RCPMS context. The model also integrates uncertainties originating from the imperfect observations of components' health status. The model's objectives are to maximise the expected reliability and minimise the variance and maintenance cost under maintenance resource constraints. Moreover, we propose a new deep reinforcement learning framework for solving the resulting multi-objective and combinatorial optimisation problem. In addition, we use decision values to enhance the scalarisation process by permitting the priorities of specific objectives to be adjusted after the learning process. Furthermore, we employ Analytical Hierarchy Process to adjust the static priorities with respect to the objective functions and the actual learning context. Finally, broad experiments are conducted to highlight the performance of the proposed model and resolution framework. [ABSTRACT FROM AUTHOR]

Women are more likely than men to be targets of incivility in the workplace. Scholars have referred to this pattern as selective incivility and suggest that incivility directed toward women—that is, selective incivility—is a form of modern sexism in the workplace. However, it remains unclear whether women themselves make sense of incivility from men as a form of gender bias, and when such perceptions shape whether women engage in unique responses to incivility perceived as selective. Drawing on social identity theory, we develop a conceptual model to better understand these relationships. Across two studies with working women, we show that women perceive male‐instigated incivility as selective. Further, our findings show that women are more likely to engage in problem‐focused‐responses (i.e., direct confrontation and formal reporting), rather than emotion‐focused responses (i.e., avoidance) in response to incivility perceived as selective and that these coping responses are, at times, moderated by the frequency of incivility. Overall, our research advances the literature on incivility, selective incivility, and gender bias at work, offers practical implications for managers seeking to foster workplace inclusion, and suggests novel directions for future research. [ABSTRACT FROM AUTHOR]

As medical schools move to integrate the Core Entrustable Professional Activities for Entering Residency (EPAs) into curricula and address the transition from student to resident, residency preparatory courses have become more prevalent. The authors developed an experiential learning EPA-based capstone course for assessment to determine impact on learner self-assessed ratings of readiness for residency and acquisition of medical knowledge. All fourth-year students from the classes of 2018-2020 completed a required course in the spring for assessment of multiple EPAs, including managing core complaints, performing basic procedures, obtaining informed consent, and providing patient handoffs. Learners selected between three specialty-based parallel tracks - adult medicine, surgery, or pediatrics. Students completed a retrospective pre-post questionnaire to provide self-assessed ratings of residency preparedness and comfort in performing EPAs. Finally, the authors studied the impact of the course on knowledge acquisition by comparing student performance in the adult medicine track on multiple choice pre- and post-tests. Four hundred and eighty-one students were eligible for the study and 452 (94%) completed the questionnaire. For all three tracks, there was a statistically significant change in learner self-assessed ratings of preparedness for residency from pre- to post-course (moderately or very prepared: adult medicine 61.4% to 88.6% [p-value < 0.001]; surgery 56.8% to 81.1% [p-value < 0.001]; pediatrics 32.6% to 83.7% [p-value 0.02]). A similar change was noted in all tracks in learner self-assessed ratings of comfort from pre- to post-course for all studied EPAs. Of the 203 students who participated in the adult medicine track from 2019-2020, 200 (99%) completed both the pre- and post-test knowledge assessments. The mean performance improved from 65.0% to 77.5% (p-value < 0.001). An experiential capstone course for the assessment of EPAs can be effective to improve learner self-assessed ratings of readiness for residency training and acquisition of medical knowledge.

This article details and reflects on how student learning was elevated to a new level through inviting real life into the classroom of a course in cultural understanding, aimed at engineering students at the Norwegian University of Science and Technology. In preceding years, the learning was organized as two group assignments where students authored a make-believe narrative, wherein a technical project was accomplished in collaboration with a foreign party. This year, the students’ second project was a collaboration with social science students from the West University in Timișoara. The students not only learned facts about Romanian culture, but, more importantly, they became immersed in culture as an experience and a process, observing a turn from culture understood as a reified scientific entity, to culture as an environment or lifeworld. Rather than trying to approach culture at a distance, distance itself became the students’ environment. Only as the students came to accept a state of unknowing, with associated feelings of frustration and anxiety, were they able to dwell in a nearness to Romanian culture quite unlike that in which a “native” dwells. The students’ project solutions evocate this nearness. In previous projects, cultural challenges were hurdles for the technical product that needed solving much like any technical hurdle. This relationship was flipped upside down in the real collaboration, putting technical products in the service of culture rather than the other way around. We show and discuss how our open-ended pedagogical philosophy was critical in unlocking this new level of learning.

This study sought to determine the effectiveness of utilizing game-based strategies in learning mathematics in the junior school specifically grade 10 students. In this study, embedded mixed methods research design was used to gather both quantitative and qualitative data from the participants in which the second served as supporting data to supplement the first. The results of the study revealed that game-based strategies provided a strong influence in maximizing learning mathematics and retention was also evident in the result of students' test performance allowing them to recall concepts learned and skillfully solve problems from the different activities they experienced with the use of the game-based strategies. Moreover, the participants shared meaningful experiences learning mathematics after the intervention. With the use of such strategies, they were able to recognize how lessons were discussed in a different manner with full of insights and realization that learning can be both engaging and rewarding. Moreover, the test performance result analyzed using mean showed an increasing average score indicating that the participants could still recall how to solve mathematical problems which took place after the intervention was utilized. Furthermore, results in the inferential statistics analyzed using Repeated Measures ANOVA also revealed that there were significant differences in the pretest, post-test, and retention test of the participants specifically majority on pretest and post-test, and pretest and retention test using post-hoc analysis. These results imply that with constant practice of utilizing teaching strategies like integrating games in class, it can improve learning outcomes, increase engagement, provide short-term retention, and promote pedagogical innovation. In education, these long-term knowledge and skills in mathematics will lead to higher test performance while aligning the 21st century skills essential in the success of teaching and learning. [ABSTRACT FROM AUTHOR]

Background: Musculoskeletal disorders (MSDs) are common among nursing professionals and require effective management strategies. Implementing targeted training programs for nurses is a vital approach to reduce these problems. Aim: This study aimed to evaluate problem‐based learning (PBL) effectiveness in reducing work‐related musculoskeletal symptoms (WMSs) among nurses. Methods: Fifty Iranian nurses participated in this interventional study. Some data were collected by a demographic/occupational questionnaire and a Persian version of the Nordic Musculoskeletal Questionnaire (P‐NMQ). Some other was gathered by Rapid Entire Body Assessment (REBA) and PBL method. Results: The prevalence of WMSs during the last 12 months in the subjects was related to the lower back (76%), wrists/hands (70%), neck (64%), and knee (64%), respectively. The results showed that the prevalence of WMSs decreased significantly only in the subjects' elbow region in the postintervention (p = 0.031). Although the prevalence decreased in the postintervention stage in other regions, this decrease was not statistically significant (p > 0.05). Conclusions: This study showed that the implementation of PBL could reduce the WMSs prevalence and the level of nurses' exposure to risk factors for MSDs. [ABSTRACT FROM AUTHOR]

This paper focuses on the development of a short training curriculum for tertiary level education that can horizontally cover the Electric Vehicle technology in a manner understandable and attractive to students of appropriate background. The training program is divided into four groups of technical topics, the extend of which is balanced with regards to the learning outcomes and the teaching time provided. The blended teaching nature is supported by theoretical online lectures, synchronous and asynchronous, a great number of laboratory courses to enhance knowledge assimilation and a medium size project divided into two parts for the students to delve into the engineering way of thinking through a problem based learning approach. In the first part, the students exploited the Augmented Reality technology in order to describe the electric powertrain of small scale electric vehicles after having troubleshooting them. Their work and findings were utilized for the preparation of a scientific paper in the second part of the project. The training program was completed by a short industrial internship. The transferability of the training program is discussed in the last section of the paper. [ABSTRACT FROM AUTHOR]

Purpose: This study explored the effectiveness of a Problem-based Learning (PBL) teaching model on the WeChat public platform for radiation oncology residency training programs. Materials and methods: The WeChat PBL program was initiated in 2019. The study recruited student participants, on a voluntary basis, who were in their first and second years of standardized training in radiation oncology. We selected classic and trending issues in radiation oncology as the two main teaching topics. Students in the PBL group searched for relevant literature, summarizing PowerPoint presentations or academic speeches on specific issues published on the professional WeChat public platform after an in-depth review by teachers. The final national standardized training examination scores for resident physicians were used to evaluate teaching effectiveness. The graduation scores of the PBL and non-PBL groups were compared, and a stratified analysis was conducted based on the year of participation to assess the teaching effectiveness of this model. Moreover, questionnaires were administered to evaluate students' experiences. Results: Among the 36 students who joined the study in 2019, 16 (44.0%) voluntarily joined the PBL teaching group. Nine students started teaching PBL in their first year of residency, accounting for 47.4% of that year, and seven started in their second year, accounting for 41.2%. The average graduation scores of the PBL group were superior to those of the non-PBL-focused group for the same grade. The rate of high scores among students in the PBL group (56.3%) was higher than that of students in the non-PBL group (25%). Specifically, first-year residents who joined the PBL group had an average score of 92.3 ± 2.2, significantly higher than their non-PBL counterparts, who scored an average of 88.6 ± 4.6, showing a statistically significant advantage (p = 0.042). All students were satisfied with the PBL WeChat teaching and would recommend the PBL WeChat course to others. Conclusion: The PBL residency teaching model on the WeChat platform improved residency scores and garnered student satisfaction. [ABSTRACT FROM AUTHOR]

Background: Procrastination is characterized by the deliberate postponement of assigned educational tasks and is correlated with low academic achievement and depression. Concern about procrastination is particularly high among medical students, as it has a strong association with aspects such as low self-efficacy, lack of organization, low intrinsic motivation, inefficient effort regulation and time management problems. On the other hand, it was found that students' use of study strategies is significantly related to better academic results. The relationship between students' tendency to procrastinate and the adoption of effective study strategies remains little explored, leaving a critical space for investigation. This study aims to fill this gap by exploring how procrastination affects the selection and effectiveness of study strategies adopted by students. Methods: This cross-sectional study was conducted in Brazil and included medical students from the first to the seventh semester of the Unichrsitus Medical School. The validated procrastination scale and the Learning and Study Strategies Inventory were used. Generalized linear regression multivariate models with robust errors were used to verify the association between the study variables. Results: 447 students participated, 70.2% of whom were female, with an average age of 23 years. The domain of "study aids" scored higher among younger students, who self-referred as black and who studied in private schools prior to the Medical School. Higher procrastination scores were statistically associated with higher main idea selection, concentration, time organization and anxiety scores and with lower study aids and study preoccupation scores (p values < 0.05). In addition, active methodology was associated with higher scores in the domains of study aids and time organization. Conclusions: Procrastination is associated with the study strategies used by medical students, which can be modified through training and ultimately improve their performance. Students in traditional models, who are older, white and from public schools may especially benefit from this training. [ABSTRACT FROM AUTHOR]

Universities globally are called to educate collaborative and ethical engineers. In response, interdisciplinary problem-based learning is increasingly used to equip students with competencies needed to solve grand societal challenges. However, complex problem-solving in interdisciplinary teams can challenge students’ existing beliefs and cause confusion. Our study examines these challenges through the lens of ‘disorienting dilemmas’ from transformative learning theory and investigates students’ coping strategies. Through twenty-nine student interviews, we uncovered disorienting dilemmas related to self-identity, problem-solving, disciplinary perceptions, conceptual understanding, and collaboration. Additionally, based on varied cognitive and behavioural responses, we identified four coping strategies: integrating, investigating, negotiating, and withdrawing. Notably, we observed shifts in students’ use of coping strategies. Our research advances transformative learning theory through its focus on shared learning and the recognition of diversity of coping strategies, thus providing insights for designing supports that guide students towards more constructive strategies and facilitate transformative learning. [ABSTRACT FROM AUTHOR]

This paper reports on an innovative community-based ‘People-in-Environments’ learning model designed to support social work students in their development of ‘Readiness for Practice’ in an English urban metropolis. This experiential model challenges students to think differently about the meaning of communities, community resources, and their own assumptions, whilst enhancing critical thinking, self-awareness, reflexivity, and the integration of anti-oppressive values. A central element involves engaging students in embodied, problem-based, confluent learning by critically responding to scenarios using real-life circumstances and visiting diverse community locations. Drawing on qualitative questionnaires, focus groups, and anecdotal data from selected student cohorts 2018–2023, six learning themes are presented: Enhanced Knowledge, Deeper Learning; Examining the Familiar Unfamiliar; What Does Community Mean; Person-In-Environment, Self-In-Environment; A Different Kind of Empathy, and Group Work Challenges. Students’ narratives emphasize the significance of embodied, emplaced learning in unfamiliar settings. Reflexively analyzing thoughts, emotions, and materiality enhanced understanding and skill development. This model facilitates nuanced appreciation of what community means, both the intersections of geographical locales with identities and attachments, and the importance of understanding community attributes, strengths, risks, and resources. The paper concludes with suggestions for creative expansion through community mapping in placements and integrative learning in social work curricula. [ABSTRACT FROM AUTHOR]

Background: Problem-based learning (PBL) is a well-known teaching method which promotes self-directed learning (SDL) in many medical programs worldwide. This study aimed to examine the perceptions of Sudanese physiologists on applying PBL in teaching their physiology courses or sessions. Methods: A cross-sectional survey was conducted with 82 physiologists (70% of the total Sudanese physiologists). The data were collected using questionnaires that included questions about attitudes towards, effectiveness of, and barriers to PBL implementation. The internal reliability of the questionnaire (over 0.7) was good, as measured by Cronbach's alpha. The Mann‒Whitney U test, Kruskal–Wallis test, multiple linear regression and correlation (Spearman) analysis were performed to assess various factors associated with physiologists' perceptions of the research domains. Results: Physiologists generally had a positive attitude (overall score percentage of 76.9 ± 23.97%) towards PBL compared to other teaching methods and had good perceptions of the effects of PBL (overall score percentage of 77.1 ± 25.13%) on the student learning process. Furthermore, physiologists had a notable knowledge gap about common challenges affecting PBL application (overall score percentage was 56.93 ± 19.43%) at their relevant institutes. Physiologists' perceptions of common factors affecting PBL application were significantly related to participants currently working inside or outside Sudan (p value = 0.010) and applying PBL at their relevant institutes (p value = 0.008). In addition, the attitude score was significantly associated with the current workplace (governmental/private) classification (B= -14.083, p = 0.031). Additionally, attitude toward PBL had a significant positive correlation with age (r = 0.233, p = 0.005) and the perception score of PBL's effects on students' learning processes (r = 0.788, p < 0.001). Conclusion: In general, physiologists have good attitudes towards and perceptions of PBL's effectiveness, although they are unaware of the main challenges that PBL faces. The findings of this study can help the Federal Ministry of Higher Education make informed decisions about how to improve teaching methodology by implementing such novel approaches. [ABSTRACT FROM AUTHOR]

Aim: Objective structured clinical examinations have long been used in dietetics education. This observational study aims to describe the development, deployment, feasibility and validity of assessment using an oral interview in place of traditional objective structured clinical examinations, and to determine the ability of this assessment to identify students who are either not ready for placement or may require early support and/or remediation. Methods: Student assessment data were collected over a two‐and‐a‐half‐year period and used to test the predictive ability of an oral interview to determine dietetic placement outcomes and highlight a need for early remediation. Descriptive statistics as well as a between‐group one‐way ANOVA was used to describe results. Results: A total of 169 students participated in the oral interview and subsequent medical nutrition therapy placement over the study period. Significant differences in oral interview score were seen between students who passed placement and students who passed with remediation or those who failed. Oral interview performance was able to predict placement outcome, yet required less resources than traditional objective structured clinical examinations. Conclusion: An oral interview may provide the same utility as the objective structured clinical examination in dietetics education. [ABSTRACT FROM AUTHOR]

Purpose: Generative AI will become an integral part of education in future. The potential of this technology in different disciplines should be identified to promote effective adoption. This study evaluated the performance of ChatGPT in tutorial and case-based learning questions in physiology and biochemistry for medical undergraduates. Our study mainly focused on the performance of GPT-3.5 version while a subgroup was comparatively assessed on GPT-3.5 and GPT-4 performances. Materials and methods: Answers were generated in GPT-3.5 for 44 modified essay questions (MEQs) in physiology and 43 MEQs in biochemistry. Each answer was graded by two independent examiners. Subsequently, a subset of 15 questions from each subject were selected to represent different score categories of the GPT-3.5 answers; responses were generated in GPT-4, and graded. Results: The mean score for physiology answers was 74.7 (SD 25.96). GPT-3.5 demonstrated a statistically significant (p =.009) superior performance in lower-order questions of Bloom's taxonomy in comparison to higher-order questions. Deficiencies in the application of physiological principles in clinical context were noted as a drawback. Scores in biochemistry were relatively lower with a mean score of 59.3 (SD 26.9) for GPT-3.5. There was no statistically significant difference in the scores for higher and lower-order questions of Bloom's taxonomy. The deficiencies highlighted were lack of in-depth explanations and precision. The subset of questions where the GPT-4 and GPT-3.5 were compared demonstrated a better overall performance in GPT-4 responses in both subjects. This difference between the GPT-3.5 and GPT-4 performance was statistically significant in biochemistry but not in physiology. Conclusions: The differences in performance across the two versions, GPT-3.5 and GPT-4 across the disciplines are noteworthy. Educators and students should understand the strengths and limitations of this technology in different fields to effectively integrate this technology into teaching and learning. [ABSTRACT FROM AUTHOR]

The paper presents a scoping review of research that has been conducted on integrated STEM programmes in Australian schools over a 10-year period (2012–2022). It aims to determine how integrated STEM is being practiced. A total of 17 papers were chosen for review. The review explored the major characteristics of research that has been conducted on integrated STEM programmes in Australian schools, the teaching strategies used to teach integrated STEM and the reported impacts of these programmes. In fifteen of the papers experts from outside the school such as scientists and engineers, usually academics, were involved. Cooperative learning, project/problem-based learning and authentic experiences were the most common teaching strategies in a field characterised by positive learner outcomes. It is evident that teaching strategies are significant in the integration of STEM. Future research should focus on addressing issues of ecological validity, sustainability and scalability to ensure as many students as possible reap the benefits of high-quality STEM education. [ABSTRACT FROM AUTHOR]

Introduction: Student engagement is influenced by several variables, among which are the teaching styles employed by faculty. In problem‐based learning (PBL), the role of faculty is to facilitate the learning of the tutorial group as they work through clinical problems. However, the influence of tutor intervention styles and group process on engagement of students in PBL tutorials is unclear. Methods: The study was conducted with year 2 and 3 medical students (n = 176) in PBL tutorial groups at the end of an integrated PBL course. Students evaluated their behavioural, cognitive and emotional engagement in PBL tutorials using a pre‐validated 11‐item questionnaire. Students also filled in a modified version of a previously published tutor intervention profile (TIP) questionnaire. The modified TIP questionnaire represents three constructs (1) steering the learning process (6 items), (2) stimulating student autonomy (4 items) and (3) establishing relatedness with students (3 items). In addition, PBL group process was evaluated using a 5‐item nominal scale: (1) tutorial atmosphere, (2) listening and information sharing, (3) group performance, (4) decision making and (5) reaction to leadership. Results: Establishing sense of relatedness in the group by PBL tutors was the most important predictor of emotional engagement (F = 41.213, ΔR2 = 0.191, β = 0.438, P = 0.000). On the other hand, steering the learning process was a significant predictor of behavioural engagement (F = 19.0, ΔR2=0.098, β = 0.314, P = 0.000). However, stimulating student autonomy was not a significant predictor of student engagement in PBL tutorials. On the other hand, enhancing the group process in PBL tutorials significantly predicts student engagement with strong impact on emotional and cognitive engagement of students. Conclusions: Establishing the sense of relatedness in the group and steering the learning process by PBL tutors as well as improving PBL group process are significant predictors of student engagement in PBL tutorials with emotional and cognitive engagement being the most sensitive variables affected. Enabling engagement in medical education! This study reveals the power of fostering relatedness, guiding learning processes, and refining group dynamics in problem‐based learning. [ABSTRACT FROM AUTHOR]

Recently, the growing demand for computational fluid dynamics (CFD) skills in industry has highlighted the importance of their incorporation into university academic programs at both the undergraduate and graduate levels. However, many academic programs treat CFD tools as a "black box" in which users simply enter data without fully understanding the inner workings of the software or its application in real‐world situations. Therefore, in the context of a civil engineering program in Chile, a novel approach combining problem‐based learning (PBL) with CFD was introduced into the curriculum of a fluid mechanics course to foster crucial competencies. This comprehensive methodology allows students to acquire fundamental theoretical knowledge that is directly related to specific problems in the classroom. Subsequently, students measure relevant variables in the laboratory, ultimately using these data to build computational models for comparing and contrasting reality with simulations. To gauge the effectiveness and impact of this PBL strategy, both quantitative analysis of student performance and qualitative analysis through surveys were conducted. The results reveal a significant improvement in student performance with the implementation of the PBL methodology, alongside a positive perception among students regarding its implementation. This underscores its benefits for learning, motivation, and academic performance. Additionally, the implementation of PBL was found to enhance both theoretical and practical understanding of concepts related to fluid dynamics and CFD simulation. [ABSTRACT FROM AUTHOR]

Purpose: This study investigates the effectiveness of problem-based learning (PBL) in information literacy curricula using library e-resources to enhance information literacy self-efficacy (ILSE) of students in two universities in Indonesia, in Java Island (University A) and Sumatra Island (University B). Design/methodology/approach: A comparison of the effectiveness of the approach in the two universities forms the focus of the study, which has adopted a single group quasi-experimental design which was conducted in one online teaching-learning session. The authors compared the pre-test and post-test scores of 65 library and information science (LIS) students from both universities. Findings: The results show that the treatment enhanced ILSE effectively. After the treatment, University A students performed better than those at University B. Research limitations/implications: The factors which affected the success of PBL using library e-resources have not been identified in this study, a task for a future qualitative research study. Practical implications: This study will both inspire the use of library e-resources in learning activities and promote ILSE. Originality/value: Integrating PBL with library e-resources provides opportunity to identify the advantages of library e-resources in supporting student ILSE, resulting a better learning achievement. [ABSTRACT FROM AUTHOR]

This study seeks to analyse the incorporation of problem-based learning (PBL) in strengthening students' interpersonal communication skills, as well as the level of proficiency of students' interpersonal communication skills and the obstacles they face in acquiring them. This study was a crosssectional survey conducted in May 2023 with 315 college students enrolled in six English Study Programs at six universities in three Indonesian provinces. The questionnaires and interviews were used for recording data, which was then analysed using Jeffreys's amazing statistics program (JASP). Based on the data collected, it can be shown that the interpersonal communication profiles of 315 participants can be classified as falling within the medium category (average score=3.26). The primary challenge encountered by participants in developing their interpersonal communication skills is attributed to difficulties arising from the accent of their conversation partner, as indicated by a mean score of 4.6. The result mandates that educators provide an appropriate and effective learning method. PBL is an effective alternative as its principles, syntax, implementation stages, orientation, and benefits are capable of helping students overcome interpersonal communication challenges. PBL model is intended to provide students with the skills needed for problem-solving, increasing logical thinking, collaboration, and communication. [ABSTRACT FROM AUTHOR]

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Novice nurses often report a disconnect between textbook knowledge and realworld practice which damages their confidence in providing clinical care to patients. Nursing students indeed encounter numerous challenges in clinical environments such as inadequate resources and a gap between learning theory and clinical practice. To close the academic-practice gap and to ensure nursing students are equipped with sufficient clinical skills to perform tasks in their future career, virtual simulation can be used for students to experience clinical cases. In addition to the virtual simulation environment itself, appropriate pedagogies are also needed for them to explore simulated clinical tasks and apply what they have learned. Problem-based learning (PBL) is one pedagogy well-suited to this purpose. To increase the effectiveness of PBL in fostering student nurses' self-efficacy and problem-solving skills, this study proposes integrating computational thinking (CT) into PBL in concert with the virtual dissection table, as CT is viewed as a problem-solving skill. Informed by CT, nursing students organize and synthesize the acquired knowledge, applying it to solve clinical problems and provide nursing care in clinical practice more effectively with the skills developed. The results reveal no significant differences in learning achievement, but both problem solving skills and confidence increase for students empowered by CT concepts. [ABSTRACT FROM AUTHOR]

To enable interactive remote education on electrical safety in biomedical engineering, a real-life problem-based laboratory module is proposed, implemented and evaluated. The laboratory module was implemented in a freestanding distance course in hospital safety for three consecutive years and was based on electrical safety for medical devices, where standard equipment existing in most hospitals could be used. The course participants were from a total of 42 geographical locations in or near Sweden. To allow a high level of interaction, especially among peer students, a graphical digital platform (Gather Town) was used. The digital platform was additionally used in two group work sessions. The experience of the participants in terms of usefulness and satisfaction was rated on a range of [-2, 2] using a van der Laan 5-point Likert-based acceptance scale questionnaire. The laboratory module overall was scored 4.1/5 by the participants (n = 29) in the final course assessments. The evaluation of the digital platform alone showed that in the first usage instance, the participants (n = 21) found the platform to be useful (0.54 ± 0.67) and satisfactory (0.37 ± 0.60). The participants' experience of the digital platform improved when comparing two identical group work assignments so that ratings of usefulness and satisfaction were 1.11 ± 0.59 and 1 ± 0.71, respectively, after they had used it in the second group work session (n = 38). This study provides an instance of an interactive remote electrical safety laboratory module that is envisioned to contribute to further implementations of sustainable education in biomedical engineering. [ABSTRACT FROM AUTHOR]

Researchers define gamification as the phenomenon of creating “gameful experiences” and the use of “game mechanics” in non‐gaming contexts (Deterding et al. 2011; Hamari et al. 2014). Gamification within education is the translation of design elements historically associated with gaming, e.g., embodiment, restructured timetables, probability, risk and reward, into the design of pedagogical approaches towards the goal of increasing student motivation, responsiveness and self‐determination. The following article examines the gamification of critiques and peer‐reviews as an evidence‐based best practice and disruptive innovation before outlining examples of critique games. The critique games in this article disrupt instinctive response frameworks and timetables and provide alternatives to more conventional critique and peer‐review practices. [ABSTRACT FROM AUTHOR]

Purpose: The integration of ESD is a complex problem. It calls for an innovative, student-centred curriculum, as well as professional learning and agency, by which university teachers feel empowered to change their practice and direct their peers and institutions towards ESD. This study aims to explore what university teachers consider to be the most important attitudes in supporting their agency to deliver Education for Sustainable Development (ESD) via a Problem Based Learning (PBL) programme. Design/methodology/approach: This study presents a theoretical framework for professional agency comprising three domains: intrapersonal, action and environmental. A Q methodology is adopted to explore university teachers' perceptions of the most important environmental factors in supporting their ability to deliver ESD via a problem-based learning (PBL) programme. Twenty-eight participants from six Southeast Asian universities took part in a PBL-based professional development programme designed to improve teachers' ESD- and PBL-based skills and competencies. Findings: The results indicate that the participants were confident in their ability to implement PBL and saw PBL as an approach suitable for addressing current educational, professional and societal challenges. This study offers a series of recommendations to help university teachers develop their ESD and PBL practices. Originality/value: Although the literature on human agency is extensive, research surrounding teachers' professional agency in the context of ESD and PBL in higher education is lacking. The present study addresses this gap by capturing individual teachers' beliefs, perceptions and views and by using Q methodology to examine the subjectivity of study participants. [ABSTRACT FROM AUTHOR]

Background: Medical education has undergone significant changes over the last decades. Scientific and technological progress alongside contemporary society's changing requirements have driven demand for highly trained, competent doctors. In response to this need, university faculties of medicine have sought innovative forms of teaching and evaluating the students on their degree courses. The aim of this study was to quantify the characteristics and extent of academic training in teaching methods, of participation in innovative teaching initiatives, and training in simulation and debriefing among the teaching personnel on the degree course in medicine at the University of Granada (Spain). Methods: This transversal descriptive study was conducted among a population of 121 educators teaching on the medical degree course at the University of Granada, Spain. All responded to a specially designed CoRe-Content Representation questionnaire. This consisted of various parts: (a) demographic data; (b) teaching experience and qualifications; (c) specific information about training in teaching skills received. The Fisher test was applied whenever the dependent variable had two values (dichotomous) and the Chi-square test when it had more than two values (polytomic). Statistical significance was established with an alpha error of 5%. Results: The results showed that 87.60% of the educators had received no training in debriefing. There was a notable gender gap, whereby women held fewer management posts, fewer were engaged in clinical activity, and fewer had undergone training in clinical simulation. Teachers with degrees in medicine had undergone less regulated training than educators with other degree qualifications. Conclusion: The main areas of medical training that require improvement (and so present challenges to be met in the years to come) are as follows: a definitive solution to the existing gender gap, general implementation of new educational models and methods (especially learning based on clinical problem-solving and simulation), closing generation gaps, and improved training processes for educators with clinical attachment. [ABSTRACT FROM AUTHOR]

This quantitative study examines the influence of innovative pedagogical approaches (IPA) on enhancing student critical thinking (SCT) and student learning outcomes (SLO) in higher education, with an emphasis on the mediating role of inclusive leadership(IL). Using a sample of 321 students from public and private universities in Pakistan, the research reveals that methods such as problem-based learning, flipped classrooms, and interactive teaching significantly boost academic performance and cultivate critical thinking skills. The findings indicate that innovative pedagogical approaches positively and significantly impact student critical thinking (β = 0.536, t = 6.539, p < 0.001) and learning outcomes (β = 0.551, t = 12.725, p < 0.001). Additionally, inclusive leadership mediates the relationship between innovative teaching methods and both student critical thinking (β = 0.331, t = 3.833, p < 0.001) and learning outcomes (β = 0.405, t = 8.662, p < 0.001). Data were collected using survey questionnaires adapted from established studies on inclusive leadership, innovative pedagogical approaches, student critical thinking, and learning outcomes. These results highlight the essential role of inclusive leadership in enhancing the efficacy of innovative pedagogies by creating a supportive and diverse learning environment. The study suggests that implementing active learning strategies and integrating technology in the classroom, along with inclusive leadership practices, can significantly improve student engagement, critical thinking, and overall academic performance. This research offers valuable insights for educators and policymakers seeking to enhance teaching and learning experiences in higher education. [ABSTRACT FROM AUTHOR]

In the ever-evolving landscape of technology and labour markets, the imperative for lifelong learning (LLL) for professional engineers has become evident. The need for interventions to equip higher education students with LLL competencies is crucial for their sustainable careers. This systematic review explores interventions in higher education aiming to develop students’ LLL competencies and translates the findings to engineering education. Conducted as a systematic review, studies were included if they targeted higher education students, addressed LLL competencies, and measured intervention effectiveness. A total of 16 studies were included in the review. Interventions were categorised into five types: interventions on (1) using Problem Based Learning (PBL), (2) self-regulation, (3) the use of e-portfolios, (4) the involvement of peers, and (5) information literacy. Self-regulation and PBL interventions were the most prominent, explicitly or implicitly addressing LLL. The studies employed a variety of quantitative and qualitative methods to measure effectiveness. While challenges in measuring effectiveness exist, the majority of studies found empirical indications of effectiveness. The results align with engineering education principles, suggesting applicability across disciplines. This review emphasises the significance of equipping students with LLL competencies through the use of longitudinal educational interventions, starting from the first year of higher education. [ABSTRACT FROM AUTHOR]

Robotics education is valuable for developing students' 21st century competencies. It is of significant importance for teachers and researchers to explore its effective pedagogies. Robotics learning is interdisciplinary, and the most effective pedagogy is problem-oriented instruction. This type of instruction requires students to independently identify heuristic problems which can be categorized into four types: paradox, critical reflection, anomaly, and practice problems. School students are too young to develop sophisticated self-regulated learning, thus requiring guidance from teachers. However, how teachers can best guide students to solve these four types of problems remains unclear. Accordingly, this study aimed to investigate teaching behavioral patterns in the instruction of a robotics course. The participants were 30 seventh-grade students and a teacher. We proposed a Teaching Behavior Coding Scheme and used Lag Sequential Analysis to analyze the course videos to identify various major teaching behaviors and their sequences in the heuristic problems. The results showed that the behaviors included indirect influence, direct influence and wait time. Indirect influence occurred more often than direct influence, and it is argued that enough wait time should be provided in the instruction. Moreover, the results further suggest that paradox is missing from this instruction. The teaching behavior patterns for the three types of problems are discussed. The findings propose a new method to analyze teaching behavior patterns, and also recommend how teachers can support students learning in interdisciplinary robotics courses. The results contribute to the literature by designing the Teaching Behavior Coding Scheme and confirming its use in a robotics course. [ABSTRACT FROM AUTHOR]

This study explores the experiences and the preferred schedule of face-to-face and online tutorials in a problem-based learning setting where students learn collaboratively, based on cognitive, social, and teaching presences. Seventeen experienced students and 13 tutors attended semi-structured interviews focusing on their experiences and preferences. The majority (15 students and seven tutors) preferred a 100% face-to-face schedule as the default option to stimulate deep learning and social interactions, while two students and five tutors preferred a schedule with a majority of face-to-face tutorials with some online sessions. Overall, face-to-face tutorial meetings were perceived to deepen content discussions, create a sense of connection through social interactions and non-verbal communication, and protect student well-being. [ABSTRACT FROM AUTHOR]

Background: Team-based learning (TBL) and problem-based learning (PBL) are two effective educational approaches used in medical education for increasing knowledge acquisition, learning motivation, and collaborative and communication skills among students. Few studies have been conducted in Saudi Arabia to evaluate medical students' perceptions of these approaches. Aim of the study: The present study aimed to evaluate the perceptions of current or previous preclinical students at the College of Medicine, Najran University (NU) about the effectiveness of PBL and TBL and to assess students' perceptions regarding the strengths and limitations of both educational approaches and their preferences. Methods: A cross-sectional survey was conducted on 106 preclinical students at NU, Saudi Arabia. The survey questionnaire was validated by a pilot study and designed based on Kirkpatrick's evaluation model. Descriptive statistics was used to analyze the collected data through IBM SPSS Statistics 2.0. Results: 73.6% of participants enjoyed PBL and found it motivating compared to TBL and classic lectures. PBL was reported as more effective for knowledge acquisition (50%), teamwork (62.3%), and high academic performance (58%). Conclusion: It is concluded that PBL was more favored by the students regarding the learning outcomes. TBL was reported to need more individual preparation and effort and require lecturer involvement, suggesting the need for structured facilitation in this learning approach and potentially indicating the challenges associated with coordinating team-based activities. [ABSTRACT FROM AUTHOR]

ABASTRACTObjectiveMaterials and methodsResultsConclusionsThis study aims to assess the impact of LearnGuide, a specialized ChatGPT tool designed to support self-directed learning among medical students.In this 14-week randomized controlled trial (ClinicalTrials.gov NCT06276049), 103 medical students were assigned to either an intervention group, which received 12 weeks of problem-based training with LearnGuide support, or a control group, which received identical training without AI assistance. Primary and secondary outcomes, including Self-Directed Learning Scale scores at 6 and 12 weeks, Cornell Critical Thinking Test Level Z scores, and Global Flow Scores, were evaluated with a 14-week follow-up. Mann-Whitney U tests were used for statistical comparisons between the groups.At 6 weeks, the intervention group showed a marginally higher median Self-Directed Learning Scale score, which further improved by 12 weeks (4.15 [95% CI, 0.82 to 7.48]; p = 0.01) and was sustained at the 14-week follow-up. Additionally, this group demonstrated notable improvements in the Cornell Critical Thinking Test Score at 12 weeks (7.11 [95% CI, 4.50 to 9.72]; p < 0.001), which persisted into the 14-week follow-up. The group also experienced enhancements in the Global Flow Score from 6 weeks, maintaining superiority over the control group through 12 weeks.LearnGuide significantly enhanced self-directed learning, critical thinking, and flow experiences in medical students, highlighting the crucial role of AI tools in advancing medical education. [ABSTRACT FROM AUTHOR]

Case-based Learning approach is an instructional method that involves utilizing real-life scenarios and cases to engage students in active learning, critical thinking, and problem -solving within the context of Chemistry. Data will be collected through pre-and post-assessments, students surveys, and classroom observations to evaluate the effectiveness of the Case-based Learning Approach. A quasi-experimental design was employed where two intact classes exposed to CBLA and non-CBLA were administered a teacher-made test used to measure academic performance. Results of the study revealed that there is a high academic performance of students exposed to CBLA compared to the non-CBLA group. Furthermore, students exposed to CBLA significantly performed better than those exposed to non-CBLA. The findings of this research provided insights into the benefits of incorporating case-based learning in Chemistry education and its potential to enhance the overall learning experience. Results of the study revealed that students' level of motivation has a significant difference in students' motivation towards learning science in CBLA and non-CBLA as reflected by a t-value of -.5.17 at 0.05 level. Thus, rejecting the stated null hypothesis that there is no significant difference in the level of motivation of students as exposed to CBLA and those exposed to non-CBLA. [ABSTRACT FROM AUTHOR]

Innovating classroom teaching models to enhance the multi-dimensional educational functions of courses is a primary focus of contemporary university curriculum reforms. In our teaching design of inorganic chemistry courses, we leverage top-tier national online course resources and integrate industry, academia, and research in designing course contents and teaching problems. We employ a problem-driven teaching approach that encourages students to engage in deep thinking, facilitating knowledge acquisition, integrating theory with practice, fostering comprehensive skills development, and cultivating literacy in chemistry. [ABSTRACT FROM AUTHOR]

Drawing on state reading achievement data provided by a California school district, we analyze the achievement impacts of Achieve3000, an intervention designed to offer K-12 students expanded opportunities to acquire literacy skills. Achieve3000 is a personalized, technology-adaptive program to supplement regular instruction in English language arts, science, and social studies. We apply propensity score matching methods to match 1,761 participating Achieve3000 students to 945 similar students to estimate the effects of the Achieve3000 intervention. Applying a doubly-robust regression model, our results suggest that Achieve3000 students outperformed comparison students by a mean effect size of 0.06. Further, two-stage least squares regression models reveal that treatment students' scores increased statistically significantly by 0.001 standard deviations for both each activity completed and for each additional hour of Achieve3000 participation. Despite some problems of implementation, our quasi-experimental evidence of the positive impacts of Achieve3000 suggests a possibly promising way to overcome COVID-19 learning losses through computer-based, one-on-one tutoring at scale. [ABSTRACT FROM AUTHOR]

Objective: This study explores the application and feasibility of problem based learning (PBL), integrating case based learning (CBL), and the mini clinical evaluation exercise (Mini-CEX) into the standardized training of residents in nephrology department, in order to assess their clinical skills in a comprehensive manner. Methods: This prospective study enrolled 60, three years residents majoring in clinical medicine, from June 2022 to December 2023 in Nephrology Department of Baoding No.1 Central Hospital. These participants were randomly allocated into either the combined PBL-CBL and Mini-CEX teaching group (experimental group) or the traditional lecture-based teaching group (control group). Two groups were evaluated with Mini-CEX assessments and test scores upon exit the department, followed by a questionnaire survey to measure satisfaction levels for the teachers. Results: There was no statistically significant difference in age, sex, year of graduate school, specialty and student source between the two groups of residents upon the entering the department (P>0.05). Upon the completion, the experimental group, which received PBL-CBL and Mini-CEX teaching methods, demonstrated significantly higher scores in all aspects compared to the control group, with a statistically significant difference (P<0.01). Furthermore, compared the control group, most residents in the experimental group agreed that the PBL-CBL and Mini-CEX teaching methods improve curiosity and enthusiasm for learning (73.3%), communication and expression abilities (73.3%), selflearning abilities (80%), understanding of diseases (76.7%), and like this teaching method (86.7%). Conclusions: PBL–CBL and Mini-CEX may be an effective method for improving medical residents’ performance and enhancing their clinical skills, which is worthy of promotion in the standardized training of the residents. [ABSTRACT FROM AUTHOR]

Simulation-based teaching can be a valuable method for learning statistical concepts. Its practical implementation for health-related subjects is seldomly evaluated. We propose a simulation-based approach to teach interaction effects in a postgraduate biostatistics course. We describe the steps involved in organizing and implementing a simulation-based activity and evaluate its execution. Mainly master and doctoral students in medical sciences (public health/epidemiology) participated to a 3-hr long online workshop on interaction effects. We presented one main learning activity, broken down into six progressive steps, from visualizing an interaction effect to investigating samples leading to erroneous inference. A total of 85 people attended of which 53 filled out an evaluation survey. Most (89%) of the respondents reported that the proposed activities helped them better understand interaction effects. A qualitative content analysis of free-text answers indicated that learning activities focusing on interaction effects in this way were useful for developing an understanding of both the meaning of statistical models and their interpretations. We conclude that a simulation-based approach can be a useful and interactive tool to create a valuable learning experience. The materials provided in this article can serve as a starting point for teachers who wish to implement such a method. [ABSTRACT FROM AUTHOR]

Research coursework can be challenging for occupational therapy students, thus potentially compromising their engagement in learning. A student engagement framework was used to design and implement an innovative assignment called Researchers' Theater with a cohort of 38 first-semester occupational therapy students. At the beginning of each class, a small group of students led a creative activity to review topics from the preceding week. Student feedback survey results and instructors' observations suggest this framework contributed to students' affective, behavioral, and cognitive engagement. Findings also highlight the potential value of student-led, game-based learning for reinforcing course content. [ABSTRACT FROM AUTHOR]

Despite an emerging emphasis on the role of engineers in achieving the SDGs, there is still a lack of agreement on which competencies should be prioritised to prepare them to tackle future sustainability challenges. By formulating a theoretical framework of key sustainable competencies based on prior studies, this study investigated engineering students' subjective views on which competencies they considered as the most important to support them in becoming sustainable engineers/designers. Using Q methodology, views were collected from 26 master students in a Sustainable Design programme in a Danish systemic problem- and project-based (PBL) context. Three key competencies were identified: collaboration, interdisciplinarity, and systemic thinking. Competences within the 'doing' and 'being' dimensions were represented the strongest. There is a hierarchy between the competencies, with collaboration being the highest level, as it demonstrates that it is transversal to the others. These results emphasised the role of PBL in developing competencies for sustainability and in reinforcing the value of Education for Sustainable Development. [ABSTRACT FROM AUTHOR]

This study aimed to develop a maker spirit problem – based learning (PBL) innovation and entrepreneurship course and explore its impact on students' learning effectiveness. A mixed research method was adopted for this study, in which qualitative and quantitative data were collected for inductive analysis. The research subjects comprised 49 students who took the 'Innovation and Entrepreneurship Course' at a university of science and technology. Further, an 18-week experimental teaching activity was implemented, in which the 'Maker Spirit – PBL Innovation and Entrepreneurship Course' was innovatively developed. Results revealed that most students showed significant positive learning effectiveness in two levels, namely 'innovation and entrepreneurship', and 'maker practice', after the experimental teaching. Therefore, five major implementation points of the 'Maker Spirit – PBL Innovation and Entrepreneurship Course' were proposed to provide references for future implementations and applications in the teaching field. [ABSTRACT FROM AUTHOR]

Many undergraduate engineering courses rely heavily on highly idealized textbook problems, which are often difficult for students to view as connected to the world outside the classroom and as productive contexts for making meaning of technical concepts. The goal of this study was to explore one potential approach to reforming the problems assigned in thermal fluid courses: developing open-ended design problems that specifically address the self-identified personal interests of the students in the course. We studied the influence of problem personalization on students' peer-to-peer discussion of thermal fluid transport concepts. The data set included eleven small-group conversations recorded as students worked collaboratively to solve one personalized problem and one non-personalized problem within a homework session lasting approximately one hour. Our analysis of student discourse revealed that students exhibited more instances of positive engagement and drew more connections between thermal fluid concepts and the world around them when discussing personalized problems as compared to when discussing non-personalized problems. These discourse differences occurred despite the fact that problems of both types were ill-structured, design-focused, and based on real-life scenarios. We found no influence of problem personalization on the frequency of knowledge construction and task production discourse by students, nor on the balance of participation by different group members. We discuss implications for future research on learning outcomes related to problem personalization and for instructional practice in thermal fluid transport courses. [ABSTRACT FROM AUTHOR]

Community health promotion offers a potential solution to persistent healthcare challenges, with community health workers playing a pivotal role. The Community Training Institute for Health Disparities (CTIHD) implemented a problem-solving curriculum in Community Health Promotion, integrating a competency-based learning model through two courses: Introduction to Community Health Promotion and Design of an Action Plan for the Promotion of Community Health. Each course comprised ten three-hour sessions, featuring pre/post-tests, evaluations, and a cognitive debriefing. Knowledge change was assessed using pre/post-test scores among 27 community leaders from southern Puerto Rico. Cohort 1 and Cohort 2 demonstrated an overall retention rate of 62.6% and 96.7%, respectively. Although differences in knowledge gained between cohorts and courses weren't statistically significant, a trend toward increased knowledge was noted. Cohort 1 experienced a 22% knowledge increase in Course 1 and a 24% increase in Course 2. Cohort 2 demonstrated a 41% knowledge increase in Course 1 and a 25% increase in Course 2. The CTIHD's Community Health Promotion Program has made significant strides in elevating awareness and knowledge, marking a positive step toward reducing health disparities and fostering healthier, empowered communities in southern Puerto Rico. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to understand how faculty members perceive learning needs of the attention-deficit hyperactive disorder (ADHD) student, as they acclimated to and performed within the higher education settings. Design/methodology/approach: A phenomenological design was used to explore the faculty perceptions of ADHD college students. A sample of ten faculty members, employed in two-year, four-year, and graduate-level programs, participated in virtual semi-structured interviews. A six step thematic analysis of the codes was performed revealing three themes. Findings: Results from the study yielded three themes: problem-based learning, time management and accommodations versus privilege. These themes highlight the complexity of the learning process, the limitations with time management, and the need for meaningful, rather than stereotypical, accommodations in these settings. Practical implications: The number of students diagnosed with ADHD attending postsecondary education continues to rise, necessitating a critical lens on increasing neurodiversity-affirming practices in these settings. Despite noted strengths, students with this diagnosis struggle academically, resulting in academic challenges. To maximize each individual's learning potential, systems of higher education need to carefully consider how to best design a positive learning environment with universally effective learning accommodations. Originality/value: While faculty described accommodations and strategies provided to students, they also repeatedly shared concerning challenges and barriers to learning, as demonstrated by their students in various scenarios and situations. Results suggest areas of potential improvement, alongside the complexity of serving the need of the next generation of neurodivergent learners, in a world where equity and inclusion required additional time and thoughtful effort. Of greatest concern, perhaps, was the systems already in place, including offices of accommodations and services, that tended to use a "one-size-fits-all" approach, oversimplifying, rather than serving, student need. [ABSTRACT FROM AUTHOR]

Business schools have a responsibility for educating global citizens capable of understanding and addressing the major societal challenges of the 21st century. However, working on complex societal problems within business school curricula remains a challenge. This teaching brief presents a learning project that helps instructors introduce systems‐thinking skills into the classroom to address complex problems of sustainability. The project involves students studying an issue of their choice within one of the 17 UN Sustainable Development Goals and designing a multi‐stakeholder strategy to both alleviate problem symptoms and address their underlying causes and drivers. Analysis of student evaluations and feedback show that the project engages students and favors systems‐thinking skill acquisition. The project can be run either online or in the classroom, individually, in small teams, or with an entire class. It can be used by instructors for sustainable development, corporate social responsibility, and systems‐thinking classes, or be run as a capstone activity. [ABSTRACT FROM AUTHOR]

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

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

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica 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.)