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In the current study, the structural and external validity of data derived from two shorter versions of the Multidimensional Assessment of Teamwork in Sport (MATS) were examined using multilevel analyses. Evidence of model–data fit was shown for both a 5-factor model comprising 19 items (with subscales assessing teamwork preparation, execution, evaluation, adjustments, and management of team maintenance) and a single-factor model comprising five items (providing a global estimate of teamwork). In general, data from both versions were positively and significantly correlated with (and distinct from) athletes' perceptions of team cohesion, collective efficacy, performance satisfaction, enjoyment in their sport, and commitment to their team and their coaches' transformational leadership. The measures appear well suited to detect between-teams differences, as evidenced by intraclass correlation coefficients and acceptable reliability estimates of team-level scores. In summary, the 19-item Multidimensional Assessment of Teamwork in Sport-Short and five-item Multidimensional Assessment of Teamwork in Sport-Global provide conceptually and psychometrically sound questionnaires to briefly measure teamwork in sport. [ABSTRACT FROM AUTHOR]

In this work, we study a variant of the team orienteering problem motivated by a real-world situation faced by a Mexican telecommunications company. The problem consists of the daily assignment and scheduling of service orders to crews, aiming to balance their wages, and considering the compatibility between service orders and crews. We present a mixed-integer linear formulation with two different metrics to achieve balanced scores and two valid inequalities leveraging the structure of the problem. Afterward, we propose a practical adaptive multi-start heuristic that integrates the learning mechanism of a reactive Greedy Randomized Adaptive Search Procedure. We test the performance of the models and the proposed algorithm on a benchmark of instances adapted from the literature and in a case study based on real data. The results confirm the effectiveness of the proposed algorithm to support the decision-making process. [ABSTRACT FROM AUTHOR]

Purpose: The goals of this study were: (1) to assess students’ physical activity levels in a sport education season according to the phases of the model, adjusted for body mass index; (2) to uncover the contribution of the phases of the model to the World Health Organization recommendations; (3) to understand its impact in students with overweight/obesity. Methods: A total of 42 primary education students with a mean age of 10.68 ± 0.69 years, enrolled in one year 5 (10–11 years) and one year 6 (11–12 years). Physical Education lessons of the same school agreed to participate. Students in both groups experienced a 14-lesson learning unit in team handball through the sport education. Each participant wore an ActiGraph GT3X accelerometer to measure physical activity levels, counts/minute and steps counted. Cole and Lobstein cutoff points were used to determine groups based on body mass index (thin, normal-weight, overweight/obese). Results: The results showed that the overweight/obese group achieved scores for moderate to vigorous physical activity and sedentary time that were not significantly different from the normal-weight group. According to the phases, the preseason was the most active and contributed most to the World Health Organization recommendations in all groups. Conclusions: Sport education could be considered an appropriate pedagogical framework to help overweight/obese children achieve moderate-to-vigorous physical activity and sedentary scores similar to their normal-weight classmates. Key elements of sport education include performing roles, learning work routines, and having the autonomy to choose games/tasks, all of which promote physical activity amongst all students. [ABSTRACT FROM AUTHOR]

Background: International student education has become an important part of higher education and an important symbol to measure the level of higher education. To change the traditional teaching model, here we introduced a combination of Case-Based Learning (CBL)and Flipped Classroom (FC) into the pathophysiology course for international students. This study aimed to explore whether the active learning ability and critical thinking ability of international students can be improved, based on this new teaching model, improving the innovation ability of teachers' team and students' attitude to the reform. Methods: The two chapters of Cardiac Insufficiency and Apoptosis in Pathophysiology are designed as a CBL + FC teaching method. Distribute the Self-assessment Scale on Active Learning and Critical Thinking (SSACT) and satisfaction questionnaire to international students to evaluate teaching reform based on CBL + FC. Results: Compared with the traditional classroom, the online flipped classroom based on CBL has significantly improved the learning enthusiasm, as these students are required to independently complete literature review, actively participate in classroom teaching, learn to use multiple learning strategies, and collaborate with other students to complete PowerPoint (PPT)production. At the same time, the students' ability to raise problems and solve problems has been greatly improved by analyzing clinical cases; By consulting the literature, the theoretical knowledge learned can be better applied to clinical analysis. The results of the satisfaction survey also show that international students are more likely to accept the flipped classroom teaching mode. Conclusions: This teaching mode will stimulate the learning motivation of international students, enhance teaching attraction and increase teaching interaction; At the same time, the CBL + FC teaching method can strengthen the evaluation of international students' in and out of class and online learning, enhance students' active learning ability and critical thinking ability, promote the development of personalized learning, and integrate with international medical education. [ABSTRACT FROM AUTHOR]

Background: Self-directed learning ability is crucial for lifelong learning. The inadequate self-directed learning ability of nursing students in China may be due to their deficiency in self-management or learning initiative. Objective: To explore the effect of online learning platform (Tronclass) combined with team-based learning on nursing students' self-directed learning and academic performance. Design: Pretest-posttest design. Participants: From March to July 2023, 69 undergraduate third-year nursing students from a university in Hunan Province were selected through a whole-group sampling method. Methods: This study used Tronclass to carry out team-based learning in the teaching process of pediatric nursing courses. It compared the self-directed learning ability nursing students before and after courses, and juxtaposed their academic performance with those of their counterparts who graduated in previous years. Results: When comparing compare motivation, self-management, teamwork and information literacy, which are four subscale aspects of the self-directed Learning Ability Scale, the post-survey scores for these four dimensions are greater than the pre-survey results. The results of the study showed a statistically significant difference (P < 0.05), in the students who engaged in Tronclass combined with team-based learning. Specifically, these students received higher midterm and final grades than to those who had already graduated and did not participate in these activities. (P < 0.05). Conclusion: Combining Tronclass with team-based learning enhances nursing students' ability to engage in self-directed learning and improves their performance in midterms and finals, thereby fostering the development of comprehensive competence. [ABSTRACT FROM AUTHOR]

Background: The purpose of this study was to evaluate the effectiveness and efficiency of implementing a data-driven blended online-offline (DDBOO) teaching approach in the medicinal chemistry course. Methods: A total of 118 third-year students majoring in pharmacy were enrolled from September 2021 to January 2022. The participants were randomly assigned to either the DDBOO teaching group or the traditional lecture-based learning (LBL) group for medicinal chemistry. Pre- and post-class quizzes were administered, along with an anonymous questionnaire distributed to both groups to assess students' perceptions and experiences. Results: There was no significant difference in the pre-class quiz scores between the DDBOO and LBL groups (T=-0.637, P = 0.822). However, after class, the mean quiz score of the DDBOO group was significantly higher than that of the LBL group (T = 3.742, P < 0.001). Furthermore, the scores for learning interest, learning motivation, self-learning skill, mastery of basic knowledge, teamwork skills, problem-solving ability, innovation ability, and satisfaction, as measured by the questionnaire, were significantly higher in the DDBOO group than in the traditional group (all P < 0.05). Conclusion: The DDBOO teaching method effectively enhances students' academic performance and satisfaction. Further research and promotion of this approach are warranted. [ABSTRACT FROM AUTHOR]

AbstractPurposeMethodsResultsConclusionTeam-based learning (TBL) is an evidence-based approach to promote teamwork. Peer evaluation (PE) is an essential component to shape future team engagement and promote reflection. As PEs vary in use, implementation, and assessment, this study establishes the content and construct validity of a formative PE tool for a TBL course.A ten-item instrument was developed based on a comprehensive review of PE literature and was critically edited by a team of experienced educators. Each student in a graduate histology course rated peers at two timepoints on a scale from Never to Always (0–3). The instrument’s factor structure was analyzed by dividing the response set (D1 and D2); with D1 utilized for exploratory factor analysis (EFA) and D2 for confirmatory factor analysis (CFA). Cronbach’s alpha assessed internal consistency.Data from 158 students across four cohorts were included in the analyses (D1, D2 = 972). A three-factor solution had good overall internal consistency (alpha = 0.82), and within the subscales ranged from 0.67 to 0.81. The factor structures were resonant with existing literature on (1) preparation, (2) providing feedback, and (3) feedback receptivity and attitude.This study establishes evidence of content and construct validity of a formative PE instrument for a TBL course. [ABSTRACT FROM AUTHOR]

Background: Development of guidelines for public health, health system, and health policy interventions demands complex systems thinking to understand direct and indirect effects of interventions within dynamic systems. The WHO-INTEGRATE framework, an evidence-to-decision framework rooted in the norms and values of the World Health Organization (WHO), provides a structured method to assess complexities in guidelines systematically, such as the balance of an intervention's health benefits and harms and their human rights and socio-cultural acceptability. This paper provides a worked example of the application of the WHO-INTEGRATE framework in developing the WHO guidelines on parenting interventions to prevent child maltreatment, and shares reflective insights regarding the value added, challenges encountered, and lessons learnt. Methods: The methodological approach comprised describing the intended step-by-step application of the WHO-INTEGRATE framework and gaining reflective insights from introspective sessions within the core team guiding the development of the WHO guidelines on parenting interventions and a methodological workshop. Results: The WHO-INTEGRATE framework was used throughout the guideline development process. It facilitated reflective deliberation across a broad range of decision criteria and system-level aspects in the following steps: (1) scoping the guideline and defining stakeholder engagement, (2) prioritising WHO-INTEGRATE sub-criteria and guideline outcomes, (3) using research evidence to inform WHO-INTEGRATE criteria, and (4) developing and presenting recommendations informed by WHO-INTEGRATE criteria. Despite the value added, challenges, such as substantial time investment required, broad scope of prioritised sub-criteria, integration across diverse criteria, and sources of evidence and translation of insights into concise formats, were encountered. Conclusions: Application of the WHO-INTEGRATE framework was crucial in the integration of effectiveness evidence with insights into implementation and broader implications of parenting interventions, extending beyond health benefits and harms considerations and fostering a whole-of-society-perspective. The evidence reviews for prioritised WHO-INTEGRATE sub-criteria were instrumental in guiding guideline development group discussions, informing recommendations and clarifying uncertainties. This experience offers important lessons for future guideline panels and guideline methodologists using the WHO-INTEGRATE framework. [ABSTRACT FROM AUTHOR]

Introduction As a result of the nature of military service, veterans are a unique patient population with many special health considerations. For various reasons, measures are often not taken by clinicians to address such special considerations. This results in a healthcare disparity for veterans first described by Dr. Jeffrey Brown in 2012. To address this disparity, we introduced "the military health history" to third-year medical students at a large medical school in the southeastern United States. Our objective was to assess the effectiveness of this educational intervention and determine its potential role in creating a future in which veteran healthcare is of the highest quality. Materials and Methods This study was approved as a quality assurance/quality improvement project by both Louisiana State University Health Science Center and Southeast Louisiana Veteran Healthcare System IRB offices. A short lecture outlining the components of the military health history was presented to 186 third-year medical students. The students were given the opportunity to answer five survey questions before and after the lecture. These questions assessed the students' current confidence performing a military health history, perceived importance of doing so, and likelihood of future implementation. To determine useful retention of the lecture material, the post-lecture survey was readministered to the same population sample 6 months after the lecture. A series of repeated measures analyses of variance were conducted to examine changes in mean levels of confidence, importance, and likelihood of ascertaining military history during a patient encounter at pre- and post-presentation as well as at the 6 month follow-up. Results Results revealed a significant effect of time on importance, Wilks' Lambda = 0.74, F (2, 87) = 15.41, P  < 0.001; confidence, Wilks' Lambda = 0.61, F (2, 87) = 27.58, P  < 0.001; and likelihood of ascertaining a military history during a future patient encounter, Wilks' Lambda = 0.46, F (2, 88) = 50.58, P  < 0.001. Results are demonstrated in detail in Table I of the manuscript. Conclusion The lecture resulted in a statistically significant increase over 6 months in both the likelihood and confidence parameters. The team believes that this result indicates that the students demonstrated useful retention of the lecture material. Our hope is that these students continue to employ the military health history throughout their years of clinical work. In the future, we plan to survey veterans immediately following Veterans Health Administration clinic visits with members of our study population to assess the patient's perceived benefit of the military health history. The team will continue to investigate ways in which military health curricula can be implemented in undergraduate medical education. [ABSTRACT FROM AUTHOR]

Objective Data Sources and Study Setting Study Design Data Collection/Extraction Methods Principal Findings Conclusions To describe a learning health care system research process designed to increase buprenorphine prescribing for the treatment of opioid use disorder (OUD) in rural primary care settings within U.S. Department of Veterans Affairs (VA) treatment facilities.Using national administrative data from the VA Corporate Data Warehouse, we identified six rural VA health care systems that had improved their rate of buprenorphine prescribing within primary care from 2015 to 2020 (positive deviants). We conducted qualitative interviews with leaders, clinicians, and staff involved in buprenorphine prescribing within primary care from these sites to inform the design of an implementation strategy.Qualitative interviews to inform implementation strategy development.Interviews were audio‐recorded, transcribed verbatim, and coded by a primary coder and secondary reviewer. Analysis utilized a mixed inductive/deductive approach. To develop an implementation strategy, we matched clinical needs identified within interviews with resources and strategies participants had utilized to address these needs in their own sites.Interview participants (n = 30) identified key clinical needs and strategies for implementing buprenorphine in rural, primary care settings. Common suggestions included the need for clinical mentorship or a consult service, buprenorphine training, and educational resources. Building upon interview findings and in partnership with a clinical team, we developed an implementation strategy composed of an engaging case‐based training, an audit and feedback process, and educational resources (e.g., Buprenorphine Frequently Asked Questions, Rural Care Model Infographic).We describe a learning health care system research process that leveraged national administrative data, health care provider interviews, and clinical partnership to develop an implementation strategy to encourage buprenorphine prescribing in rural primary care settings. [ABSTRACT FROM AUTHOR]

Objective: Diabetes Self-Management Education and Support (DSMES) is a critical component of diabetes care. This study aims to examine the effect of online-based educational interventions on diabetes management compared to face-to-face interventions. Methods: A systematic review was conducted by searching three databases for studies in English or Spanish between December 2023 and March 2024. The inclusion criteria were studies that compared face-to-face DSMES with online interventions. Results: The follow-up duration of the trials ranged from 1 to 12 months. Multidisciplinary teams delivered online DSMES through various means, including Short Message Service (SMS), telephone calls, video calls, websites, and applications. Online DSMES was found to be comparable to face-to-face interventions in terms of glycated hemoglobin (HbA1c) levels in people with type 1 diabetes (T1D). In contrast, online interventions that focus on weight management in people with type 2 diabetes (T2D) have shown a significant reduction in HbA1c compared to face-to-face interventions. Online DSMES was found to be superior in terms of quality of life and cost-effectiveness in both T1D and T2D. None of the analyzed studies explored the differences between individual and group methodologies. Conclusions: The current evidence indicates that online DSMES services provide at least comparable biomedical benefits to face-to-face interventions, suggesting that online interventions could be incorporated into clinical practice as a complement or reinforcement. However, further research is needed to explore the potential benefits and effectiveness of online group sessions in DSMES. [ABSTRACT FROM AUTHOR]

This article is a systematic review of studies that explore the use of game-based learning (GBL) in dermatology education. The review found that GBL can be an effective approach to teaching dermatology, with positive attitudes and favorable learning outcomes reported. However, the study quality of the reviewed articles was generally low, and there is a need for high-quality studies with objective outcomes. The authors suggest that GBL could play an important role in future dermatology training, but more research is needed to support its effectiveness. The study was funded by the Copenhagen Capital Region Postdoctorate Research Fund and the authors declare no conflicts of interest. [Extracted from the article]

Despite major reforms of specialist training in the Nordic countries towards concrete learning outcomes and promoting active learning, most specialist courses continue to be based on lectures. We redesigned our mandatory 5‐day course in clinical nuclear medicine (NM) that was last held in 2016 towards active learning. Thirty 1‐h lectures were replaced with 10 thematic blocks of 3 h each. Each block was taught by a single teacher in a blend of short introductory lectures alternating with small groups of residents reading NM cases from our newly established national case library in diagnostic format. Due to COVID‐19, the entire course in 2021 needed to be run on a videoconferencing system rather than in a computer laboratory as had been originally planned. At the end of the course, we conducted the same anonymized survey as in 2016. All 19 course participants responded. 74% fully agreed that the e‐course format had been 'good'. One hundred per cent fully agreed that the practical exercises were 'useful' versus 50% in 2016 (p < 0.001). In their free text answers on the merits or downsides of e‐learning, 12/12 respondents only mentioned advantages. Our newly established library of anonymized teaching cases within our national health network is an effective tool for organising courses based on active learning. Despite the change towards distance learning enforced by the pandemic, course participants reported the same high levels of satisfaction with active learning in small groups as in the earlier traditional lecture‐based course format. [ABSTRACT FROM AUTHOR]

Background: Point-of-Care Ultrasound (POCUS) consists of a range of increasingly important imaging modalities across a variety of specialties. Despite a variety of accreditation pathways available in the UK, lung POCUS training remains difficult to deliver and accreditation rates remain suboptimal. We describe a multidisciplinary, multi-centre, and multi-pronged approach to lung POCUS education within a region. Methods: A survey was conducted in a region. From these results, bottlenecks were identified for improvement. We utilised key stages in an established accreditation pathway, and the Action Learning process. Analysing participant feedback, consensus amongst the team, regional educational needs, and leveraging the expertise within the faculty, we implemented several solutions which were multidisciplinary, multi-centre, and multi-pronged. We also set up a database across several accreditation pathways to facilitate supervision and assessment of rotational trainees. Results: Utilising the Action Learning process, we implemented several improvements at elements of the lung ultrasound accreditation pathways. An initial regional survey identified key barriers to accreditation: lack of courses (52%), lack of mentors (93%), and difficulty arranging directly supervised scans (73%). A multidisciplinary team of trainers was assembled. Regular courses were organised and altered based on feedback and anecdotal educational needs within the region. Courses were set up to also facilitate continuing professional development and exchange of knowledge and ideas amongst trainers. The barrier of supervision was removed through the organisation of regular supervision sessions, facilitating up to fifty scans per half day per trainer. We collected feedback from courses and optimised them. Remote mentoring platforms were utilised to encourage asynchronous supervision. A database of trainers was collated to facilitate triggered assessments. These approaches promoted a conducive environment and a commitment to learning. Repeat survey results support this. Conclusion: Lung ultrasound accreditation remains a complex educational training pathway. Utilising an education framework, recruiting a multidisciplinary team, ensuring a multi-pronged approach, and fostering a commitment to learning can improve accreditation success. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to investigate the impact of the enabling performance measurement systems (PMS) on non-managerial employees' team learning behaviours (TLB) and team effectiveness (TE) when the PMS is used as an enabler. Design/methodology/approach: A questionnaire survey was conducted with non-managerial employees in Japan and a total sample of 474 responses were collected. Partial least squares structural equation modelling using Smart-PLS was used for the analysis. Findings: The results demonstrated that the design feature of global transparency in enabling PMS contributes to the enhancement of TE, with partial mediation through TLB. Furthermore, it was also evident that fostering TLB involves increasing the flexibility in PMS, specifically offering multiple options for collecting and aggregating performance information in various formats. Originality/value: By examining the effects of the four features of enabling controls on TE and TLB, this study shows which features in an enabling PMS are important in motivating non-managerial employees at the operational level. The study not only fills a gap on the impact of enabling controls on non-managerial employees that has been under-researched but also makes an academic contribution in that it has deepened our understanding of four features that have not yet been fully elucidated. [ABSTRACT FROM AUTHOR]

The study focused on the assessment of the technological pedagogical and content knowledge (TPACK) of graduate students enrolled in the Master of Arts in Science Education (MASE) program and tested the effectiveness of a blended learning approach using online collaborative tools, a learning management system, and interactive resources in Biology. The specific objectives of the study included describing the profile of MASE students in terms of computer and internet resources and skills, measuring their confidence levels in the four TPACK constructs, finding significant differences in pretest and posttest scores, and obtaining student feedback on the use of Edmodo as a Learning Management System. The study employed a one-shot pretest-posttest experimental design using a combination of online resources and face-to-face interactions. Based on the results, there was an increase in the median values before and after the intervention, as shown by the difference between the pre-median and post-median. Pre-implementation, the TPACK confidence level of the students was rated fairly confident (FC), but it increased after to completely confident (CC). This suggests that the students' TPACK confidence level improved positively using the BL approach. Likewise, the t-stat value of 10.68 indicates a significant difference between the pretest and posttest scores after implementing the blended learning approach. This suggests that the blended learning approach had a positive and noteworthy impact on the student's performance, as seen in the improved test scores. The study's results highlighted the benefits of Edmodo as well as the use of interactive online activities in their performance and TPACK as reported by the students. [ABSTRACT FROM AUTHOR]

Objectives: The relationship between task constraints and player behaviors is of interest to coaches tasked with designing practice to optimize learning. This study aims to compare the skill involvements and cooperative team behavior of teams of youth soccer players engaged in a goal exaggeration and/or a prescriptive coach instruction condition compared to a free-play control condition. Methods: Twenty male soccer players aged 12–15 participated in small-sided games under four conditions: free-play, goal exaggeration, prescriptive coach instruction, and combination over four weeks. Using video footage, teams’ collective skill involvements (shot, pass, dribble) and passing network characteristics (closeness, density, and betweenness) were measured for each game. Results: A Friedmans rank test identified that playing conditions resulted in significant differences in attempted dribbles (p < .001), goals scored (p < .001), network density (p = .001), closeness (p < .001) and betweenness (p = .002). Teams attempted to dribble the most in the free-play and goal-exaggeration conditions, and the most goals were scored in the goal-exaggeration and combination conditions. Additionally, teams exhibited more well-connected passing networks (i.e. higher density, higher closeness, and lower betweenness values) in the combination condition and higher network density in the explicit instruction condition. Conclusions: The results of this study indicate that coach instruction may be more associated with cooperative team behavior, whereas free-play or manipulating task constraints in the absence of instruction may be associated with players attempting more individual actions. [ABSTRACT FROM AUTHOR]

Background: The aim of this study was to evaluate the effectiveness of team-, case-, lecture-, and evidence-based learning (TCLEBL) methods in cultivating students' clinical and research abilities, as compared to traditional lecture-based learning (LBL) approaches. Methods: Forty-one medical postgraduates were divided into two groups, a TCLEBL group and an LBL group. Teaching effectiveness was evaluated through student- and teacher-feedback questionnaires, scores from theoretical examinations and written literature reviews, and student learning burdens. Results: Compared to the LBL approach, both teachers and students were more satisfied with the TCLEBL model (p < 0.001 for both teachers and students). The TCLEBL group performed significantly higher on the theory test compared to the LBL group (p = 0.009). There were significant differences between the LBL and TCLEBL groups, respectively, in terms of literature review and citations (12.683 ± 2.207 vs. 16.302 ± 1.095, p < 0.001), argument and perspective (12.55 ± 1.572 vs. 16.333 ± 1.354, p < 0.001), comprehensiveness of content (13.3 ± 2.268 vs. 16.683 ± 1.344, p < 0.001), and scientific rigor and accuracy (10.317 ± 1.167 vs. 12.746 ± 0.706, p < 0.001). There was no significant difference in the total extracurricular time expended between the two groups (323.75 ± 30.987 min vs. 322.619 ± 24.679 min, respectively for LBL vs. TCLEBL groups, p = 0.898). Conclusions: TCLEBL is an effective teaching method that cultivates students' clinical and research abilities. [ABSTRACT FROM AUTHOR]

With the rapid advancement of digital technology, the application of augmented reality (AR) in the field of education has emerged as a focal point of research aimed at enhancing learning efficiency and experience through innovative interactive learning environments. This study focuses on the application of AR technology in education. The goal is to address key technical issues present in existing AR interactive learning environments to promote their widespread adoption in educational settings. An analysis of the current application of AR technology in education is conducted, focusing on its potential to enhance learners’ motivation and comprehension capabilities. However, a common shortfall in existing research methodologies has been identified, namely inadequate control over node consistency and deficient design of collaborative visualization components. These limitations restrict interaction and collaborative efficiency within AR learning environments. In response, a novel predictive algorithm for node consistency control is proposed, significantly enhancing real-time interaction and coherence among multiple learners through optimized information synchronization mechanisms. Furthermore, a set of collaborative visualization components is designed to be personalized according to learners’ behavioral and cognitive characteristics, thereby supporting more effective team-based learning. The outcomes of this study not only provide new theoretical and technical support for the design and implementation of AR interactive learning environments but also offer a fresh perspective on the future direction of educational technology. [ABSTRACT FROM AUTHOR]

Effective learning strategies are crucial to the development of academic skills and information retention, especially in post secondary education where increasingly complex subjects are explored. Active recall-based strategies have been identified as particularly effective for long-term learning. This systematic review investigates the effectiveness of various active recall-based learning strategies for improving academic performance and self-efficacy in higher education students. A systematic review of peer-reviewed articles was conducted with a priori criteria by searching PubMed, ScienceDirect, JSTOR, PsycInfo, and Web of Science databases. Search results were screened/extracted and reconciled by two independent authors with the use of a piloted screening tool. Included studies were assessed for quality and risk of bias using the GRADE Quality Assessment Tool for Quantitative Studies. Three overarching study strategies were extracted for further investigation including flashcards, practice testing or retrieval practice, and concept mapping. Within each category, three additional unique search strings were searched, screened, and extracted. A qualitative analysis of the studies was provided. Among the appraised articles, flashcards were found to be popular and correlated with higher GPA and test scores. Self-testing, retrieval practice, and concept mapping were also effective but under-utilized. Concept mapping was found to boost student confidence. Active recall strategies exhibit promise for effective learning and additional research in these developing field can support academic pursuits. • There are a range of learning strategies that students can implement to achieve stronger information retention skills, that they can apply to different facets of their life. • Significant active recall strategies reflected potential in technology-associated interventions, gamified learning experiences, and edutainment-based learning intervention. • Heterogeneity in included studies allude to inconsistent reports for certain associations of academic outcomes and learning strategies [ABSTRACT FROM AUTHOR]

Introduction: Team‐based learning (TBL) is a well‐established active teaching method which has been shown to have pedagogical advantages in some areas such as business education and preclinical disciplines in undergraduate medical education. Increasingly, it has been adapted to clinical disciplines. However, its superiority over conventional learning methods used in clinical years of medical school remains unclear. The aim of this study was to compare TBL with traditional seminars delivered in small group interactive learning (SIL) format in terms of knowledge acquisition and retention, satisfaction and engagement of undergraduate medical students during the 6‐week obstetrics and gynecology clerkship. Material and methods: The study was conducted at Karolinska Institutet, a medical university in Sweden, and had a prospective, crossover design. All fifth‐year medical students attending the obstetrics and gynecology clerkship, at four different teaching hospitals in Stockholm (approximately 40 students per site), in the Autumn semester of 2022 were invited to participate. Two seminars (one in obstetrics and one in gynecology) were designed and delivered in two different formats, ie TBL and SIL. The student:teacher ratio was approximately 10:1 in the traditional SIL seminars and 20:1 in the TBL. All TBL seminars were facilitated by a single teacher who had been trained and certified in TBL. Student knowledge acquisition and retention were assessed by final examination scores, and the engagement and satisfaction were assessed by questionnaires. For the TBL seminars, individual and team readiness assurance tests were also performed and evaluated. Results: Of 148 students participating in the classrooms, 132 answered the questionnaires. No statistically significant differences were observed between TBL and SIL methods with regard to student knowledge acquisition and retention, engagement and satisfaction. Conclusions: We found no differences in student learning outcomes or satisfaction using TBL or SIL methods. However, as TBL had a double the student to teacher ratio as compared with SIL, in settings where teachers are scarce and suitable rooms are available for TBL sessions, the method may be beneficial in reducing faculty workload without compromising students' learning outcomes. [ABSTRACT FROM AUTHOR]

Spinal multidisciplinary teams (MDTs) are now standard of care for complex patient management in tertiary spinal units. This study investigates whether a scheduling proforma, and cultural change to the team that promotes psychological safety, can improve spinal MDT effectiveness for team members and patients. Retrospective cohort study including 165 spinal MDT patients before and after intervention. The intervention was use of a scheduling proforma and team learning to promote a culture of psychological safety. Data on accident and emergency (A&E) attendances, unplanned emergency admissions and post-operative 30-day readmissions were collected. At the team level, data were collected from 16 MDT participants using the MDT Observational Assessment Rating Scale (MDT-OARS), which measures MDT effectiveness. Pre-intervention MDT-OARS was 28. Analysis of 80 patients demonstrated there were six A&E attendances, three unplanned emergency admissions and four post-operative 30-day re-admissions. Post-intervention MDT-OARS was 38 (p < 0.05). Analysis of 85 patients demonstrated there were three A&E attendances, one unplanned emergency admission and one post-operative re-admission. Team culture that promotes psychological safety, along with use of a scheduling proforma, can improve MDT effectiveness for participants in spinal MDTs. [ABSTRACT FROM AUTHOR]

The primary goal of pharmacology teaching is to prepare medical students to prescribe medications both safely and efficiently. At the Utrecht University Medical School, pharmacology is integrated into the three-year bachelor's curriculum, primarily through large group sessions with limited interaction. A recent evaluation highlighted students' appreciation for pharmacology teaching, but students admitted to attending these teaching moments unprepared, resulting in passive learning. To address this, team-based learning (TBL) was implemented to facilitate learning through interaction, critical thinking, problem solving and reflection through six steps, from superficial to deeper cognitive learning. This study, conducted over two academic years, assessed students' perception and performance regarding TBL. Analysis of a digital questionnaire using a 5-point Likert scale showed high student satisfaction with TBL as a teaching methodology. However, confidence in pharmacology knowledge following TBL was moderate. TBL attendees outperformed non-attendees in pharmacology-related exam questions, indicating that TBL has a positive impact on student performance. We conclude that TBL is an engaging and effective method for pharmacology education, positively influencing student learning and performance. This method could be broadly applied for teaching pharmacology within the medical curriculum or other biomedical programs. [ABSTRACT FROM AUTHOR]

This document provides guidance on creating a tangible symbol communication system (TSCS) for children with multiple sensory disabilities (MSD) who have limited verbal communication skills. The document emphasizes the importance of team collaboration in determining the most appropriate response mode and symbol array for each child. It also discusses considerations for symbol construction, including size, weight, color, and contrast, as well as the use of highly iconic symbols. The document highlights the importance of labeling symbols with words, considering font size and contrast, and providing bilingual labels for diverse learners. It also provides suggestions for displaying and storing symbols, selecting vocabulary, and implementing research-based instructional strategies for teaching TSCS use. The document emphasizes the need for progress monitoring and planning for future skill development. Overall, the document aims to support children with MSD in achieving functional communication across multiple contexts. [Extracted from the article]

Although combining case study teaching with group learning is a popular approach for teaching business courses, pedagogical challenges arise, particularly in undergraduate classes. To address these challenges, we developed an instructional innovation called the T eam- B ased L earning and E valuation (TaBLE) Case Method, which increased student engagement and deepened learning in an undergraduate introductory management course. The TaBLE Case Method is built upon specific principles of team-based learning, and comprises phases that meld together individual preparation and group participation before, during and after class. Our evaluation of the TaBLE Case Method highlights how it enhances group learning by: increasing student motivation to prepare, attend and engage; creating individual accountability for group goals; fostering critical thinking and creative debate; and making theory-practice links more visible. We also discuss the method's "shadowsides" and limitations, and provide guidance on how the method can be adapted for a variety of class sizes and delivery modes. [ABSTRACT FROM AUTHOR]

In a case study involving three asynchronous online professional writing courses, this research investigates students' abilities to establish a social presence and build team cohesion via collaborative, team-based writing projects. Using the Community of Inquiry (COI) framework, this study is situated in the understanding that teaching and learning in higher education are not about the mere transmission of knowledge but that "teaching and learning are inherently interactive" as the terms of "community" and "inquiry" used in the framework suggest. Prior researchers have also established a clear connection between one element of the COI framework— social presence and student satisfaction in online courses. Findings from this study indicate participation in collaborative team assignments contributes to team cohesion and positively affects students' ability to establish their social presence within online environments as well as transfer their knowledge to other contexts. [ABSTRACT FROM AUTHOR]

This study empirically examines how induced learning through adopting a set of best practices and learning‐by‐doing improved a hospital's care of ischemic stroke patients using ad hoc teams. While previous studies in healthcare operations management conducted in ad hoc team environments predominantly focused on volume‐based learning (learning by doing, team familiarity via interactions among team members), our study focuses on induced learning in ad hoc teams through best practice adoptions. The analysis uses secondary data (Data period: January 2009–March 2017) about stroke patients from a comprehensive stroke center (CSC) in a U.S. tertiary teaching hospital as it adopted the U.S. American Heart Association/American Stroke Association (AHA/ASA) Target:Stroke best practices. The ad hoc stroke teams provide the initial care and their performance is measured using "Door‐to‐Needle (DTN)" time and its sub‐time segments. The DTN time is measured as the time elapsed between the stroke patient's arrival at the hospital's emergency department (ED) and the appropriate infusion of "Tissue Plasminogen Activator (TPA)" (i.e., a thrombolytic medication informally referred to as a "clot buster"). We found that adopting these best practices improved ischemic stroke care beyond improvement due to repetition. We also found that the neurologist's recent experience providing stroke care for the prior patient is positively associated with meeting the time performance goal for the current patient. This study provides insights into the use of management mechanisms to adopt and sustain best practices in healthcare that are generalizable to other organizations with ad hoc team environments. Highlights: Improving processes in ad hoc teams presents more challenges compared to stable intact teams due to the variability in team composition and dynamics.Adopting best practices, as a form of induced learning, can significantly enhance the care process in hospitals where patient care is managed by ad hoc teams.In settings involving ad hoc teams, effective communication and guidance on best practices from a central authority, such as a stroke advisory committee (SAC), can be crucial for ensuring consistent and high‐quality patient care. [ABSTRACT FROM AUTHOR]

The article discusses the importance of visual literacy skills, specifically in relation to the creation and understanding of infographics, for Generation Alpha (Gen A). Gen A, who are born into a visually intense digital world, need to develop these skills in order to effectively communicate and interact with their environment. The article explores different types of infographics, such as AR integrated infographics and interactive learning dashboards, and emphasizes the need for a transformation in visual literacy skills to effectively utilize these graphics. The article also highlights the responsibility of the Y generation to prepare Gen A for this visually intense world and discusses the challenges and benefits of collaborative infographic creation. Overall, the article emphasizes the significance of visual literacy skills in navigating the visually intense digital world of Gen A. [Extracted from the article]

OBJECTIVE: To better construct teaching resources, enhance real-time interaction and feedback between teachers and students in and out of class, and improve the teaching quality of parasitology, our team set up a WeChat public account I love Parasitology. METHODS: The data sources were mainly from original pictures and multimedia materials of different parasites collected and produced by our team, as well as related materials collected from traditional publications and digital media. With the instant interactive platform, course schedules and corresponding teaching contents were sent by push notifications, case-based learning was carried out, and 2-way communication between students and teachers was achieved. Teaching effectiveness was assessed using a self-evaluation questionnaire. RESULTS: A WeChat public account suitable for our daily teaching of parasitology was established. The second recursion and implementation of the learning resources allowed students to conduct in-depth reading and get unrestricted access to high-quality resources through the public account. In addition, all contents were in digital forms and made the original resources reborn, which would make up for our current and future shortage of physical teaching specimens. Moreover, the results from the questionnaire indicated that all these actions encouraged students to master theoretical knowledge, improved their abilities of case analysis and communication, and increased their knowledge of academic progress. CONCLUSION: Our WeChat public account can provide excellent learning materials for students and is a good supplement to the routine education of human parasitology. [ABSTRACT FROM AUTHOR]

This research work focuses on evaluating the development of our three-step digitization approach, designed to transform traditional lectures into engaging digital learning experiences. Aimed at offering an easy-to-use solution for educators, this approach addresses the pressing challenges of modern educational environments by enhancing accessibility, engagement, and effectiveness of learning through digital means. Quantitative analysis demonstrated a notable increase in knowledge gain for students engaged with the digital format (t(230) = -2.795, p = 0.006) over traditional methods. Additionally, it was observed that the online setting significantly improved concentration levels (t(230) = -5.801, p <.001) and reduced distractions (t(230) = 2.848, p = 0.005). Emotional assessments, based on the Achievement Emotions Questionnaire (AEQ), indicated an elevation in enjoyment (t(230) = -4.717, p <.001) and a reduction in anxiety (t(230) = 9.446, p <.001) within the digital learning environment. A substantial preference for the digital course format was expressed by 61.0% of participants, with 71.4% acknowledging its superior efficiency compared to 14.3% for traditional lectures. Qualitative feedback underscored the digital format's flexibility, comprehensive learning experience, and immediate feedback as key benefits. Nevertheless, nuances such as a preferred understanding in face-to-face interactions and the absence of a social component in digital settings were noted. To conclude, the findings from this study illuminate the significant advantages of the three-step digitization approach in meeting contemporary educational challenges. By facilitating an enhanced knowledge acquisition and fostering a supportive emotional climate, this approach signifies a promising direction for the future of medical education and beyond, fusing the convenience of digital solutions with the depth and engagement of traditional learning methodologies. [ABSTRACT FROM AUTHOR]

Background: Bioinstrumentation is essential to biomedical engineering (BME) undergraduate education and professional practice. Several strategies have been suggested to provide BME students with hands-on experiences throughout the curriculum, promoting their preparedness to pursue careers in industry and academia while increasing their learning and engagement. This paper describes the implementation of challenge-based learning (CBL) in an undergraduate bioinstrumentation blended course over the COVID-19 pandemic. Methods: The CBL experience was implemented in a third-year bioinstrumentation course from the BME program at Tecnologico de Monterrey. Thirty-nine students enrolled in two sections formed fourteen teams that tackled blended learning activities, including online communication, lab experiments, and in-person CBL activities. Regarding the latter, students were challenged to design, prototype, and test a respiratory or cardiac gating device for radiotherapy. An institutional student opinion survey was used to assess the success of our CBL implementation. Results: Student responses to the end-of-term survey showed that they strongly agreed that this course challenged them to learn new concepts and develop new skills. Furthermore, they rated the student-lecturer interaction very positively despite the blended format. Overall, students assessed their learning experience positively. However, implementing this CBL experience required a substantial time increase in planning, student tutoring, and constant communication between lecturers and the industry partner. Conclusion: This work provides an effective instance of CBL for BME education to improve students' learning experience despite decreased resource efficiency. Our claim is supported by the student's performance and the positive feedback from our industrial partner. [ABSTRACT FROM AUTHOR]

In the past decade, medical education has increasingly incorporated evidence-based lifestyle interventions as primary strategies for preventing and managing noncommunicable diseases. This shift embraces the growing recognition of the significant impact of lifestyle on health outcomes, driving diseases including obesity, diabetes, heart disease, and cancer. Now deemed "food is medicine" (FIM), diet-related interventions witnessed integration into healthcare systems and recognition in the United States' White House Conference on Hunger, Nutrition, and Health in 2023. As FIM gains traction, investigating optimal strategies for team-based education becomes essential. Healthcare teams need the necessary knowledge and tools to effectively administer FIM services and collaborate across disciplines, ultimately enhancing disease prevention, chronic disease management, health quality, value, and overall wellness. Culinary medicine (CM), a vital component of FIM, bridges nutrition education, pragmatic culinary skills, and conventional strategies to improve chronic disease management. CM involves experiential learning, imparts practical skills, and encourages behavior change by addressing food-related determinants of health and promoting equitable access. Teaching kitchens serve as physical or virtual learning spaces and as a didactic and experiential method (skills lab), playing a crucial role by integrating culinary, lifestyle, integrative, and conventional medicine. A growing number of medical schools in the United States and globally offer CM education via diverse methods including interest groups, electives, and specialty tracks, encompassing didactic sessions, hands-on kitchen education, and virtual teaching methods. Given the rising demand for CM programs, this article aims to describe, map, and compare existing CM education types in medical education. It provides actionable recommendations for medical schools to establish and expand CM programs by fostering service-learning partnerships, clinical innovation, and interdisciplinary research. As FIM gains prominence, cultivating a robust foundation of educational strategies is vital to ensure seamless integration into both medical education and collaborative medical practice. [ABSTRACT FROM AUTHOR]

In a spirit of collegial support, this paper argues that Beckett and Hager's theoretical justification and empirical exemplifications do not do full justice to the complexity of group or team learning. We firstly reaffirm our support for the theoretical argument Becket and Hager make, though expressing some reservations about Complexity Theory, to explain the taken-for-granted assumptions that learning by an individual is the paradigm case of learning and that context plays a minimal role in this process. Drawing on our joint and separate work, we demonstrate that Becket and Hager's argument is less radical than it may initially seem because it is predicated on: (i) cognitive-bounded rather than "distributed" or "extended" conception of mind; (ii) material rather than a "immaterial" conception of activity; and (iii) co-present rather than a "fractional" or "connective" conception of ontology. Despite making this critique, we conclude by making the case that we are adding further substance to Becket and Hager's overarching argument and, in doing so, encouraging them to be more radical about how they conceptualise the complexity of learning. [ABSTRACT FROM AUTHOR]

This article explores the use of technology-enhanced audience interaction in medical education to promote active learning. Active learning has been found to improve attentiveness, enjoyment, and knowledge retention, but it can also cause anxiety in large group settings. Technology-enhanced audience interaction provides a solution by allowing participation with anonymity, creating a supportive learning environment. The article discusses considerations for selecting software programs for audience interaction, such as presentation objectives, learner participation, and software characteristics. It also highlights virtual whiteboard platforms like Miro, Padlet, FigJam, and LucidSpark, as well as the integration of presentation tools like PowerPoint and Keynote. However, the article cautions about potential distractions, technology failures, and subscription costs. It emphasizes the importance of staying updated on evolving technology and considering whether technological solutions are suitable for effective learning environments. Overall, technology-enhanced audience interaction can offer active learning opportunities but should be carefully evaluated based on the audience, content, and environment. [Extracted from the article]

Background & Objective: Team-Based Learning (TBL) is an interactive instructional approach characterized by collaborative peer teaching in both large and small group settings. The study aims to assess usefulness of the TBL in enhancing student learning outcomes and engagement in graduate classes. Methods: This mixed method study was conducted from January 2023 till July 2023 at the Department of Biological & Biomedical Sciences at Aga Khan University, Karachi, Pakistan, a questionnaire was distributed to graduate students in Endocrine and Reproductive course after TBL on 'Hormonal changes in Pregnancy'. Focus group discussion (FGD) was held with facilitator of this TBL and the students; results of both arms were then triangulated. Results: All (four) students responded affirmatively regarding guided self-preparation, quality of application exercises, satisfaction in terms of student's engagement, a positive attitude and self-accountability. Themes identified by FGD of both students and facilitators were 'Students Engagement in Peer Learning, 'Conducive Learning Environment', "Time is Capital in TBL' and 'Conceptual learning.' Conclusion: The pilot study confirmed the utility of TBL by students as well as the facilitators. Students came with prior preparation, got engaged in problem-solving activities and received feedback from peers and the expert facilitators. The conducive environment enhanced their engagement, enabled them to actively apply the content and benefit from guided supervision. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to review literature on the relationship between leadership and workplace learning, to critically analyze and discuss findings and to suggest future research paths based on the synthesis. Design/methodology/approach: This study applied a refined literature review process leading to a selection of 40 articles, which originated from 14 internationally acclaimed journals. Findings: When explaining leadership influence regarding individual and team learning, the concepts of role modeling behavior, relational support and negotiation of meaning is significant. If leaders provide support, show exemplary behavior and negotiate individual arrangements with employees, workplace learning development is positively affected. Research limitations/implications: Future studies should focus on empirical cases further illustrating how the leader–employee relationship is formed in practice, to further understand differences in leadership influence on employee workplace learning. Practical implications: The gathered knowledge implicates that carefully designed leadership training programs and personalized work arrangements between leader and employees are beneficial for leader's ability to influence employee workplace learning. Originality/value: The reviewed studies were solely published in top management journals, which resulted in an original literature selection. This study also discusses implicit or articulated assumptions about the view of learning in the selected studies, offering additional understanding about the underlying learning views in leadership–workplace learning research. [ABSTRACT FROM AUTHOR]

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While public service motivation (PSM) and teamwork are widely recognized as crucial drivers for effective public service delivery, researchers primarily analyze these factors independently and at a personal level. The existing literature rarely explores the interplay between PSM, the project team learning process (PTLP), and psychological safety (PS) within research and development (R&D) project teams, particularly in national R&D organizations. This study addresses this gap by proposing a theoretical model that examines the combined effect of individual motivation and team collaboration, mediated by PS, on R&D PTLP. Additionally, it investigates the moderating influence of project management (PM) styles—fully agile and partially agile—on these relationships. The proposed method utilizes partial least squares structural equation modeling (PLS-SEM) for quantitative data analysis. Our findings revealed a positive relationship between PSM, PS, and R&D PTLP, with PS acting as a significant mediator. Notably, the relationship between PSM and R&D PTLP was stronger under fully agile project management compared to partially agile settings. These findings suggest that both project teams and organizations should prioritize promoting PS and consider the moderating effects of project management styles to foster a sustainable R&D team learning process, particularly within national R&D institutions. [ABSTRACT FROM AUTHOR]

This study examines the factors influencing students' online learning using Microsoft Teams at the PLN Institute of Technology. Using primary data from 301 students, the study found that the use of Microsoft Teams improved student achievement and learning performance during the pandemic. The structural equation model (SEM) method tested the model with low validity, with all variables having an AVE value more than 0.5 and higher than the cross-loading factor valid, the outer model analysis demonstrated good convergent validity. Dependability and trustworthiness were shown by the composite reliability rating, which was over 0.70. Both perceived usefulness (PU) and perceived ease of use (PEOU) were shown to have a strong correlation, and the inner model analysis revealed positive path coefficient values without any weak variables. These results supported by hypothesis testing imply that lecturers can modify their curricula to enhance student performance in the event of a pandemic. There was shown to exist a strong relationship between the perceived ease of use and perceived usefulness. [ABSTRACT FROM AUTHOR]

PURPOSE Patient outcomes can improve when primary care and behavioral health providers use a collaborative system of care, but integrating these services is difficult. We tested the effectiveness of a practice intervention for improving patient outcomes by enhancing integrated behavioral health (IBH) activities. METHODS We conducted a pragmatic, cluster randomized controlled trial. The intervention combined practice redesign, quality improvement coaching, provider and staff education, and collaborative learning. At baseline and 2 years, staff at 42 primary care practices completed the Practice Integration Profile (PIP) as a measure of IBH. Adult patients with multiple chronic medical and behavioral conditions completed the Patient-Reported Outcomes Measurement Information System (PROMIS-29) survey. Primary outcomes were the change in 8 PROMIS-29 domain scores. Secondary outcomes included change in level of integration. RESULTS Intervention assignment had no effect on change in outcomes reported by 2,426 patients who completed both baseline and 2-year surveys. Practices assigned to the intervention improved PIP workflow scores but not PIP total scores. Baseline PIP total score was significantly associated with patient-reported function, independent of intervention. Active practices that completed intervention workbooks (n = 13) improved patient- reported outcomes and practice integration (P [less than or equal to] .05) compared with other active practices (n = 7). CONCLUSION Intervention assignment had no effect on change in patient outcomes; however, we did observe improved patient outcomes among practices that entered the study with greater IBH. We also observed more improvement of integration and patient outcomes among active practices that completed the intervention compared to active practices that did not. Additional research is needed to understand how implementation efforts to enhance IBH can best reach patients. Key words: behavioral health integration; behavioral medicine; primary care; multiple chronic conditions; pragmatic clinical trial; randomized controlled trial, INTRODUCTION Comprehensive primary care for patients with chronic diseases that might include behavioral factors require targeted behavioral health services. (1) Providing care for mental health, substance use disorders, and health [...]

There is no consensus regarding optimal curricula to teach cognitive elements of general surgery. The American Board of Surgery In-Training Exam (ABSITE) aims to measure trainees' progress in attaining this knowledge. Resources like question banks (QBs), Surgical Council on Resident Education (SCORE) curriculum, and didactic conferences have mixed findings related to ABSITE performance and are often evaluated in isolation. This study characterized relationships between multiple learning methods and ABSITE performance to elucidate the relative educational value of learning strategies. Use and score of QB, SCORE use, didactic conference attendance, and ABSITE percentile score were collected at an academic general surgery residency program from 2017 to 2022. QB data were available in the years 2017-2018 and 2021-2022 during institutional subscription to the same platform. Given differences in risk of qualifying exam failure, groups of ≤30th and >30th percentile were analyzed. Linear quantile mixed regressions and generalized linear mixed models determined factors associated with ABSITE performance. Linear quantile mixed regressions revealed a relationship between ABSITE performance and QB questions completed (1.5 percentile per 100 questions, P < 0.001) and QB score (1.2 percentile per 1% score, P < 0.001), but not with SCORE use and didactic attendance. Performers >30th percentile had a significantly higher QB score. Use and score of QB had a significant relationship with ABSITE performance, while SCORE use and didactic attendance did not. Performers >30th percentile completed a median 1094 QB questions annually with a score of 65%. Results emphasize success of QB use as an active learning strategy, while passive learning methods warrant further evaluation. • Question bank (QB) use and score predicted American Board of Surgery In-Training Exam (ABSITE) performance. • The use of American Board of Surgery Surgical Council on Resident Education or didactic conference attendance did not predict the ABSITE score. • High ABSITE performers completed more QB questions than middle or low performers. • High and middle ABSITE performers had a higher QB score than low performers. • Our findings emphasize the success of QB use as an active learning strategy. [ABSTRACT FROM AUTHOR]

This article discusses the implementation of a clinical reasoning blueprint in health professions education. The blueprint was developed to guide educators in aligning teaching tools with individual learner's needs. The article describes the process of engaging educators in a professional development series to address barriers and develop knowledge translation resources. The blueprint divides the learner continuum into four performance levels and provides detailed descriptions of each level. The article also provides guidance on how to use the blueprint, including assessing the learner's clinical reasoning abilities and connecting assessments with teaching strategies. The research team developed resources to help educators understand and apply the blueprint, emphasizing the importance of ongoing support for educators. The resources are intended to empower clinicians to enhance their role as educators and improve clinical reasoning abilities in future healthcare providers. [Extracted from the article]

Purpose: During their clinical years, medical students rotate in diverse environments, each with unique factors motivating or demotivating learning. Student motivation to learn in specialised clinical settings has not been robustly described. One framework to understand motivation to learn is self‐determination theory (SDT), which posits that intrinsic motivation requires fulfilment of three innate psychological needs: competence, relatedness and autonomy. Referencing SDT, the authors aimed to understand factors influencing student motivation to learn in the specialised context of internal medicine (IM) subspecialty consult services, with the goal of optimising teaching and learning during these experiences. Method: Focus groups were conducted with 12 fourth‐year medical students who had completed at least one inpatient IM subspecialty consult elective at the University of California, San Francisco, in 2020–2021. Students discussed factors that promoted and hindered their learning and motivation. The authors performed abductive thematic analysis using SDT as a sensitising framework. Results: Three themes were identified and provided insight into how student motivation to learn can be supported: teaching at the appropriate level; integration into the team and workflow; and self‐directed learning and career exploration. These themes were overlaid onto the needs of SDT, demonstrating that, in specialised clinical contexts, fulfilment of the needs is interconnected. Conclusion: This study provided insight into how students' innate needs can be satisfied in the learning environment of IM subspecialty consult electives, thereby promoting students' intrinsic motivation. Based on insights from the study, the authors offer recommendations for how educators can optimise student motivation to learn. [ABSTRACT FROM AUTHOR]

Background: Active‐learning approaches, such as team‐based learning, are infrequently used in internal medicine clerkship didactics even though there is increasing evidence to suggest medical students prefer it over traditional lecture‐based learning. In this study, five team‐based learning sessions were incorporated into three blocks of a 12‐week internal medicine clerkship. Methods: The goal of this quasi‐experimental study was to compare learner engagement, satisfaction and preference between team‐based learning and lecture‐based learning in the internal medicine clerkship didactics. Outcomes were compared using the Classroom Engagement Survey, a satisfaction questionnaire and the Team‐Based Learning Student Assessment Instrument (TBL‐SAI). Findings: There was a statistically significant difference in the classroom engagement scores between team‐ and lecture‐based learning (P < 0.0001) with a median of 39.0 and 33.0 in the team‐based learning and lecture‐based learning groups. For learning preference, the median TBL‐SAI score was substantially above neutral. Across all team‐based learning sessions, 100% of students were satisfied or strongly satisfied with the learning style as a valuable experience and as a way to learn course material, and only one student was not satisfied or strongly satisfied with team‐based learning to improve problem solving skills. Discussion The classroom engagement and learning style preference findings were consistent with previously published data in other clerkship settings. Student satisfaction was more consistent with team‐based learning than with the lecture‐based learning, which may be because of the consistent format whereas lecture‐based learning style was faculty dependent. Conclusion: Students preferred team‐based learning and had improved engagement and satisfaction when compared to lecture‐based learning. This study provides evidence in favour of team‐based learning as a strategy to incorporate active learning in clerkship didactics. [ABSTRACT FROM AUTHOR]

As online learning has become an inevitable trend in the post-peak era of the COVID-19 pandemic, distributed pair programming (DPP) is gaining momentum in both education and industry. DDP serves as a collaborative programming approach and also benefits the development of computational thinking, a fundamental skill in today's world. This study conducted a systematic review of studies on DPP published after 2010 to understand the themes and factors that impact the team effectiveness of DPP and thus inform future research and practices on how to better leverage this approach for teaching and learning. The results showed that individual characteristics attracted major investigations in the selected 23 studies, including prior programming experience, actual skill, perceived skill, gender, personality, time management, confidence, and self-esteem, with pair compatibility identified as a critical team design factor that significantly affects programmers' satisfaction. Although the feel-good factor in the team process was investigated, no significant impact was found. Under the team environment theme, we compared different opinions on the orientation (e.g., scripted roles) and the use of technology (e.g., integrated development environment tools). Future research should investigate how task structure influences team effectiveness of DPP and relates to computational thinking education. Additionally, because most studies were conducted in higher education contexts, more research in primary and secondary educational contexts is also needed. [ABSTRACT FROM AUTHOR]

Integrating learning and social network literatures, we developed and tested a multistage model with collaborative norms as the linking mechanism between structural characteristics of student teams' advice-seeking networks and project-based learning outcomes. Analyses of 206 students in 47 project teams revealed that the density of team advice-seeking networks was positively related to collaborative norms. In contrast, the centralization of advice-seeking networks was negatively associated with collaborative norms when the level of perceived expertness of the central member in the team was higher. Subsequently, collaborative norms had a positive effect on both student learning and project performance. The findings suggest that research on team-based learning effectiveness can be advanced by attending to the norming process for collaboration, through which network structure shapes learning and performance in teams. [ABSTRACT FROM AUTHOR]