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Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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 Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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.)

Teaching professional standards are considered an essential tool for teacher preparation, recruitment, development, and promotion. In Australia, this is known as the Australian Professional Standards for Teachers (APST), a public statement of what constitutes teacher quality. The high-stakes nature of these standards shapes teacher practices and policies, influencing teacher preparation, selection and accreditation. However, these standards have strong criticisms due to their reductive function and lack of holistic representation of effective teachers. We used Bacchi's (2009) "What's the problem represented to be?" (WPR) approach to analyse the APST to contribute to understanding how teaching standards should be framed as they significantly influence selection, preparation, retention and accreditation for both pre-and in-service teachers. We outlined some policy recommendations based on the results of our analysis. [ABSTRACT FROM AUTHOR]

Copyright of RIE: Revista de Investigacion Educativa is the property of RIE: Revista de Investigacion Educativa 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.)

Teaching is a complex endeavor that requires deep knowledge of content, pedagogy, and students. Educational stakeholders design teacher competence frameworks to outline the knowledge, skills, and dispositions that teachers need to have to improve their teaching activity. These competence frameworks are guided by research and theory and tend to respond to local contexts and national efforts. In this article, we examine teacher competence frameworks in two national contexts, the United States of America and Türkiye, using Merriam's (2009) approach to document analysis and Phillips and Schweisfurth's (2014) framework for comparative inquiry. This analysis reveals much overlap but also distinct differences in educational structures. Our analysis is based upon four categories including overall structures, development, scope, and accountabilities of teacher competence frameworks. Given that the teacher competence frameworks in both countries are dated, we conclude our article with a call for updating such frameworks through participatory efforts, taking into account recent post-COVID pandemic needs in teacher competencies. [ABSTRACT FROM AUTHOR]

Objectives: This article aimed to identify, review, and summarize the literature broadly related to practice faculty evaluations, and provide recommendations for developing equitable systems that recognize and value diverse contributions across the 4 mission areas of practice, teaching, research, and service., Findings: Practice contributions are often evaluated using ill-defined and highly variable approaches, with surveys reporting that half of pharmacy schools have written policies for evaluating practice contributions. From our review of the literature, performance evaluations of teaching are primarily focused on didactic teaching. Performance evaluations of research are misaligned with faculty job descriptions and primarily focus on grants, contracts, and publications, with faculty perceiving research as more valued than other mission areas. Service contributions are perceived to be overlooked and difficult to describe and measure. Dissatisfaction with performance evaluations and distribution of rewards is reported in the literature, along with implications for productivity, turnover, and burnout., Summary: Practice faculty are essential for preparing future pharmacists. Performance evaluation criteria for practice faculty are commonly vague, inconsistent, and misaligned with position responsibilities, leading to unclear expectations, job dissatisfaction, and turnover. This is a complex and long-established challenge that the pharmacy Academy should address., Competing Interests: Declaration of Competing Interest None declared., (Copyright © 2024 American Association of Colleges of Pharmacy. Published by Elsevier Inc. All rights reserved.)

Objectives: To evaluate the learning gain and students' perceptions towards Jigsaw collaborative learning in comparison with lectures in learning about pharmacokinetic changes in special populations., Methods: Undergraduates learn about A-D-M-E of specific populations via Jigsaw collaborative learning and didactic lectures. Pre- and post-lesson quizzes were conducted to evaluate the effectiveness of the teaching method in terms of knowledge gain. Surveys comprising Likert scale statements and open-ended questions were conducted to elucidate students' perception towards the teaching methods., Results: From a class of 192 students, 118 (62%) and 110 (57%) students completed the pre- and post-lecture quizzes, respectively, while 176 (92%) and 168 (88%) students completed the pre- and post-Home Group discussion of Jigsaw quizzes, respectively. There was an improvement of 22.2% and 14.3% in median percentage quiz scores for the lecture and Jigsaw method respectively. Most students agreed that they have learned (54-60%) and collaborated (78-89%) through the Jigsaw method and rated Jigsaw as useful for their learning (54%). Open-ended survey responses offered a mixed conclusion where the didactic lecture was perceived to be as, or more effective than the Jigsaw method., Conclusion: Learning gains were observed through the Jigsaw collaborative learning method which relied solely on peer-teaching, despite students perceiving it to be not as effective as lecture. The method provided opportunities for active and peer-learning. Further studies are needed to evaluate the long-term effects of this teaching method., Competing Interests: Declaration of competing interest The authors declare that there is no conflict of interest., (Copyright © 2024 Elsevier Inc. All rights reserved.)

This article is based on pharmacy students using technology in collaborative learning and offers insights for tutors conducting clinical case study discussions. Reflection revealed that collaborative learning, fostering active interaction and asymmetrical roles, positively impacted student engagement. It proved beneficial when the goal was to enhance learners' engagement in a shared task with mutual accountability. Tutors are also encouraged to view teaching as a means of developing students' learning abilities rather than information transmission. This article emphasised the significance of technology, particularly Padlet, in this process, identified by students as an enabler of learning. Suggestions for future development include exploring variables affecting collaborative learning and understanding technology's role in supporting this method. Overall, this reflective work provided valuable guidance for tutors seeking to optimise collaborative learning experiences in case study discussions., Competing Interests: Declaration of competing interest I do not have any competing or conflicts of interest., (Copyright © 2024. Published by Elsevier Inc.)

Background: Pain management is an essential concept to be integrated throughout undergraduate nursing curricula. Many studies have identified a lack of knowledge in pain assessment and management among nurses. Educators have significant roles in preparing students with pain knowledge and application of alternative nonpharmacological pain management techniques., Aim: The purpose of this research study was to explore the impact of instruction on nonpharmacological pain management techniques in both didactic and simulated laboratory settings on nursing students' application of these techniques in clinical settings., Design: A mixed-method descriptive study, with a survey that included closed and open-ended questions., Participants: The sample included 144 first-semester senior prelicensure baccalaureate nursing students., Method: Investigators developed two research questionnaires. All students were given nonpharmacological pain management instruction didactically and practiced in the simulation lab and a hospital-based obstetrical practicum under faculty supervision. The students completed research questionnaires at the semester's conclusion and again prior to graduation., Results: Students reported that they implemented taught nonpharmacological pain management techniques in the clinical setting under faculty supervision. A review of the follow-up questionnaire indicates that graduating seniors did implement the nonpharmacological pain management techniques in other clinical settings and plan to utilize them in their future nursing practice., Conclusions: Teaching nonpharmacological pain management techniques didactically, in a simulation lab and a supervised clinical setting contributes to students' ability to apply these techniques. The findings of this study have implications for nursing education and students' future clinical practice to foster their utilization of nonpharmacological pain management techniques across all settings., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024. Published by Elsevier Inc.)

Background and Objectives: For successful competence-oriented teaching at the medical faculties it is important to identify the factors that influence its implementation in order to benefit from the strengths and balance out weaknesses. The present study examined the success factors and obstacles of the implementation of competence-oriented teaching in the surgical discipline from the point of view of students and lecturers., Methods: After implementation of competence-oriented teaching based on the teaching goals of the NKLM, in clinical examination courses (bedside teaching and block internship, BP) at two hospitals, a qualitative content analysis and quantification of the answers were performed using focus group interviews and questionnaires with students (S) and lecturers (D)., Results: During the summer semester 2022 a total of 31 students and 14 lecturers were interviewed in focus groups and 143 questionnaires (123 S, 20 D) were analyzed. For the students the presence of concrete competences/teaching goals, guidelines for the lesson, transparent goals and ability to demand teaching goals as well as structured lessons and mentoring were the main success factors. Lecturers on the other hand reported the presence of concrete goals, assistance for the lesson preparation and the activity of the students as success factors. The results of the questionnaires showed that the majority (88% S, 75% D) were informed about the teaching goals and considered them to be followed (84%S, 95% D). Obstacles were the factors "time", "mentoring" and "information". Factors that were between negative and positive (indifferent factors) were "uncertainty about competence-orientation" and "uncertainty how to examine the teaching success"., Discussion: Transparent structure and teaching goals as well as a mentoring system are the success factors for the implementation of competence-oriented lessons and should be used as strengths. Indifferent factors represent weaknesses and need to be addressed by training and instruction. Restricted time and personnel resources are the immanent problems that hamper the implementation and require fulminant structural changes., (© 2024. The Author(s).)

Background: The literature has revealed gaps in knowledge and attitudes regarding pediatric pain management among Ghanaian nurses and nursing students that can be attributed to inadequate education in the area. Consequently, nursing tutors teaching pain management might not have the appropriate knowledge to transfer to their students., Purpose: To explore nursing tutors' experiences of teaching pediatric pain management as well as their students' learning experiences before and after the tutors' training workshop., Design: A descriptive qualitative design was employed for the conduct of the study., Methods: Data were collected via focus groups from 32 tutors and 24 students before and after an educational workshop. Data analysis drew on Braun and Clarke's thematic analysis., Findings: Pre-workshop themes revealed knowledge deficits regarding pediatric pain management in both tutors and students due to learning having occurred in bits and pieces. Furthermore, lack of accessibility to books and pain scales perpetuated this bits-and-pieces approach to learning. Post-workshop findings revealed gains in tutors' knowledge and skills. Consequently, students gained new insights into pediatric pain management., Conclusion: Tutors and student nurses had a knowledge deficit regarding pediatric pain management. The educational workshop and the provision of learning materials resulted in enhanced knowledge and attitudes that subsequently improved tutors' ability to effectively teach the topic to their students, with a clear implication for improvements in clinical practice., Clinical Implication: Educating nursing tutors about pediatric pain is imperative to enable students and thus future nurses to be equipped with the necessary evidence-based knowledge of how to manage pediatric pain., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 American Society for Pain Management Nursing. All rights reserved.)

This study aimed to develop and psychometrically test the Faculty Online Teaching Effectiveness Scale (FOTES) based upon both student and faculty perspectives of online teaching and learning in higher education. Online teaching effectiveness is a crucial component of quality education, but it has not been well-defined conceptually, and few studies have been conducted, using relevant domains, to accurately measure online teaching effectiveness. The impact of online course delivery on teaching effectiveness remains unclear. An exploratory sequential mixed methods design was employed with three phases of instrument development and psychometric testing. The FOTES comprises 50 items in seven domains: teaching philosophy, self-efficacy, relationships, course content, learning activities, teaching practices, and satisfaction. The instrument underwent initial testing, yielding positive expert appraisals with good-excellent psychometrics. All domains of the scale were significantly correlated, except for teaching philosophy. The preliminary results of the FOTES provide the empirical evidence to advance additional psychometric validation. This newly developed instrument has the potential to enhance faculty capacity and skill in self-evaluating their teaching effectiveness in online courses, providing a valid and reliable measure. The resulting instrument is poised to promote outcome evaluation and strengthen teaching and learning processes., Competing Interests: Declaration of Competing Interest There is no known conflict of interest to be declared by any of the authors., (Copyright © 2024. Published by Elsevier Ltd.)

Background: Social networks have emerged as powerful tools in education, offering new opportunities for interactive learning. TikTok has gained popularity among young people and has potential for use as a teaching tool in health disciplines., Objective: To evaluate the effectiveness of an educational program based on a multimodal intervention using the TikTok platform to improve theoretical-practical knowledge about diabetic debut and vaccination schedules and satisfaction in nursing students., Design: A quasi-experimental study design., Settings: Faculty of Nursing, University of Cadiz, Spain., Participants: 74 third-year undergraduate university nursing students., Methods: According to Kolb's experiential learning model, a multimodal educational intervention was carried out during the academic year 2022/2023, with 12 h of training. In these sessions, theoretical content on the vaccination calendar and diabetic debut was developed with written case studies. In the last session, 19 working groups were formed and each group was given a practical case study to solve through role-playing and creating a video in TikTok. A questionnaire to measure individual knowledge and a rubric questionnaire were used to evaluate the simulations in TikTok platform., Results: A significant improvement (z = 6.843, p < 0.001) was observed in the mean scores (9.93 ± 1.65) of the posttest of the knowledge questionnaire, used to evaluate abstract conceptualisation abilities. Additionally, a mean score of 10.42 (SD = 1.42) of the items on the rubric questionnaire, designed to assess active experimentation and reflective observation abilities, were correctly performed. It stands out that 97.1 % of the students positively valued the elements of teaching innovation implemented, while 82.9 % showed a high level of satisfaction with their activity., Conclusion: A multimodal educational intervention using TikTok platform proved to be effective in improving the acquisition of theoretical-practical knowledge in the university students included in the study. Therefore, this type of experiential training is recommended for the training of future health professionals., Competing Interests: Declaration of competing interest None., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Aim: To explore the core competencies needed on part of the medical and dental teachers to carry out effective digital teaching for their students., Methods: It was a qualitative study which employed phenomenological approach. The data were collected from 12 teachers who were purposively selected for semi-structured interviews. They were all expert digital teachers. The data were transcribed verbatim, coded and analyzed thematically. Textural and structural description of the themes helped to develop a new competency framework., Results: The data yielded 47 selective codes with 15 sub-themes and five themes. The emergent themes included general digital competencies, specific digital teaching competencies, mastery of the subject matter, mastery of pedagogical strategies and proficiency in using innovative digital technologies for teaching. The themes 1, 2 and 5 relate to digital competencies only whereas the themes 3 and 4 are generic competencies which apply to both digital and non-digital teaching. These generic competencies form the basis of all kinds of teaching, hence equally important for digital teaching., Conclusion: Medical teachers should possess diverse digital competencies. The competency framework that emerged in the current research encompasses the essential attributes that should be included in any future training program aiming at the digital capacity building of the teachers. This will keep them primed for effective digital teaching. Given its crucial importance, the digital teaching competency should be considered as a cross-cutting competency that applies to almost all of the famous eight roles of medical teacher.

Objective: Teaching by trainee doctors is also established practice in general practice in English-speaking countries. This study examines the involvement of trainee doctors in the supervision of students in German general practices and the acceptance of trainee doctors as teachers from the perspective of physicians with a license for post-graduate training (PLT) and the trainee doctors themselves., Methodology: Semi-structured qualitative interviews were conducted with 9 PLTs and 9 trainees. The interview guide was developed based on the Theoretical Framework of Acceptance. Interviews were recorded, transcribed and evaluated using Kuckartz's qualitative analysis., Results: Trainee doctors are involved in student supervision in GP teaching practices to varying degrees and often in unstructured ways. Supervision by trainees is considered advantageous as they are closer in terms of hierarchy, possess more up-to-date knowledge and are less far ahead in terms of knowledge and function as role models. However, professional uncertainty or revealing knowledge gaps to patients and students is experienced as difficult by some trainees. Competing for time with patient care is seen as a challenge. Better time planning and didactic preparation could avoid pressure in this area. Teaching is seen as part of the GP profession, especially by trainee doctors. However, a potential obligation to teach is seen as more of a hindrance to encouraging the next generation of doctors by both trainee doctors and PLTs., Conclusion: The inclusion of trainee doctors in student teaching is frequently practiced by those surveyed, which suggests a high level of acceptance but is not consistently implemented. Structured organization of teaching in real life, didactic qualifications and offering credits for teaching activities might further improve inclusion and acceptance., Competing Interests: The authors declare that they have no competing interests., (Copyright © 2024 Gehrke-Beck et al.)

Objective: To analyze reflective practice in the teaching-learning process of nurses in residency programs in teaching hospitals in Minas Gerais, Brazil., Methods: Case study, based on the reflective practice framework, conducted in two teaching hospitals. Observation and interviews were conducted with first and second-year residents, and five participants were included for in-depth analysis, with their data subjected to frequency distribution analysis and Critical Discourse Analysis., Results: In 519 observed activities, elements of reflection were identified in 22.2%, especially active listening and expression of doubts. Discourses indicated practice as the best moment for teaching-learning due to its potential to generate reflections. Learning by doing and case discussion were considered potential strategies for reflective learning., Conclusion: Know-in-action reflection was evidenced as the predominant formative aspect for residents, with few opportunities for reflection on reflection-in-action.

Aim: To describe educators' conceptions of the pedagogical challenges involved in teaching practical topics to nursing students at clinical skills centres (CSCs)., Design: A qualitative descriptive design., Methods: The study used a phenomenographic approach. Data were collected through individual qualitative interviews with 17 educators teaching at CSCs, between November 2020 and March 2021. The checklist called Consolidated Criteria for Reporting Qualitative Research for qualitative research was used., Results: Three categories of description emerged regarding the educators' conceptions of the pedagogical challenges: teaching with credibility, teaching with confidence and creating a conducive learning environment. These conceptions were interrelated based on the way that the teaching was performed. Further, the results indicate that educators had to manage two different professional areas, that is, nursing and pedagogy, which both needed to be integrated in order to create the right learning environment., Conclusion: To increase competence and confidence, it is recommended to develop educational course for the educators at the clinical skills centre where pedagogy and nursing are intertwined., Implications for the Profession: This study indicated the need for educators to be prepared with credibility and confidence when teaching at CSCs to create a conducive learning environment. In order to develop this, it is key to provide support through formal and informal mentoring and entail the need for educators to combine the two roles of nursing and pedagogy., Reporting Method: Consolidated criteria for reporting qualitative research (COREQ)., Public Contribution: No patient or public contribution., (© 2024 The Author(s). Nursing Open published by John Wiley & Sons Ltd.)

Introduction: Intergenerational mentorship (IM) promotes collaborative learning while challenging traditional hierarchies by promoting bidirectional knowledge exchange between experienced professionals and students. The IM model emphasizes "reverse mentoring" to foster relationships based on respect, responsibility, reciprocity, and resiliency while enhancing education and mentorship quality in the pharmacy and health services research., Perspective: The Collaborative Research on Medication use & family health (CRoME) Lab at the University of Wisconsin-Madison School of Pharmacy showcases intergenerational mentorship in health services research in pharmacy. With a diverse team, including faculty, research scientists, and students, this research Lab specifically applies IM principle into every aspect of teaching and research with a unique focus on building students' skills in community-engaged leadership. For example, student members of the CRoME Lab are mentored to integrate youth perspectives into all aspects of their research and collaborate with multiple advisory boards to improve the quality of their health services research projects. All student members are provided various opportunities to practice community-based and scientific presentations and publication skills. Emphasizing community-engaged leadership extends impact beyond academia, highlighting intergenerational mentorship's influence on community engagement in the field of pharmacy., Implications: The CRoME Lab highlights the profound impact of intergenerational mentorship in pharmacy, fostering collaboration and developing highly skilled pharmacists. This approach is crucial for shaping a blend of tradition and innovation, while benefiting the pharmacy profession by facilitating knowledge transfer, continuous learning, and leadership development among successful alumni., Competing Interests: Declaration of competing interest No authors have conflicts of interest to report., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Objective: To describe the validation and reliability assessment of a rubric designed to assess the participants' teaching portfolios and identify teaching excellence among teaching and learning curriculum (TLC) program participants., Methods: Following focus groups with program leadership at a single TLC program, an initial rubric was developed, consisting of criteria mapped to 5 domains, to be rated on a 4-point scale. The rubric was then redistributed to the TLC program leadership and external stakeholders for evaluation of face and content validity. The rubric was piloted using teaching portfolios from 3 cycles of the program. Cronbach αwas used to measure internal consistency and a 2-way random-effects model was used to assess the inter-rater reliability., Results: A total of 18 portfolios were independently evaluated by 4 raters. The overall mean Cronbach α for internal consistency was 0.90 and ranged from 0.65 to 0.84 by domain. The overall mean intraclass correlation coefficient for inter-rater reliability was 0.95 and ranged from 0.57 to 0.91 by domain., Conclusion: The rubric evaluates characteristics of teaching portfolios important to internal and external stakeholders and had good to excellent internal consistency and inter-rater reliability. It can be adapted and applied by TLC programs to identify teaching excellence., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 American Association of Colleges of Pharmacy. Published by Elsevier Inc. All rights reserved.)

Introduction: Medicinal chemistry instruction in PharmD programs at Canadian universities is considered an important foundational science. However, with few guidelines for the required content most programs have observed a decrease in hours of medicinal chemistry instruction. A Medicinal Chemistry Special Interest Group (SIG) was formed to address these issues nationally and initiated a pan-Canadian environmental scan to better understand the depth and breadth of medicinal chemistry instruction., Methods: The SIG carried out an environmental scan to identify medicinal chemistry content, delivery and assessments in PharmD programs in Canada., Results: Core medicinal chemistry concepts across the PharmD programs are in general agreement with those listed by the Accreditation Council for Pharmacy Education. Medicinal chemistry was typically taught as didactic lectures either as a standalone course or within a pharmacology course, although one program integrated some medicinal chemistry within therapeutics focused problem-based learning. There was no consistent time in program where medicinal chemistry occurred., Conclusions: The SIG found that similar medicinal chemistry content is taught across all Canadian PharmD programs, but incorporation of medicinal chemistry in therapeutics courses was minimal. Core concepts within six high-level overarching themes that guide our collective instruction were identified. The core concepts require developing high-level cognitive processes such as knowledge application and synthesis that practicing pharmacists are expected to possess for entry to practice. We the authors posit that in addition to providing a unique tool for pharmacists to employ in therapeutic decision-making, medicinal chemistry also provides early practice of important problem-solving and critical thinking skills., Competing Interests: Declaration of competing interest The authors listed above have no conflict of interest to declare and no affiliations with or involvement in any organization or entity with any financial interest in this submission., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Regulatory drivers of teacher quality and teacher professionalism are increasingly being utilised in Australia and internationally to improve children's outcomes. In the context of a recent national review on teacher registration, this article reports on findings from a small-scale study that investigated three early childhood teachers' perceptions of teacher registration in New South Wales, Australia. The participants rejected discursive truths about the need for and benefits of teacher registration, associating this relatively new mechanism of teacher accountability as a threat to teachers' professional practice and job satisfaction, and to centres' provision of quality early childhood education. The findings problematise a discourse of teacher professionalism made enticing by a vow to bring early childhood teachers in from the margins of the educator sector. [ABSTRACT FROM AUTHOR]

Background: Near-peer teaching, a type of peer teaching traditionally used in medical education, has gained popularity as a way of enhancing students' learning in undergraduate health disciplines such as nursing, physiotherapy and paramedicine. Research has established the positive impact of near-peer teaching on health professional students' cognitive and psychomotor outcomes; however, little is known about its influence on students' self-efficacy beliefs, which are important predictors of future clinical performance., Aim: To determine the influence, if any, of near-peer teaching participation on undergraduate health professional students' self-efficacy beliefs., Design: Whittemore and Knafl's integrative review framework was used as a guide to synthesise diverse literature including quantitative, qualitative, and mixed methods peer-reviewed studies and grey literature., Review Methods and Data Sources: A search was conducted of published literature prior to October 2023 using the MEDLINE, Embase, SCOPUS, ERIC, PsycINFO and CINAHL databases; 1376 non-duplicate studies were identified. Following independent screening by two authors, nine studies were included in the review. Critical appraisal of studies was performed using the Mixed Methods Appraisal Tool. Data were extracted and compared to generate themes related to students' self-efficacy outcomes., Results: Seven included studies were quantitative survey-based; five were from medicine. Two studies met all methodological quality criteria. In seven studies, near-peer teaching participation positively influenced junior (i.e., first- and second-year) health professional students' self-efficacy in three domains - psychomotor skills, interprofessional skills and critical thinking. In four studies, near-peer teaching participation enhanced senior (i.e., final- or penultimate-year) health professional students' self-efficacy in teaching., Conclusions: Few high-quality studies with a focus on near-peer teaching's influence on health professional students' self-efficacy beliefs were found. Available evidence suggests that near-peer teaching may positively impact health professional students' self-efficacy beliefs across several domains. More rigorous, multi-perspective investigations are needed from various health disciplines to build upon this evidence., Competing Interests: Declarations of interest None, (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Copyright of RIE: Revista de Investigacion Educativa is the property of RIE: Revista de Investigacion Educativa 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.)

Introduction: Developing the clinical reasoning skills necessary to becoming an astute diagnostician is essential for medical students. While some medical schools offer longitudinal opportunities for students to practice clinical reasoning during the preclinical curriculum, there remains a paucity of literature fully describing what that curriculum looks like. As a result, medical educators struggle to know what an effective clinical reasoning curriculum should look like, how it should be delivered, how it should be assessed, or what faculty development is necessary to be successful. We present our Introduction to Clinical Reasoning course that is offered throughout the preclinical curriculum of the Uniformed Services University of the Health Sciences. The course introduces clinical reasoning through interactive lectures and 28 case-based small group activities over 15 months.The curriculum is grounded in script theory with a focus on diagnostic reasoning. Specific emphasis is placed on building the student's semantic competence, constructing problem lists, comparing and contrasting similar diagnoses, constructing a summary statement, and formulating a prioritized differential diagnosis the student can defend. Several complementary methods of assessment are utilized across the curriculum. These include assessments of participation, knowledge, and application. The course leverages clinical faculty, graduate medical education trainees, and senior medical students as small group facilitators. Feedback from students and faculty consistently identifies the course as a highly effective and engaging way to teach clinical reasoning., Conclusion: Our Introduction to Clinical Reasoning course offers students repeated exposure to well-selected cases to promote their development of clinical reasoning. The course is an example of how clinical reasoning can be taught across the preclinical curriculum without extensive faculty training in medical education or clinical reasoning theory. The course can be adapted into different instructional formats to cover a variety of topics to provide the early learner with sequential exposure and practice in diagnostic reasoning., (© The Association of Military Surgeons of the United States 2024. All rights reserved. For commercial re-use, please contact reprints@oup.com for reprints and translation rights for reprints. All other permissions can be obtained through our RightsLink service via the Permissions link on the article page on our site–for further information please contact journals.permissions@oup.com.)

Background: Text-generating artificial intelligence (AI) such as ChatGPT offers many opportunities and challenges in medical education. Acquiring practical skills necessary for using AI in a clinical context is crucial, especially for medical education., Objective: This explorative study aimed to investigate the feasibility of integrating ChatGPT into teaching units and to evaluate the course and the importance of AI-related competencies for medical students. Since a possible application of ChatGPT in the medical field could be the generation of information for patients, we further investigated how such information is perceived by students in terms of persuasiveness and quality., Methods: ChatGPT was integrated into 3 different teaching units of a blended learning course for medical students. Using a mixed methods approach, quantitative and qualitative data were collected. As baseline data, we assessed students' characteristics, including their openness to digital innovation. The students evaluated the integration of ChatGPT into the course and shared their thoughts regarding the future of text-generating AI in medical education. The course was evaluated based on the Kirkpatrick Model, with satisfaction, learning progress, and applicable knowledge considered as key assessment levels. In ChatGPT-integrating teaching units, students evaluated videos featuring information for patients regarding their persuasiveness on treatment expectations in a self-experience experiment and critically reviewed information for patients written using ChatGPT 3.5 based on different prompts., Results: A total of 52 medical students participated in the study. The comprehensive evaluation of the course revealed elevated levels of satisfaction, learning progress, and applicability specifically in relation to the ChatGPT-integrating teaching units. Furthermore, all evaluation levels demonstrated an association with each other. Higher openness to digital innovation was associated with higher satisfaction and, to a lesser extent, with higher applicability. AI-related competencies in other courses of the medical curriculum were perceived as highly important by medical students. Qualitative analysis highlighted potential use cases of ChatGPT in teaching and learning. In ChatGPT-integrating teaching units, students rated information for patients generated using a basic ChatGPT prompt as "moderate" in terms of comprehensibility, patient safety, and the correct application of communication rules taught during the course. The students' ratings were considerably improved using an extended prompt. The same text, however, showed the smallest increase in treatment expectations when compared with information provided by humans (patient, clinician, and expert) via videos., Conclusions: This study offers valuable insights into integrating the development of AI competencies into a blended learning course. Integration of ChatGPT enhanced learning experiences for medical students., (© Anita V Thomae, Claudia M Witt, Jürgen Barth. Originally published in JMIR Medical Education (https://mededu.jmir.org).)

Objective: To assess the impact of peer-assisted learning (PAL) on students' proficiency in patient interviewing skills and to explore medical students' perception on peer tutors in educational setting., Methods: A cross-sectional observational study was performed in the College of Medicine, Hawler Medical University, Erbil, Iraq, between September 2021 and November 2021. The participants included second year medical students who were attending the Integrated Basic Sciences (IBS) module. The peer tutors were chosen from a group of sixth year medical students who had completed an intensive 18-hour communication skills course. The summative video assessment marks of study participants and their perceptions on the process were compared between the faculty-led group and the peer-assisted learning (PAL) group., Results: Peer-assisted learning group (n = 83) had significantly higher mean (SD) scores compared to those in the faculty-led group (n = 92), [74.6 (8.1) vs 70.4 (7.1), P < 0.001]. Encouraging feedback was received from students regarding the PAL sessions with the most positive feedback regarding the ease in asking questions., Conclusion: Peer-assisted learning improved students' performance in patient interviewing skills and fostered positive perceptions of the learning experience.

This study evaluated learning agreements (LA) as a teaching-learning tool when administered to eleven postgraduate students in Pediatrics, with each learner moving at an individual pace. After LA, the median (IQR) Gap-Kalamazoo Communication Skills Assessment Score (GKCSAC) of students increased from 14 (11, 14) to 27 (27, 33); P = 0.003. The scores on all the nine distinct components of the GKCSAC exhibited a statistically significant increase (P < 0.01). Additionally, all students perceived themselves as more competent and confident in their communication skills.

Purpose: To evaluate the application effect of PDCA cycle teaching mode in the standardized training and teaching of dental residents in prosthodontics speciality., Methods: A total of 46 dental residents in Shanghai Stomatological Hospital from 2020 to 2022 were selected as the research subjects, and divided into experimental group (n=23) and control group(n=23), the control group adopted conventional teaching method, while the experimental group adopted PDCA cycle teaching method on the basis of the control group. The theoretical assessment, clinical operation assessment and satisfaction of the teaching effect of the two groups of residents were compared with SPSS 20.0 software package., Results: The theoretical assessment, clinical operation assessment and satisfaction of the residents in the experimental group were all higher than the data obtained in the control group, and the difference was statistically significant(P＜0.05)., Conclusions: Compared with the traditional model teaching group, PDCA cycle teaching model can train the dental residents more personalized, better improve the clinical comprehensive quality and professional level, and achieve good feedback effect.

Aim: This paper aimed to examine the psychometric properties of a modified version of the Self-Efficacy in Clinical Teaching Scale with a sample of undergraduate nursing students., Background: Enhancing nursing students' self-efficacy in clinical teaching is important for developing their clinical teaching capabilities, which ultimately contributes to safe quality healthcare. Little is known about nursing students' self-efficacy in clinical teaching, potentially due to a lack of validated instruments to measure their self-efficacy in clinical teaching., Design: This study used a cross-sectional survey design., Methods: In 2022, a convenience sample of Year 2 and Year 3 nursing students in an Australian Bachelor of Nursing Program completed the modified Self-Efficacy in Clinical Teaching Scale. The scale's construct validity was assessed using known-group measures (year level and peer teaching experience) and confirmatory factor analysis. Concurrent validity was established through correlation with a visual analogue scale and reliability was tested with Cronbach's alpha., Results: Three hundred and nineteen surveys were analysed. The mean total self-efficacy in clinical teaching score for Year 2 participants was significantly lower than that of Year 3 participants (mean difference = -11.13, 95 % CI [-16.33, -5.93]). Participants with peer teaching experience had a significantly higher mean total score compared with those without peer teaching experience (mean difference = 15.32, 95 % CI [8.74, 21.91]). The scale's relative chi-square test was acceptable (CMIN/df = 4.69); other fit indices were within or just outside acceptable parameters (RMSEA =.11; SRMR =.039; NFI =.89; RFI =.88; IFI =.91; TLI =.90; CFI =.91). There was a strong correlation between participants' total self-efficacy in clinical teaching scores and their visual analogue scale scores (r =.83, n = 314, p <.001 [two-tailed]). Cronbach's alpha for the total scale was .98., Conclusions: The modified Self-Efficacy in Clinical Teaching Scale was sensitive to student year level and peer teaching experience. When subjected to confirmatory factor analysis, the scale's model was an acceptable fit across several indices. These findings support an argument for the scale's construct validity. Total self-efficacy scores were strongly correlated with visual analogue scales, suggesting concurrent validity. Using Cronbach's alpha, the scale was found to be reliable, however may benefit from a reduction of item numbers. The modified Self-Efficacy in Clinical Teaching Scale may support future investigations of undergraduate nursing students' self-efficacy in clinical teaching and contribute to an understanding of health professional students' self-efficacy in clinical teaching across disciplines., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Background: Campus-based clinical learning centres are used for practice and learning in nursing students' education and can be arenas in which to enhance students' awareness and competence in social justice issues. Norm-critical approaches can be used as pedagogical tools in these centres to prepare students for hands-on caring situations in which social norms can bias the outcome., Objectives: To describe nursing teachers' conceptions of learning norm-critical approaches and implementing them in a clinical training centre., Setting and Participants: The study is based on interviews with 10 teachers at a Swedish university college., Methods: The data was analysed using a phenomenographic approach., Results: Five categories of description emerged in the analysis that described conceptions related to norm-critical approaches. These categories were: personally developing and meaningful; easily integrated with established nursing concepts; highlighting surrounding power; something to lean on when letting students take the first steps in norm-critical initiatives; and helping implementation in teaching and education., Conclusions: Teachers who are facing the task of providing norm-critical, practical education to nursing students in campus-based clinical learning environments are ambivalent towards the core principles of norm criticism, which they conceive as natural and provoking, at the same time. We therefore need to un-dramatise norm criticism and better prepare teachers in how to use it. Teachers would benefit from follow-up activities and formal collaborations regarding norm-critical teaching, so that they are given context to discuss, reflect, and learn from each other., Competing Interests: Declaration of competing interest The authors declare that they have no conflict of interest., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Introduction: The pharmacy profession faces a lack of evidence pertaining to pharmaceutical care in oncology, both in terms of its effectiveness and its integration into clinical practice. While Europe-based pharmacists are active in many therapeutic areas, their role in cancer care is less defined. Conversely, the complexity of oncology, increasing cancer cases, and evolving therapies highlight the potential for pharmacists in this field. Their limited involvement in Europe may be attributed to inadequate undergraduate training and research., Perspective: Collaborative care shows potential in oncology, but still needs more trial evidence. Here, we can learn from pharmaceutical care in cardiology, where more research has been conducted. The limited role of pharmacists in oncology may be due to a lack of focus on oncology research and insufficient education., Implications: Addressing the teaching gap requires improving oncology education in pharmacy programs, at both undergraduate and postgraduate levels. Current postgraduate courses and US PharmD programs could serve as models. Equipping pharmacy students with fundamental oncology knowledge is a vital first step, for further meaningful research and practice. Formal education could bridge the gap between evidence and practice in these fields., Competing Interests: Declaration of competing interest The authors declare no conflicts of interest to disclose., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Background: Pedagogical frameworks grounded in social justice, such as decolonizing and anti-racist educational practices, are essential in nursing programs. While scholars have begun to examine nurse educators' conceptualizations of social justice, there remains a lack of knowledge about student perspectives regarding nurse educators' approaches to incorporating social justice in education., Objective: To understand nursing students' perceptions about educational strategies that develop critical awareness and engagement with social justice and positively influence professional practice., Design: A qualitative study informed by Critical Feminist Pedagogy and guided by Interpretive Description methodology., Settings: A school of nursing in Western Canada., Participants: Ten undergraduate and graduate nursing students recruited through convenience sampling., Methods: Students participated in one-on-one semi-structured interviews. A set of questions developed to facilitate data analysis allowed the deconstruction of the data to identify broad-based inductive categories. Contrast and comparison methods were also used. Members of the research team provided analytic insights into the categories, and subsequently, all members discussed the findings and developed the interpretive frame., Results: Student participants reported that educational strategies promoting awareness and engagement with social justice need to go beyond superficial engagement and awareness of social justice. Researchers' analysis suggests that cohesiveness between awareness and action in social justice is urgently needed within academia to adopt a decolonizing and anti-racist pedagogy in nursing and better prepare students for professional practice. From the data analysis, teaching strategies that enhance cohesiveness include: embracing personal development, creating community spaces and disrupting knowledge and curriculum hierarchies., Conclusions: Understanding students' perceptions and incorporating their suggestions is critical to integrating socially just teaching practices that embrace a learner-centred pedagogy. Our findings offer suggestions for teaching strategies that foster critical awareness and engagement with social justice. Combined, these contribute to our understanding of signature pedagogies in nursing with the intention of increasing the adoption of anti-racist and decolonizing approaches., Competing Interests: Declaration of competing interest None., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Background: The key step in evaluating the quality of clinical nursing practice education lies in establishing a scientific, objective, and feasible index system. Current assessments of clinical teaching typically measure hospital learning environments, classroom teaching, teaching competency, or the internship quality of nursing students. As a result, clinical evaluations are often insufficient to provide focused feedback, guide faculty development, or identify specific areas for clinical teachers to implement change and improvement. Therefore, the purpose of our study was to to construct a scientific, systematic, and clinically applicable evaluation index system of clinical nursing practice teaching quality and determine each indicator's weight to provide references for the scientific and objective evaluation of clinical nursing practice teaching quality., Methods: Based on the "Structure-Process-Outcome" theoretical model, a literature review and Delphi surveys were conducted to establish the evaluation index system of clinical nursing practice teaching quality. Analytic Hierarchy Process (AHP) was employed to determine the weight of each indicator., Results: The effective response rate for the two rounds of expert surveys was 100%. The expert authority coefficients were 0.961 and 0.975, respectively. The coefficient of variation for the indicators at each level ranged from 0 to 0.25 and 0 to 0.21, and the Kendall harmony coefficients were 0.209 and 0.135, respectively, with statistically significant differences (P < 0.001). The final established index system included 3 first-level, 10 second-level, and 29 third-level indicators. According to the weights computed by the AHP, first-level indicators were ranked as "Process quality" (39.81%), "Structure quality" (36.67%), and "Outcome quality" (23.52%). Among the secondary indicators, experts paid the most attention to "Teaching staff" (23.68%), "Implementation of teaching rules and regulations (14.14%), and "Teaching plans" (13.20%). The top three third-level indicators were "Level of teaching staff" (12.62%), "Structure of teaching staff" (11.06%), and "Implementation of the management system for teaching objects" (7.54%)., Conclusion: The constructed evaluation index system of clinical nursing practice teaching quality is scientific and reliable, with reasonable weight. The managers' focus has shifted from outcome-oriented to process-oriented approaches, and more focus on teaching team construction, teaching regulations implementation, and teaching design is needed to improve clinical teaching quality., (© 2024. The Author(s).)

Objectives: to understand nursing students' perception regarding Escape Room use to develop leadership skills., Methods: a qualitative exploratory-descriptive study, with 97 nursing students. Escape Room game sessions were held, totaling ten. Subsequently, a debriefing and analysis was carried out using the Discourse of the Collective Subject method, through the focus group technique. Ethical procedures were respected., Results: students' perceptions about using this methodology to develop leadership skills were positive and significant. The effectiveness of the game in teaching and developing these skills in nursing practice stands out., Final Considerations: the game was an effective active methodology in approaching the proposed content, promoting satisfaction and easy assimilation.

Background The challenge faced by an undergraduate medical student to draw factually correct histology diagrams needs to be addressed by the use of innovative teaching strategies. We introduced a new method to teach drawing of histology diagrams and compared its outcome with two preexisting methods. We obtained feedback from the students and faculty. Methods We introduced an innovation (method 3): A validated hand-drawn pencil sketch of a histology diagram was provided to the students. Students drew on the pencil sketch with haematoxylin and eosin (H&E) pencils and coloured it. They then drew the same diagram afresh. Three diagrams of systemic histology were chosen and the evaluation criteria shared with students. The students drew all three diagrams once, each by a different method. The scores of method 3 were compared with the other two methods, copying from standard atlas (method 1) and from hand-drawn colour chart made by teacher (method 2). Feedback was sought from students and faculty by means of a google form. Results A total of 112 students (of 167 who volunteered) completed the study. The mean (SD) score obtained by method 3 (4.83 [0.298]) was higher than the mean score by method 1 (3.91 [0.95]) and method 2 (4.82 [0.27]). There was a statistically significant difference between method 3 and method 1 (p<0.01), and method 2 and method 1 (p<0.01). However, the difference in scores between methods 3 and 2 was not statistically significant (p>0.05). Conclusion We found method 3 (the innovation) to be better than one of the pre-existing methods (method 1) but not better than method 2. The quality of diagrams produced by methods 2 and 3 were better than those by method 1, and equally so. The ease of drawing and time taken to draw were the best for method 2. Hence, overall, method 2 may be adjudged the best method.

Background: As healthcare depends on health information technology, there is a growing need for Health Informatics competencies in daily practice. This review aimed to explore how the teaching of education in HI has been arranged. 28 publications, published in English between 2016 and 2020 and obtained from selected bibliographic databases, were reviewed. The data was analyzed using deductive content analysis with the following pre-formulated topics: target audience, course content and learning arrangements . The results highlight three key competencies: documentation and communication, management, and understanding of health information technology. It underlines a blended teaching method to improve the competencies of healthcare professionals, graduates, undergraduates, and suggests adding active interactions, multi-professional interactions, and hands-on skills. This study highlights the importance of adapting to changes in healthcare, improving HI competencies in healthcare, and fostering positive digital experiences. It underlined the need for practical training, in theory and hands-on sessions, including key competencies in documentation and communication, management and health information systems., Competing Interests: Declaration of conflicting interestsThe author(s) declare no potential conflicts of interests with respect to the study, authorship, and/or publication of this article.

Background: Nursing students need to learn about sexually transmitted infections and preeclampsia. Cinenureducation is a rigorous method that uses materials from commercial movies or television series to teach health sciences students., Objectives: Using content analysis of the television series Call the Midwife, design a cinenureducation activity teaching nursing students about sexually transmitted infections and preeclampsia. Evaluate its effectiveness in knowledge acquisition. DESIGN, IMPLEMENTATION, AND PRE-POST ASSESSMENT OF KNOWLEDGE GAIN FOR TEACHING ACTIVITIES: The study comprised three main steps: designing the teaching activity, implementing it, and analyzing its pedagogical effectiveness through a pre-and-post study to assess knowledge acquisition resulting from the teaching activity., Participants: A six-member panel assessed the suitability of materials for the teaching goals. All second-year undergraduate nursing students in the course "Nursing management and leadership" at a nursing school in the 2022-2023 academic year were invited to participate (N = 160)., Methods: The panel conducted a content analysis of the first two seasons of the series to determine the usefulness of each episode for teaching the chosen topics. Students were randomly assigned to groups watching episodes emphasizing either sexually transmitted infections or preeclampsia, followed by discussion. Learning was gauged through a pre-post viewing 20-question multiple-choice test. Additionally, students' satisfaction was evaluated., Results: A total of 142 nursing students participated. Significant differences between mean scores before and after intervention were found [6.90 vs. 6.42 on the preintervention assessment, p < 0.05; mean gain, 0.49 (95 % CI: 0.22-0.76)]. Most students were satisfied with the activity., Conclusions: The activity was useful for teaching about sexually transmitted infections and preeclampsia. The use of a television series portraying nurses enables the exploration of these critical topics. This has potential implications for integrating similar methods into nurse education curricula, emphasizing the broader impact of the research on pedagogical practices in healthcare education., Competing Interests: Declaration of competing interest The authors declare no competing interests., (Copyright © 2024 The Author(s). Published by Elsevier Ltd.. All rights reserved.)

Objective: Compare Cardiovascular Risk between workers in Brazil and Portugal who work in the teaching context and its relationship with Lifestyle and Common Mental Disorder., Methods: Cross-sectional study that compared the cardiovascular health conditions of teaching workers in Manaus (Brazil) and Coimbra (Portugal). The odds ratio between groups was estimated., Results: The differences were: Smoking and hypercholesterolemia in participants from Portugal. Hypertension, chronic disease, increased abdominal perimeter, common mental disorder, and absence from work in Brazil. The variables with the greatest effect for high cardiovascular risk were: Country-Portugal [17.273 (95%CI1.538-193.951)], sex-male [61.577 (95%CI5.398-702.469)] and smoking [593.398 (95%CI57.330-6.142.020)]., Conclusion: The differences in risk between groups showed that participants from Portugal, men, with high blood pressure and/or smokers are the most vulnerable to having a cardiovascular event. There is a need for interventions to promote cardiovascular health in the workplace in both countries.

Introduction: The electrocardiogram (ECG) is a fundamental tool in medical practice. At the Faculty of Medicine of Tunis (FMT), it is usually taught during a lecture. FMT's Physiology Department has innovated its teaching by introducing simulation workshops., Aim: This study aimed to assess the students' satisfaction with teaching ECG by simulation., Methods: This was a cross-sectional descriptive study, carried out in April 2018, including 160 students in the first year of the first cycle of medical studies, divided into 10 groups. The students attended an ECG simulation workshop at the FMT media library and then answered a satisfaction form and a self-assessment questionnaire for the workshop., Results: More than 50% of the students answered either satisfied or very satisfied with the duration of the course, the room, the method of the teacher, and their participation in the course of the session. Regarding teaching support, 19.3% of the students were very satisfied with the practice of the ECG on a mannequin versus 25% for the practice on a voluntary student. For the number of students per group, 42.1% of students were dissatisfied., Conclusion: This study highlights the weak points of this simulation workshop in order to improve it. Then, it helps to build students' confidence and encourage their adherence to the feedback process. Finally, it shows students' enthusiasm for new teaching methods such as simulation. It would be interesting to generalize this evaluation process for the improvement of medical education and the training of future doctors.

Background. Occupation is the core domain of occupational therapy, and an occupational perspective is foundational for practice. Research has explored how an occupational perspective is taught. Yet, little has explored the Canadian occupational therapy educational context. There are national differences in core competencies and accreditation standards and nuances in how occupation is defined and what conceptual models are used. As such, a Canadian perspective may offer new understandings of value both within and outside of Canada. Purpose. To understand how, in Canada, educators teach and evaluate student occupational perspectives in entry-level master of occupational therapy programs. Method. This study used a descriptive qualitative design with an interpretive approach. Semi-structured interviews were used to gather data from 12 educators from Canadian entry-level occupational therapy programs. Reflexive thematic analysis was used for data analysis. Findings. Five themes were identified: (1) occupational perspectives as pedagogy (2) it's a process, not an end state; (3) "everybody is involved": a community of educators; (4) thinking critically; and (5) "hard to evaluate." Conclusion. The complex, dynamic, and contextualized nature of an occupational perspective calls for critical, reflexive, communal, and innovative pedagogical and assessment approaches.