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

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

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

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

Project-based learning is popular among educators and has been touted as an educationally viable option for all learners, yet limited empirical research exists to demonstrate its effectiveness with students with disabilities. In this paper, the authors investigate the alignment of project-based learning elements with high leverage practices in special education and enhanced anchored instruction, a similar problem-based learning approach with an evidence base with students with disabilities. Project-based learning shares multiple common elements with high leverage practices and enhanced anchored instruction, suggesting that it has the strong potential to be an effective approach for use with students with disabilities. Systematic research needs to be conducted with various groups of students with disabilities across grade levels and content areas to support the claim "project-based learning for all." [ABSTRACT FROM AUTHOR]

A well-developed diagnostic competence is an essential prerequisite for successful teaching and significantly contributes to students' academic and personal development. However, teachers often fail to adequately assess student characteristics such as performance, motivation, or anxiety. Diagnostic competence should already be promoted during teacher education to prepare teachers early for real diagnostic situations and to avoid negative consequences of possible pedagogical mistakes. This paper compares a teacher-centered, a problem-based, and a digital simulation-based intervention for training different aspects of diagnostic competence in a sample of N = 166 preservice teachers regarding their effectiveness. We found advantages for the simulation-based intervention regarding intrinsic motivation and interest, disadvantages for the teacher-centered intervention regarding a systematic approach in the diagnostic process and disadvantages for the problem-based intervention regarding extraneous cognitive load. Results are discussed in particular in terms of their practical implications for teacher education and increasingly digital teaching. [ABSTRACT FROM AUTHOR]

Aim: To assess student nurses understanding and skills in the application of antimicrobial stewardship knowledge to practice. Design: Quantitative. Methods: Cross‐sectional survey. Results: Five hundred and twenty three student nurses responded across 23 UK universities. Although students felt prepared in competencies in infection prevention and control, patient‐centred care and interprofessional collaborative practice, they felt less prepared in competencies in which microbiological knowledge, prescribing and its effect on antimicrobial stewardship is required. Problem‐based learning, activities in the clinical setting and face‐to‐face teaching were identified as the preferred modes of education delivery. Those who had shared antimicrobial stewardship teaching with students from other professions reported the benefits to include a broader understanding of antimicrobial stewardship, an understanding of the roles of others in antimicrobial stewardship and improved interprofessional working. Conclusion: There are gaps in student nurses' knowledge of the basic sciences associated with the antimicrobial stewardship activities in which nurses are involved, and a need to strengthen knowledge in pre‐registration nurse education programmes pertaining to antimicrobial management, specifically microbiology and antimicrobial regimes and effects on antimicrobial stewardship. Infection prevention and control, patient‐centred care and interprofessional collaborative practice are areas of antimicrobial stewardship in which student nurses feel prepared. Interprofessional education would help nurses and other members of the antimicrobial stewardship team clarify the role nurses can play in antimicrobial stewardship and therefore maximize their contribution to antimicrobial stewardship and antimicrobial management. Implications for the Profession: There is a need to strengthen knowledge from the basic sciences, specifically pertaining to antimicrobial management, in pre‐registration nurse education programmes. Patient or Public Contribution: No patient or public contribution. Impact: What Problem Did the Study Address?: Nurses must protect health through understanding and applying antimicrobial stewardship knowledge and skills (Nursing and Midwifery Council 2018); however, there is no research available that has investigated nurses understanding and skills of the basic sciences associated with the antimicrobial stewardship activities in which they are involved. What Were the Main Findings?: There are gaps in student nurses' knowledge of the basic sciences (specifically microbiology and prescribing) associated with the antimicrobial stewardship activities in which nurses are involved. Problem‐based learning, and activities in the clinical setting, were reported as useful teaching methods, whereas online learning, was seen as less useful. Where and on Whom Will the Research Have an Impact?: Pre‐registration nurse education programmes. Reporting Method: The relevant reporting method has been adhered to, that is, STROBE. [ABSTRACT FROM AUTHOR]

The transition to virtual learning formats during the COVID-19 pandemic necessitated substantial curricular adjustments to the University of Hawai'i John A. Burns School of Medicine. This study compares student satisfaction and academic performance between the pre-pandemic (up through March 25, 2020) and pandemic (after March 25, 2020) periods. Standard end of course surveys for first year (M1) and second year (M2) courses and exam scores were compared between the pre-pandemic and pandemic groups. The median exam scores for problem-based learning generally increased for M1 and M2 courses during the pandemic, whereas Anatomy scores showed variability with some declining and some remaining stable or inclining. End-course evaluations indicated a significant decrease in student-perceived effectiveness for PBL, Lecture and Anatomy during the initial pandemic period. However, survey ratings for the learning environment improved in later courses, suggesting adaptation over time. Notably, Anatomy exam scores and course ratings improved significantly later in the pandemic which may be attributed to the development of virtual resources and early introduction of in-person sessions. This study provides insight into the dynamic effects of the pandemic on medical education, enhancing understanding of student experiences and academic outcomes during this challenging time. This study underlines adaptations in the curriculum that were effective, highlighting the resilience of the curriculum and students in maintaining quality education during the pandemic. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper aimed primarily at the practitioner is to offer foundational information regarding reciprocal-reflective approach to learning (RRAL). Presentation and explanation include conceptual and theory grounding of the processes to be initiated by a manager for collaboration with an employee. A detailed model reflective of the approach is presented. Conceptual and practice-aimed information may be adapted for training and development. Design/methodology/approach: Explanations of employee learning often place the manager in role(s) of teacher, guide, coach and/or expert. Proposed here is an approach in which manager and individual employee, jointly, make use of a learning approach which is representative of an experiential, action or problem-based form of learning from which they both can learn. The manager can initiate the process in which both participants collaborate to identify some specific, shared learning goals aimed at the matters under consideration. Other goals, likely more personal in the case of each participant, may also be identified and efforts made to help one another attain progress regarding such goals. The RRAL process as explained mirrors a bifurcation of instrumental behaviors (focus on learning activities) and emotional behaviors (caring and sharing resulting in a strengthened relationship and trust). Findings: Relying on research that clearly identifies various supportive behaviors on the part of the manager, a detailed example of a plan is provided. The plan is driven by shared aims, focus, feedback and adjustment. In addition to individual learning goals, the manager has the opportunity to make her/his own role adjustments that lead to positive, supportive actions stimulating the quality of the relationship with the employee including the building of trust. Practical implications: Using the example provided as a guide can be very helpful to a manager with limited experience in instigating employee learning and change. Initial use may be regarded as an experiment subject to much analysis and discussion by both participants as they contemplate how to work together in future reciprocal learning endeavors. Originality/value: Currently, there is little research available that expresses how manager and employee can work as partners on some matter (change, problem, improvement) in a collaborative, reciprocal fashion. This paper, as an example, should demonstrate that skills and knowledge of both participants can improve and progress made regarding the issue at hand. The RRAL can be fashioned by the participants to yield progress and a more positive relationship. [ABSTRACT FROM AUTHOR]

Recently, the construction of cryptographic schemes based on hard lattice problems has gained immense popularity. Apart from being quantum resistant, lattice-based cryptography allows a wide range of variations in the underlying hard problem. As cryptographic schemes can work in different environments under different operational constraints such as memory footprint, silicon area, efficiency, power requirement, and so on, such variations in the underlying hard problem are very useful for designers to construct different cryptographic schemes. In this work, we explore various design choices of lattice-based cryptography and their impact on performance in the real world. In particular, we propose a suite of key-encapsulation mechanisms based on the learning with rounding problem with a focus on improving different performance aspects of lattice-based cryptography. Our suite consists of three schemes. Our first scheme is Florete, which is designed for efficiency. The second scheme is Espada, which is aimed at improving parallelization, flexibility, and memory footprint. The last scheme is Sable, which can be considered an improved version in terms of key sizes and parameters of the Saber key-encapsulation mechanism, one of the finalists in the National Institute of Standards and Technology's post-quantum standardization procedure. In this work, we have described our design rationale behind each scheme. Furthermore, to demonstrate the justification of our design decisions, we have provided software and hardware implementations. Our results show Florete is faster than most state-of-the-art KEMs on software platforms. For example, the key-generation algorithm of high-security version Florete outperforms the National Institute of Standards and Technology's standard Kyber by 47%, the Federal Office for Information Security's standard Frodo by 99%, and Saber by 57% on the ARM Cortex-M4 platform. Similarly, in hardware, Florete outperforms Frodo and NTRU Prime for all KEM operations. The scheme Espada requires less memory and area than the implementation of most state-of-the-art schemes. For example, the encapsulation algorithm of high-security version Espada uses 30% less stack memory than Kyber, 57% less stack memory than Frodo, and 67% less stack memory than Saber on the ARM Cortex-M4 platform. The implementations of Sable maintain a tradeoff between Florete and Espada regarding software performance and memory requirements. Sable outperforms Saber at least by 6% and Frodo by 99%. Through an efficient polynomial multiplier design, which exploits the small secret size, Sable outperforms most state-of-the-art KEMs, including Saber, Frodo, and NTRU Prime. The implementations of Sable that use number theoretic transform-based polynomial multiplication (SableNTT) surpass all the state-of-the-art schemes in performance, which are optimized for speed on the Cortext M4 platform. The performance benefit of SableNTT against Kyber lies in between 7-29%, 2-13% for Saber, and around 99% for Frodo. [ABSTRACT FROM AUTHOR]

Invention Education (IvE), a form of problem-based learning, presents new challenges for educational assessments in public schooling because traditional assessments were designed to evaluate learning in singular disciplines. This study explores the challenges and possibilities for assessing new knowledge and capabilities acquired through students' engagement with multiple disciplines through IvE. Guided by constructivist and sociocultural theories, as well as an understanding of IvE principles and practices derived from the literature on IvE, we examine the phases of work within a national IvE program for high school students and educators. We then examine ways existing assessments align with the work at each stage of the IvE process. Findings from this case study underscore the need for a flexible assessment system with multiple measures (e.g., disciplinary knowledge and practices, skill inventories, etc.). The system must account for variations in learning contexts, individual and collective achievements, and varying lengths of time students engage in IvE. [ABSTRACT FROM AUTHOR]

The use of active methodologies in the first years of university technical education is a difficult task to approach from two different points of view: from the student's point of view, since it implies a greater participation in the teaching-learning process, to which he/she is not used to; and from the teacher's point of view, because of the difficulty involved in the design of activities, particularly in basic subjects of the first year. This article shows an experience of autonomous work using Problem Based Learning applied to the study of real functions of a real variable, as part of the subject Calculus of several Engineering degrees. The result is positive with an improvement in autonomous work when active methodologies are used. From the analysis performed, and using a dataset spanning three academic years and including a diverse sample of 527 students, our study provides a solid basis for researchers, designers and especially mathematics educators to improve student performance by introducing active methodologies. The increased generalizability and implications for educational practice place our study as a valuable contribution to the field, making the way easier for using Problem Based Learning in early grades. [ABSTRACT FROM AUTHOR]

Background: Due to the complex and abstract anatomy of the nervous system, neurology has become a difficult subject for students of clinical disciplines. It is imperative to develop new teaching methods to improve students' enthusiasm for learning this course. Small private online courses (SPOC) combined with problem based learning (PBL) blended teaching models based on massive open online course (MOOC) provides a new direction for future neurology teaching reform. This study aimed to investigate the effectiveness of applying SPOC combined with PBL in neurology teaching. Methods: This study was conducted during the 2020 intake of undergraduate students at the Second Hospital and Clinical Medical School, Lanzhou University. A total of 48 students were enrolled in the study and randomly assigned to either a Lecture-Based Learning (LBL) group or a SPOC + PBL group, with 24 participants in each group. After the classes, comparisons were made between the two groups in terms of teaching methods, increases in learning interest, level of participation in learning, satisfaction, and closed-book unit test scores. Results: The average unit test score of the SPOC + PBL group was 84.29 ± 1.65, the average score of LBL group was 77.0 ± 1.92. The difference in average scores between the two groups was statistically significant (P < 0.01). The proportion of students with 91–100 points in SPOC + PBL group was higher than that of LBL group, and the difference was statistically significant, P < 0.01. Student satisfaction survey in the SPOC + PBL group was significantly higher than that in the LBL group, P < 0.01. Conclusions: The application of SPOC combined with PBL teaching based on MOOC in neurology teaching may be more effective than traditional LBL model. It is expected to help medical students overcome the "fear" of learning neurological diseases, improve the teaching effect of neurology courses, and meet the needs of modern medical education by employing a hybrid course structure and adopting a problem-oriented approach. [ABSTRACT FROM AUTHOR]

The aim of this qualitative study is to examine problem characteristics that facilitate the achievement of problem-based learning outcomes in hospitality and tourism education. Rooted in constructivist grounded theory, 64 in-depth interviews were held with hospitality and tourism postgraduates who had attended a marketing course including problem-based learning activities offered at a comprehensive research university. A theoretical framework comprising six problem-level attributes (measurable, ethically sound, applicable to the real world, innovative, theoretically sound, stakeholder-diversified) and three learner-level attributes (peer discussion, teacher discussion, and sharing) was proposed to support problem design in problem-based learning. These findings theoretically expand the problem-based learning literature into hospitality and tourism education. The results provide administrators and educators with a basis for designing problem-based learning activities in hospitality and tourism. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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 Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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 English as a foreign language (EFL) is a priority globally, but pedagogical methods do not always keep up with the evolving needs of learners. Problem-based learning (PBL) is an innovative pedagogical approach that facilitates students' self-regulated learning, thereby improving their English proficiency. The present systematic literature review therefore concentrates on the application of PBL methodology in improving students' English language proficiency. It was conducted according to the systematic review and meta-analysis Preferred Reporting Items for Meta-Analyses (PRISMA) review methodology. In total, 27 articles related to PBL to improve English proficiency published between 2012 and 2023 were identified from Web of Science, Scopus, ProQuest, ERIC, and ScienceDirect databases. In the light of the findings, PBL has a positive effect on students' behaviour, academic performance, and critical thinking. Consequently, this paper contributes to policy makers, educators, and students to improve the English proficiency of students at all levels of education using PBL approach. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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: This study investigates higher education teachers' perceptions of active teaching methods—Case-Based Learning (CBL), Problem-Based Learning (PBL), and Team-Based Learning (TBL)—and their integration with digital technologies. These pedagogical strategies are crucial for fostering critical thinking, collaboration, and problem-solving skills among students, especially in the digital age. Despite their benefits, challenges such as resource limitations, time constraints, and insufficient training hinder their implementation. Methods: A mixed-methods approach was adopted, involving 104 educators from various higher education institutions in Kazakhstan. Participants underwent an eight-week training program consisting of 72 h of workshops, collaborative activities, and self-paced learning. Pre- and post-training assessments measured knowledge, confidence, and practical application of active teaching methods. Surveys, feedback sessions, and peer evaluations provided qualitative and quantitative insights into participants' experiences and challenges. Results: The training program significantly improved participants' knowledge, confidence, and ability to implement CBL, PBL, and TBL. Post-training assessments showed a 4.2-point increase in confidence and practical application scores. Most educators (66.35%) reported moderate adaptability of these methods to their current educational programs, while 27.88% achieved high adaptability. Participants identified resource limitations (43.27%) and time constraints (33.65%) as key challenges. Problem-Based Learning (PBL) was preferred for fostering critical thinking and problem-solving, with a majority (51.92%) favoring it over other methods. Digital technologies, such as Moodle and augmented reality tools, enhanced teaching effectiveness and student engagement. Discussion: The findings highlight the transformative potential of active teaching methods and digital integration in higher education. Educators across various academic positions and institutions perceived these methods as highly effective, aligning with the Diffusion of Innovations Theory. Challenges such as insufficient resources and curriculum misalignment were significant barriers to broader adoption. Continuous professional development, institutional support, and strategic resource allocation are crucial for optimizing these methods' impact. [ABSTRACT FROM AUTHOR]

This study presents and analyses a teaching project focused on the acquisition of ethical competences to deal with moral dilemmas in the field of Social Work. The project used two pedagogical methods: Problem-Based Learning (PBL) and Theatre of the Oppressed (TO). The main objective was to raise students’ awareness of the importance of applied ethics in social work and to help them develop reflective and critical skills to solve ethical dilemmas. Through PBL, students were able to practice emotional skills by simulating ethical dilemmas in a familiar environment such as the classroom. The use of OT, on the other hand, allowed them to recreate professional situations, fostering creativity in a collaborative and participatory way by acting out scenes and swapping roles. The results of the study reflect a positive perception on the part of the students toward these methodologies, indicating that they have internalized the ethical lessons learned during the teaching process and that they have acquired critical skills to solve professional dilemmas. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

Objective: This study aimed to comprehensively evaluate the effect of PBL on problem-solving, self-directed learning, and critical thinking ability of pharmaceutical students through a randomized controlled trial (RCT) and meta-analysis of RCTs. Methods: In 2021, 57 third-year pharmacy students from China Pharmaceutical University were randomly divided into a PBL group and a lecture-based learning (LBL) group. Mean scores were compared between the two groups for problem-solving, self-directed learning, communication skills, critical thinking, and final exam grades. Students' feedback on the implementation of PBL was also collected. A meta-analysis was subsequently performed. Two authors independently conducted a comprehensive search of two databases (PubMed and CNKI). Eligible studies with effective data were included and the valuable data were extracted for analysis. Quality of involved studies was assessed by the Cochrane Collaboration's tool. All analyses of statistics were conducted using the 'metafor' package in R software. Results: The PBL group had significantly higher mean scores for problem-solving (8.43±1.56) and self-directed learning (7.39±1.19) than the LBL group (7.02±1.72 and 6.41±1.28, respectively). The PBL group also showed better communication skills (8.86±1.47) than the LBL group (7.68±1.89). The mean level of critical thinking was significantly higher in the PBL group than the LBL group (p = 0.02). The PBL group also had better final exam grades (79.86±1.38) compared to the LBL group (68.1±1.76). Student feedback on PBL implementation was positive. The outcome of subsequent meta-analysis including 8 eligible studies involved 1819 participants showed that the use of PBL significantly improved problem-solving ability (SMD = 1.12, 95% CI = 0.25–1.99) and PBL was also associated with better performance in self-directed learning (SMD = 1.55, 95% CI = 0.64–2.45). However, there was no significant difference in the final exam score in the PBL group compared to the LBL control group (SMD = 0.23, 95% CI = -0.08–0.53). Conclusion: This study found that PBL is an effective teaching method for pharmacy students. [ABSTRACT FROM AUTHOR]

The primary role and value of a transdisciplinary online collaborative problem-based learning (OCPBL) project is that all disciplines fully participate in producing solutions to challenges. Acquiring the confidence to do so transcends all disciplines. The central role of educators then emerges in facilitating students' confidence in their ability to participate and perform in OCPBL projects. This paper focuses on Phase 3 of a longitudinal ethnographic study, with the aim of consolidating practical guidelines to facilitate confident participation in an OCPBL project. Guidelines emerged from exploratory focus groups with educators as participants involved in the design and facilitation of an OCPBL project. Thematic analysis presents two sets of guidelines: achievement of the facilitation of effective OCPBL by students and student teams and guidelines for the composition and orientation of educator panels and their facilitation of confident OCPBL. The latter makes the most significant contribution to theory and practice. Our research shows that educators should, in particular, guide and support students in exploring and clearly expressing their own feelings of professional self-worth within and beyond their own disciplines while gaining insight and developing due respect for others. Most importantly, full collaboration in an experiential transdisciplinary OCPBL project requires recognition and respect for one's own and others' disciplines, both among students and among educators. Confidence as a graduate attribute is also key to the required skill set in transdisciplinary online teams engaged in complex collaborative problem solving and value creation. [ABSTRACT FROM AUTHOR]

Spherical video-based virtual reality (SVVR) is a form of virtual reality that employs 360-degree videos to immerse learners in virtual environments. As SVVR can simulate realistic experiences, the current trend of language education is towards more use of it. To examine its current status, this study systematically reviewed 31 articles on SVVR-enhanced language education from the perspectives of Analysis, Design, Development, Implementation, and Evaluation (i.e. the ADDIE model). The results indicate that the main affordances of SVVR include providing learners with authentic and immersive learning experiences, enabling content visualization, and giving learners a sense of freshness. The most popular pedagogical mode is to immerse and situate students in scenes, landscapes, city views, and real-life scenarios in SVVR. The associated language learning activities can be writing, speaking, and listening practices, as well as grammar, vocabulary, and culture learning. Scaffolding strategies such as providing guided questions for students' exploration and engagement in SVVR and conducting collaborative or problem-based learning, as evidenced by several studies, seem effective. The effects of SVVR-enhanced language education are mainly evaluated through tests, questionnaires, interviews, and reflection papers. Based on the results, we propose future research and development directions for researchers and practitioners interested in SVVR-enhanced language education. [ABSTRACT FROM AUTHOR]

Objective: This article aimed to ascertain the application of problem-based learning (PBL) combined with micro-video teaching in burn surgery teaching and its impact on satisfaction with teaching. Methods: Fifty clinical medical students who were interns at our hospital from November 2022 to October 2023 were selected as the study subjects and randomly separated into the control group (n = 25) and the observation group (n = 25). The control group adopted traditional teaching methods. The observation group employed PBL combined with micro-video teaching mode. The scores of theory tests and skill tests, the critical thinking capability, the students' evaluation of teaching methods, the scores of teachers for teaching methods, and the scores of interns for teaching satisfaction were compared. Results: The observation group possessed higher scores on theory tests and skill tests, greater critical thinking ability after teaching, higher evaluation of teaching methods and more satisfaction with their internships versus the control group (all p < 0.05). Conclusion: The application of PBL combined with micro-video teaching in the teaching of burn surgery can improve students' thinking ability and their satisfaction with teaching. [ABSTRACT FROM AUTHOR]

Background: There is growing concern that biased practices in medical education can contribute to health disparities, however, there is a lack of resources to address these concerns. Methods: Kern's six steps of curriculum development informed the creation of a toolkit and faculty development workshop to improve the incorporation of DEIAJ (diversity, equity, inclusion, advocacy, and justice) in medical education materials. The authors conducted two 60-min workshops; each consisted of an introductory lecture, case-based activity, and group discussions. Kirkpatrick's Model informed evaluation, including a retrospective pre–post workshop survey. Results: Twenty-seven participants, primarily medical school faculty members, completed the workshop. Survey respondents demonstrated increases in their self-rated views on the importance of DEIAJ in medical education and their comfort level in editing curricular materials. Conclusions: This workshop and toolkit represent promising interventions aimed at fostering enhanced capacities and comfort regarding DEIAJ topics in medical education. [ABSTRACT FROM AUTHOR]

The coronavirus disease 2019 pandemic has fundamentally reshaped anatomy education, offering invaluable insights to guide the future of anatomy pedagogy. As we transition into a post-pandemic era, it is crucial to integrate the lessons learned to create a more resilient, flexible, and effective educational environment. This paper examines the transformative strategies implemented at Universiti Sains Malaysia during the pandemic, focusing on the empowerment of blended learning, technology-enhanced tools, student-centered learning practical sessions, and enhancement of formative assessment. These strategies include integrating digital learning resources, such as the Virtual Anatomy Museum and online histology quizzes, with in-person instruction, fostering a supportive and interactive learning environment. Additionally, practical sessions were redesigned to emphasize collaborative learning, peer teaching, and developing critical thinking and communication skills. Formative assessments were integrated to provide continuous feedback and support ongoing learning. This comprehensive approach not only enhanced students' understanding of anatomical concepts but also improved their emotional well-being and overall learning experience. The lessons learned from the pandemic have paved the way for a more innovative and adaptive anatomy education that is well-prepared for future challenges. [ABSTRACT FROM AUTHOR]

The article focuses on the importance of engaging high school students in meaningful research opportunities to build a more diverse and research-oriented pipeline in STEM fields. It advocates for the creation of tailored programs such as internships, mentorships, outreach efforts, and summer programs, highlighting their mutual benefits for students, academic institutions, and faculty.

Objective: To determine if best practice guidelines exist for assessment methods throughout the undergraduate psychology program, and whether there are recommendations on how to scaffold these methods effectively and appropriately over the three-year degree. Methods: A comprehensive database search and review of journal articles, books, and grey literature relevant to higher education assessment and evaluation, and their focus on psychology, was conducted. From this, six articles, eight books, and one report were deemed relevant to the current research, with all but one published in the United States. Results: Four common themes arose from the findings: 1) assessments should be based on learning outcomes, 2) there are many considerations when creating assessments at a course and program level, 3) best practice assessment method: authentic assessment, and 4) recommendations for scaffolding assessment methods across the three-year program. Recommendations for scaffolding assessment methods related to the areas of scientific inquiry, psychological literacy, critical thinking, and problem-based learning. Conclusion: This review highlights that much more work is needed to identify the assessment methods that are best suited to each level in the undergraduate psychology program, and how to effectively scaffold and evaluate these methods over the three-year degree. Key points: What is already known about this topic: Psychology educators in higher education often choose assessment methods for courses based on requirements and advice from accreditation boards and psychological associations, their personal pedagogical and teaching approaches, and through transgenerational influence, guided by more experienced educators' opinions and approaches. Common methods for assessing used inundergraduate psychology programs, that meet outcomes associated with the degree, include multiple choice question quizzes, essays or written assessment,oral presentations, portfolios, and authentic assessment. Other disciplines, such as Medicine, provide educators with comprehensive handbooks based on scholarly research, which detail types of assessment methods and how to adapt these to various levels of study. Although there is some guidance available for psychology, this type of comprehensive resource does not exist for psychology educators. What this topic adds: The current review is the first to investigate and collate best practice recommendations for assessment methods in the undergraduate psychology program. Our paper highlights important considerations related to assessment methods, as informed by the literature(such as the benefits of authentic assessment); however, in doing so, reveals that there are very limited widely accepted best practice recommendations that are consistently implemented in teaching practice and evaluated in research. This paper provides a detailed call to action and recommendations for the undergraduate psychologyprogram, drawing on examples of comprehensive resources that exist in other fields. [ABSTRACT FROM AUTHOR]

The focus of this study is to research the importance of critical reflectivity in practice-based management research. To achieve this, this paper seeks to demonstrate how candidates on the Doctor in Business Administration (DBA) programme at the University of Gloucestershire, have managed to integrate the dynamic tensions associated with 'real life' practice with their scholarly activities. It contends that rather than applying a Cartesian logic to education, the interplay of theory and practice can provide an essential component for studyat a doctoral level. The proposal here is that it is no longer necessary to maintain the thinking that scholarship and 'real-life' practice need to have a critical reflectivity ethos embedded into the candidate's journey throughout the programme. Adopting a qualitative approach, 12 candidates at various stages of their professional doctorate journey were interviewed, including 5 at the submission or viva stage. To inform the interviews the research drew on Heidegger's three physical placements of 'ready to hand', 'present to us' and 'mitsein' or 'being with others' to contextualise the candidates' experiences. This was also viewed in terms of anticipatory resoluteness. This study also highlights that the DBA, being a practice-based doctorate, needs to embrace the importance of co-production. [ABSTRACT FROM AUTHOR]

This qualitative study examined how seven graduate students became prepared to teach in an unfamiliar online PBL environment through an experiential professional development program. During the 75-hour preparation program, graduate instructors completed readings and practice activities, immersed themselves in the student perspective, and completed learning tasks that mirrored the teaching tasks to be carried out during the live teaching. This enabled them to immediately apply theory into their own contexts while receiving support. Findings indicate that the most impactful learning methods were active experimentation and communication with peers and mentors. Results can inform academic developers who design and facilitate professional development for graduate students. [ABSTRACT FROM AUTHOR]

Simulation-based training in computer-generated environments has always played an important role in clinical medical education. Recently, there has been a growing interest in using 360° videos of real-life situations for training in health professions. Several studies report positive results from using 360° Virtual Reality for individuals, yet there are currently no studies on collaborative 360° Virtual Reality training. In this paper, we evaluate how 360° Virtual Reality can support collaborative training in clinical medical education. The study population consisted of 14 medical students in semester 5 of their Bachelor's programme. The students were divided into three groups before watching and annotating a 360° video of an authentic learning situation inside a collaborative immersive virtual reality space. The original video shows a problem-based examination of the collateral and cruciate ligaments of the knee performed by students under the supervision of a professor. After training in collaborative 360° Virtual Reality, students then had to perform the same tests in a physical examination. The students' performance was subsequently evaluated by a professor with expertise in knee examinations. The results show that 12 out of 14 students received a score of 2 for one or more tests, thereby meeting the required learning objective. One student received a score of 1 and one student did not perform any of the tests. The students actively use the tools provided by the software and different communicative strategies when working collaboratively in 360° Virtual Reality, which enables them to perform the tests in the physical examination by transferring their constructed knowledge. The results indicate that our pedagogical design in collaborative immersive 360° Virtual Reality can become a relevant addition to face-to-face clinical medical training. [ABSTRACT FROM AUTHOR]

The United States faces a shortage of primary care physicians. To address this, there have been pioneering efforts to develop accelerated pathways with a primary care focused curriculum for undergraduate medical education. The New York University Grossman Long Island School of Medicine (NYU GLISOM) was conceptualized as the first standalone, accelerated, tuition-free program in the US in over 100 years, with mission-centered curriculum on primary care and health system leadership. The aim of this article is to map the process for the development of a three-year integrated curriculum, describe the pedagogical approach that guided the design of the longitudinal courses, share the student and faculty's perspective about the curriculum, and describe the early outcomes of the first two graduate classes. A major key driver for curricular design is integrating longitudinal courses of Clinical Ambulatory Practice Experience (CAPE), Health Systems Science (HSS), and Learning Community - Social Sciences, Humanities, Ethics and Professionalism (LC-SHEP) over three years and active learning through Problem Based Learning (PBL). We have successfully operationalized an accelerated, standalone, integrated medical school curriculum mission-centered on primary care and health system leadership. Our outcomes reveal a higher percentage (76% N =45) of NYU GLISOM students entering primary care compared to national benchmarks. The integration of the longitudinal courses of HSS, LC-SHEP, and CAPE is a key pillar to reinforce the tenants of primary care and health system leadership. Focused interview of graduates from the pioneer cohort consistently stated that the longitudinal courses prepared them well for residency in primary care and as a health systems' change agent. Despite the challenges of an accelerated program, NYU GLISOM successfully integrated the longitudinal courses with optimal performance and achievement of educational program objectives. Our experience can serve as a model for innovation and design of an accelerated three-year primary care curriculum. [ABSTRACT FROM AUTHOR]

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

Background: Society requires individuals to have the ability to synthesise knowledge from diverse sources, typically acquired through science, technology, engineering, and mathematics (STEM) education. Objectives and Methods: We utilised a moderately rigorous design to investigate the effects of combining a hands‐on STEM activity with active learning approaches of knowledge building (KB) and flipped learning on the learning performance of 188 senior students. Students needed to work in groups to construct a remote‐controlled car using a remote‐control module and electrical circuit, followed by the task of putting balls into a basket. Results: After the activity, all participants' STEM knowledge, learning motivation, and creativity improved. For STEM knowledge, students who received the integrated KB and flipped learning approach (E2 group) outscored those who received only KB (E1 group), whereas the E1 group outperformed those who received lectures (control group). For learning motivation, the E1 group outperformed the control group. The E2 group outperformed the control group on the post‐test only when the students' learning motivation pre‐test scores were lower, suggesting the effectiveness of both active learning approaches. For creativity, both E1 and E2 groups performed better than the control group. Conclusions: The potential benefits of combining active learning approaches with hands‐on STEM activities were revealed in terms of STEM knowledge, learning motivation, and creativity. Surprisingly, the combination method was the most effective in energising unmotivated students for STEM education. Lay Description: What is currently known about this topic?: Science, technology, engineering, and math (STEM) hands‐on activities have been prioritised worldwide to cultivate students' abilities to integrate disparate bits of information obtained from multiple sources into coherent knowledge.Two active learning approaches—knowledge building (KB) and flipped learning—are especially well‐suited for STEM hands‐on activities.Prior research on KB has frequently examined only a subset of student performance by using a somewhat less rigorous experimental design.The impact of flipped learning and classroom on student performance is still debatable, and more constructivist teaching methodologies, such as KB, are required. What does this paper add?: Students' performance improved after participating in a hands‐on STEM project that involved building a remote‐controlled car and completing a ball‐in‐the‐basket task.KB and flipped learning helped to foster students' STEM knowledge and creativity.Students who lacked learning motivation benefited the most from the combination of KB and flipped learning. Implications for practice and/or policy: The potential benefits of combining active learning approaches with hands‐on STEM activities in STEM knowledge, learning motivation, and creativity have been revealed.The combination of KB and flipped learning was most effective in energising unmotivated students for STEM education. [ABSTRACT FROM AUTHOR]

Background: During the past decade, the increasingly heterogeneous field of learning analytics has been critiqued for an over‐emphasis on data‐driven approaches at the expense of paying attention to learning designs. Method and objective: In response to this critique, we investigated the role of learning design in learning analytics through a systematic literature review. 161 learning analytics (LA) articles were examined to identify indicators that were based on learning design events and their associated metrics. Through this research, we address two objectives. First, to achieve a better alignment between learning design and learning analytics by proposing a reference framework, where we present possible connections between learning analytics and learning design. Second, to present how LA indicators and metrics have been researched and applied in the past. Results and conclusion: In our review, we found that a number of learning analytics papers did indeed consider learning design activities for harvesting user data. We also found a consistent increase in the number and quality of indicators and their evolution over the years. Lay Description: What is already known about this topic?: Learning design (LD) is the pedagogic process used in teaching/learning that leads to the creation and sequencing of learning activities and the environment in which it occurs.Learning analytics (LA) is the measurement, collection, analysis & reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs.There are multiple studies on the alignment of LA and LD but research shows that there is still room for improvement. What this paper adds?: To achieve better alignment between LD and LA. We address this aim by proposing a framework, where we connect the LA indicators with the activity outcomes from the LD.To demonstrate how learning events/objectives and learning activities are associated with LA indicators and how an indicator is formed/created by (several) LA metrics. We address this aim in our review.This article also aims to assist the LA research community in the identification of commonly used concepts and terminologies; what to measure, and how to measure. Implications for practice and/or policy: This article can help course designers, teachers, students, and educational researchers to get a better understanding on the application of LA.This study can further help LA researchers to connect their research with LD. [ABSTRACT FROM AUTHOR]

Machine learning algorithms have been widely applied in the field of personalized learning within educational information technology. By leveraging big data analysis and data mining techniques, machine learning can help identify patterns and trends in students' learning behaviors, preferences, and performance. This information can then be used to tailor educational resources and experiences to meet the individual needs and unique characteristics of each learner. Machine learning has made great progress and achievements in the teaching process of universities, but there are also some shortcomings. Such as data dependence, over-fitting and under-fitting, explanatory problems, need a lot of computing resources, data bias, sensitive to outliers, cannot solve all problems, and the challenge of data privacy, through the analysis of machine learning algorithm model, efforts to find ways to expand the dimension of personalized learning classroom, meet the students in learning objectives, learning content, learning methods of the special characteristics and unique needs, to guide students to actively explore and research, obtain innovation and appropriate learning results. [ABSTRACT FROM AUTHOR]

This paper proposes kernel-type estimators of a regression function, with possibly unobservable response variables in a functional covariate setting, along with their rates of convergence in general L p norms. Here, the mechanism that causes the absence of information (in the sense of having unobservable responses) is allowed to depend on both predictors and the response variables; this makes the problem particularly more challenging in those cases where model identifiability is an issue. As an immediate byproduct of these results, we propose asymptotically optimal classification rules for the challenging problem of semi-supervised learning based on the proposed estimators. Our proposed approach involves two steps: in the first step, we construct a family of models (possibly infinite dimensional) indexed by the unknown parameter of the missing probability mechanism. In the second step, a search is carried out to find the empirically optimal member of an appropriate cover (or subclass) of the underlying family in the sense of minimizing a weighted mean squared prediction error. The main focus of the paper is to look into the rates of almost complete convergence of the L p norms of these estimators. The issue of identifiability is also addressed. As an application of our findings, we consider the classical problem of statistical classification based on the proposed regression estimators when there are a large number of missing labels in the data. [ABSTRACT FROM AUTHOR]

This study aimed to juxtapose the impacts of the Problem-Based Learning (PBL) methodology implemented within a three-dimensional (3D) virtual environment against PBL in a conventional face-to-face setting, along with a control group, on students' learning performance, conceptual comprehension, and spatial aptitude. The investigation concentrated on the structure of matter within a seventh-grade science curriculum, encompassing a cohort of 79 students enrolled in the course. The study was conducted under a mixed methods experimental design and comprised three distinct groups: two experimental groups (E1; E2) and one control group (C). The instructional intervention in the E1 group involved utilizing a 3D virtual environment grounded in the problem-based learning method, whereas the E2 group underwent face-to-face instruction employing worksheets derived from problem-based learning. In contrast, the control group received traditional direct instruction from the science teacher through lectures, demonstrations, and question-and-answer sessions, all focusing on the same topic. Pretests and posttests were administered to the participants before and after the experimental interventions, assessing conceptual understanding, spatial visualization, and mental rotation. Additionally, learning tasks completed by the E1 and E2 groups were evaluated using rubrics to assess learning performance. Subsequent to the post-test, individual semi-structured interviews were conducted with randomly selected students from the E1 group. The results indicated that instruction within the problem-based 3D virtual environment significantly enhanced students' learning performance, conceptual understanding, spatial visualization, and mental rotation skills compared to the other instructional conditions. [ABSTRACT FROM AUTHOR]

This article reports on a study examining 28 university engineering educators' viewpoints on how to provide continuing education for professional engineers in a Danish university context. The Q methodology was adopted to collect and analyze data qualitatively and quantitatively. Three significantly different viewpoints were identified, prioritizing (1) a continuing engineering education (CEE) business model as an institutional priority, (2) organizational structure, and (3) pedagogy inspired by problem-based learning (PBL). The study also captured consensus on the importance of identifying the industry's need for CEE organizations. The results reveal that CEE development needs to address diverse voices from different stakeholders, including leadership, academic faculty, and administrators; thus, suggestions from an organizational change perspective are proposed in four key aspects of CE organizations. [ABSTRACT FROM AUTHOR]

Rooted in social constructivist learning theory, problem-based learning (PBL) is a tool that deepens students' learning of complex subjects and improves students' attitudes and beliefs towards learning. Physics is a subject that students themselves view as challenging. When taking physics, students develop negative beliefs about their own learning of the subject. There is a call for more innovation in the subject area of physics. This study addresses the following: (1) What is the effect of PBL on the achievement of 10th-grade students in mechanics when compared to traditional instruction? (2) How do students' beliefs and attitudes towards physics change before and after the intervention, and how might these beliefs and attitudes relate to their competency outcomes? The sample of this study comprised 63 students in the 10th grade in a public (non-elite) school distributed across four classes, where the teacher used PBL with the experimental group and traditional teaching with the control group. The physics teacher who implemented PBL has 13 years of teaching experience. The two instruments used were the Force Concept Inventory and the Colorado Learning Attitudes About Science Survey. The result of this study revealed that, although students' knowledge of physics increased when their teachers adopted the PBL approach, there were no significant changes in their attitudes and beliefs towards learning physics. The implications suggest that there is potential for PBL to be taken up by high school science teachers to improve their students' physics knowledge, but may this not impact their attitudes and beliefs, which presents questions to investigate further. [ABSTRACT FROM AUTHOR]

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Background: Problem-based learning is widely recognized for its ability to foster active learning and critical thinking in medical education. However, creating effective problem-based learning scenarios demands a high level of expertise. Leveraging the natural language capabilities of ChatGPT, educators can now receive assistance in designing engaging anatomy problem-based learnings. Objective: This paper aims to provide a comprehensive guide on collaborating with ChatGPT to generate ideas, develop content, and create supporting materials for anatomy problem-based learning scenarios. Material and methods: Our methodology involved an analysis of literature on problem-based learning best practices and experimentation on content creation using ChatGPT. The outputs were refined based on valuable feedback obtained from both educators and students. Results: This guide emphasizes crucial aspects such as defining clear learning objectives, ensuring academic rigour, and aligning the problem-based learning scenarios with the curriculum. By harnessing ChatGPT's conversational abilities, educators can collaboratively co-create problem-based learning scenarios that are engaging and effective. Conclusion: This human-artificial intelligence collaborative approach to anatomy problem-based learning design underscores the importance of maintaining oversight over the content generated by ChatGPT. Further research is necessary to quantify the impact of ChatGPT as a supplementary resource. Purposeful integration of ChatGPT, in alignment with pedagogical goals, has the potential to enhance engagement and learning outcomes, particularly for digitally native students. [ABSTRACT FROM AUTHOR]

The rising commitment to entrepreneurial learning, both in academic and industry settings, has prompted the development of new mechanisms and methodologies. In recent years, the literature on entrepreneurship has progressively focused on the problem-based learning (PBL) methodology, particularly in response to evolving challenges within the learning environment. This paper presents a systematic bibliographic literature review (SBLR) on the application of PBL across various entrepreneurial processes in higher education and industry. This review aimed to identify significant entrepreneurial opportunities for PBL. A comprehensive search of bibliographic databases was conducted for documents published between 2002 and May 2024, resulting in the identification of 142 empirical and non-empirical papers related to PBL in entrepreneurship. The data analysis uncovered a range of subthemes regarding the use of PBL in entrepreneurship, highlighting its applications in both higher education institutions and industry. This study was guided by the research question: "What is the relationship between problem-based learning methodology and entrepreneurship?". This research's central and novel contribution lies in identifying diverse applications of PBL to address the various challenges that emerge within different entrepreneurial contexts. This paper also suggests future research directions. [ABSTRACT FROM AUTHOR]

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

Statistical Quality Control is a subject present in many engineering degrees. Literature identifies shortcomings in the application of Statistical Quality Control in industry. Some factors include a lack of training, misunderstandings or failures in implementing Statistical Quality Control. Many authors suggest following new methodologies (e.g. Problem-Based Learning) to improve the teaching of Statistical Quality Control, but, in general, universities continue applying the traditional methodology based on master classes. In this paper, we propose a methodology to design interactive gamified environments, and apply it to improve the Statistical Quality Control teaching-learning process. This methodology is based on two phases. The first one focuses on the design of the formative itinerary. For this, taking into account the competencies and learning objectives, the teacher applies a divide-and-conquer approach to break down the content into concepts, elaborates a graph of dependencies (which reflects the dependencies between the concepts, their complexity and the required cognitive level) and designs the formative itinerary to define the order in which the individual modules will be presented, together with a strategy of controlled content exposure. This process generates a stable structure that will support the second phase, consisting of selecting diverse learning activities for each module to promote active, self-paced, reflective, and engaged learning. We apply this methodology by dividing the Statistical Quality Control content into modules that comprise the key concepts, creating a formative itinerary. Given that structure, for each module, we select learning activities that encourage active learning and we translate it all into a game-like tool. This tool not only includes gamification elements like scoreboards, stars, and a map, but it further innovates by including as learning activities interactive serious games that help to visualize and understand the Statistical Quality Control process, by performing real-life tasks, resulting in significant learning. It also incorporates other educational strategies to promote active learning, such as flipped classroom and the inclusion of formative assessment. The content exposure control is implemented through tests on quality control to ensure students' assimilation of the concepts before allowing them to move on to activities or problems that require higher cognitive levels. We evaluate the methodology's effectiveness through an experiment that shows that students who used the learning tool improved their knowledge (p-value < 0.001) in comparison to their peers who only attended a traditional master class. Students also thought that this type of application is a good complementary material for the course and that it helps to improve knowledge assimilation (score of 4.94 out of 5 points). [ABSTRACT FROM AUTHOR]

Background: In the contemporary recent education landscape, an inventive paradigm known as "STEAM" has emerged, which augments the erstwhile STEM framework by incorporating the dimension of "Art". STEAM endeavors to enhance students' capacities for creativity, innovation, and design thinking. Among the various forms of artistic expression, the visual arts, as the earliest form of human expression, play a pivotal role within and beyond the boundaries of the arts, which gives visual arts-based STEAM (VA-STEAM) fundamentally advantageous and potential to enhance student learning in STEM fields. However, many explorers have encountered challenges when embarking upon or sustaining their involvement in VA-STEAM initiatives, primarily stemming from constraints such as an insufficiency of clear instruction, dedicated resources, requisite materials, or adequate temporal provisions for planning and preparation. This paper aims to understand the existing approaches of applying visual art into STEM dominated education system and explore the feasible and efficient way to integrate visual art into current STEM system. This paper aims to understand the existing approaches of applying visual art into STEM dominated education system and explore the feasible and efficient way to integrate visual art into current STEM system through a comprehensive literature review. Methodology: In order to provide a comprehensive understanding of the current status of VA-STEAM to the explorers and interested parties in the related fields, the present literature review delves into the manifold benefits inherent to the existing domain of VA-STEAM education, elucidated illustrative pedagogical instances categorized by subject matter, and delineated prevailing trajectories within the educational landscape pertaining to this domain. 57 articles were identified, from which 49 papers were deeply studied and summarized. Results: Prior research has indicated that the integration of VA-STEAM education holds the potential to yield a spectrum of benefits for students, encompassing improvements in memory retention, facilitation of causal reasoning skills, utilization as a pedagogical tool and resource, cultivation of nuanced artistic cognitive faculties encompassing observation, description, association, and comparison, as well as the enhancement of critical thinking capacities spanning observation, allocation, interpretation, and analysis. Moreover, VA-STEAM facilitates the application of multidisciplinary knowledge and creative thinking in the execution of design-based projects (DBP) or problem-based learning projects (PBL). To better assist teachers in implementing VA-STEAM, this paper summarized existing VA-STEAM teaching examples and multidisciplinary contents by subjects, including related projects or ideas for math & geometry, physical, biology, chemistry, and history classes. Notably, visual art serves as a conduit to express and evaluate STEM concepts, affording students the flexible means to visually depict and communicate complex concepts and ideas that elude verbal articulation. In the interest of supporting educators in the successful integration of VA-STEAM, this study also synthesizes extant teaching instances and interdisciplinary content across subjects, encompassing pertinent projects and concepts tailored to mathematics and geometry, physical sciences, biology, chemistry, and history disciplines. Conclusion: Visual art can be a great entry point to integrate art into STEM curriculums, it can provide a variety of benefits for different subjects. The current trajectory of VA-STEAM initiatives encompasses several key dimensions: (1) the strategic utilization of visual art as a mechanism for facilitating the visualization, exploration, and comprehension of STEM disciplines; (2) the integration of DBP and PBL that foster cross-disciplinary engagement and promote inquiry-driven educational experiences; and (3) the formulation of symbiotic programs characterized by mutual enhancement of STEM and art learning paradigms, yielding optimal outcomes for both domains. [ABSTRACT FROM AUTHOR]