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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Project-based learning (PBL) is a widely used active learning approach in science, technology, engineering and mathematics (STEM) education, but concerns about unequal participation in group work can arise. To address this, we incorporated peer evaluation via the Buddycheck tool into a summative PBL assessment. In this study, students worked in small groups to create and present posters, with Buddycheck enabling them to evaluate each other's contributions. This peer evaluation process generated an adjustment factor, which was applied to the final group mark to assign individual grades based on performance. Students reported that the peer evaluation promoted fairness in grading and increased their accountability, leading to higher engagement in group activities. They also found the exercise valuable for consolidating their knowledge and improving communication skills. Overall, the use of Buddycheck in PBL was well received, with students expressing greater satisfaction and a sense of equity in the grading process. The tool not only improved learning outcomes but also contributed to better group dynamics and an overall improvement in final grades. [ABSTRACT FROM AUTHOR]

Robotics offers innovative possibilities at all levels of education, which should be considered when planning the teaching process for certain engineering mathematics topics in higher education. This paper introduces a new teaching–learning technique that utilizes STEAM-based methods to explore cycloidal curves for Computer Science Engineering BSc students. Traditional frontal teaching has been enhanced with methods addressing the generational needs of students, including problem-based learning, STEAM integration, and project-based learning. We developed a methodological model that merges traditional teaching advantages with practical modern approaches suitable for Generation Z. The four-stage model for learning cycloidal curves employs various didactical approaches, utilizing different learning techniques at each stage to create an engaging and effective learning experience. A vital component of this model is the use of Desmos dynamic geometry software to create animations alongside educational robotics to aid visualization. We conducted quantitative studies with 98 first-year Computer Science Engineering students using a quasi-experimental research design to evaluate the new teaching technique's effectiveness. Results from the Mann–Whitney U test indicated that the experimental group significantly outperformed the control group. Additionally, the Kruskal–Wallis test confirmed that the four-stage model for learning cycloidal curves enhances learning achievement for all students, regardless of their prior knowledge. [ABSTRACT FROM AUTHOR]

A mixed-meta analysis of research on problem-based learning in science education was the goal of this study. In this instance, document analysis utilizing the mixed-meta method--which combines meta-analysis and meta-thematic analysis procedures--was used to investigate both quantitative and qualitative data. Using CMA and MetaWin programs, studies from certain databases that fit predetermined criteria were analyzed for a meta-analysis. Of the 78 studies that were included in the study, the effect size was found to be large, with g = 0.909. It has been suggested that science education benefits from the problem-based learning approach. Within the framework of the established criteria, 15 researches based on document analysis were subjected to a meta-thematic analysis using the Maxqda program in accordance with content analysis. Codes were acquired based on specific topics. By calculating the compliance values of the relevant codes under the relevant themes, a good degree of agreement was found regarding the effects of problem-based learning in science education on academic achievement, the affective-social dimension, 21st century skills, and the negative aspects of problem-based learning in science education. The research results indicate that there is a consensus among the researchers regarding the benefits of using problem-based learning techniques in science education. [ABSTRACT FROM AUTHOR]

Scientific literacy skill is needed by pre-service physics teachers (PSPTs) since it involves mastering thinking and using scientific thinking in recognizing and addressing social issues. However, low scientific literacy for PSPTs is a problem that needs to be solved, resulting in effectively teaching science to their students. Therefore, to increase the scientific literacy of PSPTs, this study aims to develop an online problem-based learning assisted with digital books with 3D animation (OPBLA3DB). This study employs a quasi-experimental design for educational research with subject 72 PSPTs in one university in Indonesia. The data were collected using written tests, questionnaires, observation sheets, and validity sheets. The findings of this study demonstrate how highly valid and reliable the research tools developed are. The implementation results also show how practical learning is. This teaching model can improve PSPTs' scientific literacy effectively, along with obtaining positive responses from them. This study implies that the OPBLA3DB model can be widely applied to enhance scientific literacy. [ABSTRACT FROM AUTHOR]

The research carried out aims to see how the problem-based learning model with outdoor study influences students' science learning outcomes compared to conventional learning models. The population of this research was 98 students of SMPN 12 Tanjung Jabung Timur, while the sample was 26 students of class VII A and 25 students of class VII B, taken using a purposive sampling technique where class VII A was the experimental class and class VI B as a control class. This research is quantitative research using a quasi-experimental method with non-equivalent control group design. The data collection technique used in this research was a multiple choice test and analyzed using the t-test to see differences in learning outcomes with two different learning models. Based on the results of tests carried out with 20 multiple choice questions, researchers found that there were striking differences in learning outcomes where the average posttest score for experimental class students was 60 while the control class was 39.8, which was then analyzed through paired difference tests (t-test) for looked at the differences and obtained results of 0.000 < 0.05, which means Ha was accepted and H0 was rejected, which can be concluded that there are differences in student learning outcomes who use the problem-based learning model with outdoor study compared to the control class which in this case uses the conventional model. The findings obtained can strengthen evidence that the influence caused by the use of a problem-based learning model with outdoor study on the science learning outcomes of high school students is very good. [ABSTRACT FROM AUTHOR]

The goal of this article is to examine and develop problem-posing case study teaching methods to promote business students' reflections on their premises around sustainability practices. Literature on transformative learning in sustainability informed our hypothesis that problem-posing instead of problem-solving case study teaching would yield greater incidences of students' premise reflections at the deepest level. For our quasi-experimental design, undergraduate students at a business school were presented with a teaching case of corporate sustainability then half were given problem-solving prompts for critical reflection while the other half were given problem-posing prompts. Resultant responses were classified to expose differences in the nature and levels of reflection between these two groups. This pedagogical research indicated that the problem-posing group reached deeper levels of reflections, though further research is needed to better understand this phenomenon. We advocate for the utility of a problem-posing approach in sustainability education. This study contributes a problem-posing protocol for business schools, curricula, and professors, as well as suggestions for further research for theoretical understanding of problem posing for transformative learning in sustainability. [ABSTRACT FROM AUTHOR]

Background: Improving the quality of midwifery education to international standards is critical to prepare competent midwives. Despite the recognised impact of competent midwives, little is known concerning the implementation of Competency-Based Education (CBE), especially in Africa, where poor investment in quality midwifery education has been reported. Objective: The aim of this study is to scope and synthesize the existing literature on the implementation of CBE for midwifery programmes and its sustainability in Africa. Methods: The scoping review methodology outlined by Arksey and O'Malley framework was adopted to explore the extent of the literature on the implementation of CBE for midwifery programmes and its sustainability in Africa. This framework directed the scoping review methodology, with reference to PRISMA-ScR guidelines. Results: A total sample of 72 studies were finally included in this scoping review. Reporting of the scoping review findings follows the PRISMA- ScR format. The study showed that of the 54 African countries as per the World Bank classification, after review of the full articles following the eligibility criteria for inclusion, literature on midwifery education programmes only spanned 17 African countries as at the time of this report. Of which, 11 are implementing CBE, 5 are still using Traditionally Based Approaches (TBA) while Problem-Based Learning (PBL) is the main teaching pedagogy used in Botswana. This review revealed that for the successful implementation of CBE, a CBE curriculum implementation process must be strictly observed. Evidence from the literature confirmed that CBE has not been sustained in Africa. There is still a struggle to fully integrate the major components of the competency-based midwifery programme due to inadequate support and an inadequate monitoring system. Conclusions: It is expedient that CBE implementation should be planned concurrently with its sustainability for it to be effective. Adequate training and support should be continuously provided to faculties, institutions, policy makers, professional bodies, students and other stakeholders for successful implementation and sustainability. International Registered Report Identifier (IRRID): PRR1-https://doi.org/10.2196/47603. [ABSTRACT FROM AUTHOR]

Background: During the COVID-19 pandemic in the United Kingdom, multiple aspects of everyday human existence were disrupted. In contrast, almost all levels of educational learning continued, albeit with modifications, including adaptation to virtual—or online—classroom experiences. This pedagogic transition also occurred in the National Institute of Health and Care Research Applied Research Collaboration Northwest London's (NIHR ARC NWL) Improvement Leader Fellowship, an annual programme focusing on quality improvement (QI). This qualitative study aimed to understand how these changes impacted the Fellows' learning experience. Methods: We explored the experiences of two cohorts of programme Fellows (n = 18, 2020–2021 and n = 15, 2021–2022) with focus groups, analysed under a constructivist qualitative research paradigm. Results: The two primary and four sub-themes that emerged were: Online QI learning experience (benefits and challenges) and Implementing online QI learning (facilitators and barriers). While benefits had three further sub-themes (i.e., digital flexibility, connection between learners, and respite from impact of COVID-19), challenges had four (i.e., lack of interaction, technological challenges and digital exclusion, human dimension, and digital fatigue). While the facilitators had three sub-themes (i.e., mutual and programmatic support, online resource access, and personal resilience), barriers had one (i.e., preventing implementation and lack of protected time). Conclusion: Despite challenges to in-person ways of working, online learning generally worked for action-orientated QI learning, but changes are needed to ensure the effectiveness of future use of virtual learning for QI. Understanding the challenges of the translation of learning into action is crucial for implementation learning, gaining insight into how improvement Fellows navigated this translation when learning remotely and implementing directly in their workplace is key to understanding the evolving nature of implementation over the pandemic years and beyond. [ABSTRACT FROM AUTHOR]

At the ICF Research Institute (at MSH Medical School Hamburg) multiprofessional experts collaborate on various research projects with a focus on bio-psycho-social health and education. Initially, the main goal was monitoring and evaluating the implementation of the International Classification of Functioning, Disability and Health (ICF) in clinical practice. Over time and based on the initial findings, the research group started developing new approaches to support training and education of health professionals in the use of the ICF. As a result, substantial changes have recently been made in the curriculum and structure of several courses to improve and expand interprofessional teaching at the MSH Medical School Hamburg (MSH). Furthermore, creative didactic approaches in combination with interprofessional education have been developed. [ABSTRACT FROM AUTHOR]

This study examines the teaching innovations resulting from the Bologna Process, focusing on problem-based learning and gamification, both of which emphasize the importance of autonomous learning. It reviews metaanalyses and prominent articles in the field of education and educational research from the last 5 years. Using a biomedical analogy, it identifies the active principles of discovery-based learning innovations, highlighting the subordination of theoretical content to practical skills and the disruption of the teacher-student dichotomy. Adverse effects are noted, such as the devaluation of lectures, the discrediting of teacher authority, and the infantilization of students. The effectiveness of discovery-based learning in higher education is considered weak and inconsistent, and caution is advised in its implementation, together with the preservation of the university's social function of transmitting knowledge at advanced levels. [ABSTRACT FROM AUTHOR]

Menstrual hygiene behaviors and food habits are the most significant educational needs of puberty-related health. This quasi-experimental study compares the effects of applying problem-based learning (PBL) and lecture-based learning (LBL) on adolescent girls' menstrual hygiene behaviors and food habits. Eighty-five high-school female students were selected using multi-stage cluster sampling from Tehran, Iran, and were non-randomly assigned to LBL (n = 27), PBL (n = 28), and control (n = 30). Both LBL and PBL groups received the same educational content during four one-hour sessions. To measure menstrual hygiene behaviors and food habits, all the participants completed the Menstrual Hygiene Behaviors Questionnaire (MHBQ) and the Adolescent Food Habits Checklist (AFHC) at baseline (T1), at the end of the last session (T2), and three months after the last session (T3). The MHBQ was developed by the researchers based on a literature review undertaken in Persian, and the AFHC was culturally adapted from English to Persian. The two instruments were approved by validity and reliability. The mean scores on menstrual hygiene behaviors and food habits were higher in the PBL and LBL than in the control at T2 and T3. Additionally, the PBL participants had higher menstrual hygiene behaviors and food habits compared to the LBL ones at T2 and T3. Accordingly, both LBL and PBL can promote good menstrual hygiene behaviors and healthy food habits of Iranian adolescent girls, while PBL could be more effective compared to LBL. [ABSTRACT FROM AUTHOR]

Primary health care (PHC) is an intersectoral strategy for the development of people's health. It includes the organization of medical and health care systems and social development actions on the determinants of health, under the principles of law, equity, social justice, respect for cultural diversity, health promotion, coverage and universal access to all preventive and curative services, use of appropriate technologies and promotion of social and community participation. The MAS-Bienestar health care model in Mexico considers PHC as the foundation of the sustainability of the public health system. It requires a determined policy of strategic training of human resources for health, oriented towards PHC. Key experiences in the training of physicians in PHC are reviewed, presenting the case of the Universidad de la Salud (Unisa, in Spanish) and the curricular proposal of the degree in General and Community Medicine, as clues to reorient training in general medicine. The greatest challenge for the training of health professionals with a PHC approach is to exercise joint leadership of the education and health sectors, to create a national system of strategic training of health personnel, guaranteeing their insertion into the public system. [ABSTRACT FROM AUTHOR]

This study aimed to explore the application effect of problem-based learning and situational simulation teaching in cardiopulmonary resuscitation (ECPR) education. A retrospective analysis was conducted on 128 trainees specializing in ECPR at our institution. The participants were divided into two groups: a study group and a control group. The study group consisted of 64 students who received problem-based learning with situational simulation, and a control group of 64 students who adopted traditional teaching methods. Comparative analysis was performed between the two groups in terms of theoretical and practical skills scores, Cardiopulmonary resuscitation (CPR) compression quality, self-directed learning ability and satisfaction with the teaching. There was no statistically significant difference between the two groups in the following pre-training measures: self-management ability score, passion for learning score, self-control ability score, compression depth, compression depth efficiency, chest rebound ratio and compression rate (p > 0.05). After undergoing training, the study group outperformed the control group in all aspects, including theory, practical skills, compression depth, compression depth efficiency, chest rebound ratio, compression rate, self-management ability, passion for learning and self-control ability. The study group also reported higher satisfaction with the teaching, with a statistically significant difference (p < 0.05). We conclude that problem-based learning used in conjunction with situational simulation in CPR training can help trainees enhance their learning abilities, better grasp theoretical and practical knowledge, and improve the quality of CPR practical skills. [ABSTRACT FROM AUTHOR]

Introduction: Early Clinical Exposure (ECE) bridges the gap between theory and practice for medical students. The Oneminute Preceptor (OMP) model, a widely used clinical teaching framework, promotes effective feedback and critical thinking efficiently. It employs five microskills: commitment, evidence probing, teaching rules, reinforcing correct actions, and correcting mistakes. This structured approach enhances clinical teaching in limited time, particularly in outpatient and ambulatory settings. Aim: To evaluate the perceptions of first-year MBBS students regarding the effectiveness of the five microskills of the OMP model during ECE. Materials and Methods: A quasi-experimental study was conducted at Vydehi Institute of Medical Sciences and Research Centre, Bengaluru, Karnataka, India, from September 2019 to June 2020, involving 188 first-year MBBS students. Data were collected through questionnaires focusing on the OMP's five microskills. Pretest and post-test scores were compared, and session feedback was obtained using a validated 10-item questionnaire. Paired t-tests and Analysis of Variance (ANOVA) were used for statistical analysis. Results: The study sample comprised 102 females and 86 males students (mean age 19.2 years). Results showed a significant increase from pretest (10.55±4.4558) to post-test (22.29±1.687). Students reported improvements in diagnostic capabilities (67.6%), understanding of clinical history (64.9%), self-directed learning (60.6%), critical thinking (58%), clinical reasoning (57.5%), and decision-making confidence (52.1%). The OMP also promoted motivation for rectifying mistakes. Conclusion: ECE using the OMP model proved to be effective in enhancing various aspects of students' clinical skills and reasoning abilities. The study recommends including the OMP in preclinical competency-based curricula to prepare students for busy clinical practice and outpatient settings. [ABSTRACT FROM AUTHOR]

This study aimed to determine the effectiveness of problem-based learning (PBL) on identified courses in improving the performance of maritime students. This study utilized pretest-posttest non-equivalent group design. Respondents were 480 BSMT students gathered using a match group design. Instrument used was a 45-item researcher-made multiple-choice test that has undergone content validity and reliability testing. Statistical tools used were mean and standard deviation for descriptive data analysis, Mann-Whitney test and Wilcoxon-Signed ranks for inferential data analysis, and Cohen’s d effect size, to determine the effectiveness of PBL. Results showed that the experimental and control group pretest performance before the intervention is described as poor and fair, while excellent and very good thereafter. No significant difference in the pretest scores of experimental and control groups. No significant differences in the posttest scores of experimental and control groups in NGEC 9, NAV 5, and SEAM 6, while there were significant differences in the posttest scores of experimental and control groups in NAV 2, NAV 4, and NAV 7. Significant differences were noted in the pretest and posttest scores of the experimental and control groups in all identified courses. The mean gain score of the experimental group in all identified courses is higher than the control group. No significant difference in the mean gains of experimental and control groups, for NGEC 9, NAV 5, and for SEAM 6 but significantly different was noted in NAV 2, NAV 4, and NAV 7. Based on the effect size results, PBL is highly effective on NAV 2 and NAV 7 compared to the traditional method. These results confirm how effective the PBL approach is as a teaching style in all identified courses. PBL approach is highly recommended for all maritime courses. [ABSTRACT FROM AUTHOR]

Media and Information Literacy (MIL) education can combat online misinformation by enhancing users' fact-checking skills. This action research study designed and implemented a problem-based learning MIL project for journalism undergraduates. The objectives are (a) to design a MIL project by using a problem-based learning methodology; (b) to implement the MIL project and to assess its effectiveness in improving students' fact-checking skills; and (c) to identify the challenges and limitations of implementing the project. Analysis shows that the MIL project successfully improved students' MIL skills, including critical analysis, media production, and personal growth. Despite facing challenges like time constraint and limited generalizability, the study suggests that the MIL project could be replicated in other journalism programs to enhance MIL skills and cultivate critical thinking to fight misinformation. [ABSTRACT FROM AUTHOR]

Teaching based on active methodologies emphasizes the importance of giving students a leading role in the learning process. With the implementation of the European Higher Education Area, universities have undergone a reform that significantly increased student involvement in the teaching–learning process. The University of the Basque Country (UPV/EHU) responded to this change by introducing its own educational model: IKD i3. The general objective of this research is to explore the effect of the IKD i3 strategy on the teaching staff of the UPV/EHU. The study aims to identify the active methodologies adopted by the teaching staff and the reasons behind the use (or not) of these methodologies. A total of 403 teachers participated in the study, and their opinions were gathered freely to accurately represent their viewpoints. The results reveal that teaching staff at the UPV/EHU utilize active methodologies, with the most frequent being problem-based learning, cooperative learning, and the case study method. The reasons for incorporating these methodologies vary and include both benefits for students and advantages related to teaching, while the rationale for not using active methodologies is based on the lack of training, time constraints, and having a large number of students. Interestingly, the teachers who expressed these arguments were primarily those who were not familiar with or actively participating in the IKD i3 educational model. We believe that while our findings validate the UPV/EHU's IKD i3 educational model, they also highlight the importance of universities not only having an educational model but also fostering a culture that encourages the active engagement of teaching staff. This commitment is essential to effectively develop and implement such a model. [ABSTRACT FROM AUTHOR]