Delivery Of Education Research Articles

LEARNING ATTITUDE, ACADEMIC INTEREST AND SELF-EFFICACY TOWARDS PHYSICS SUBJECT OF GRADE 12 SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS STUDENTS

The search for the best ways to improve student learning attitude and academic interest in physics to understand its complexity was done even before the adaptation of blended learning. With this, students self-efficacy in learning this subject matter becomes an interesting variable to explore, given that there is a change in the instruction delivery. The general purpose of this study is to determine which indicators of learning attitude and academic interest significantly influence the self-efficacy of students in the Science, Technology, Engineering, and Mathematics (STEM) strand. It also explores the significant link between learning attitude and academic interest to self-efficacy in Physics that will have an impact on students learning towards the subject. The researchers utilized a non-experimental particularly a descriptive correlational design in quantitative research using statistical tools such as mean, Pearson product moment correlation of coefficient, and linear regression. To answer the main objective of this study, a modified survey questionnaire was provided to the 100 invited respondents having a Likert 5-point scale. It was found out that negative attitudes under learning attitude and perceived ease of use with learners involvement for academic interest significantly influenced students self-efficacy in learning Physics. It further shows that academic interest is highly correlated with learning self-efficacy in this subject matter. Learning attitude is sometimes evident among the respondents while academic interest and self-efficacy showed often observable. From these results, teachers should design effective learning strategies and continue motivating their students to engage in class discussion, as they express that they can get good results in learning Physics. Students should also develop a liking for this subject matter to learn actively without having any second thoughts even though it is challenging for them. Lastly, the findings of this study have significant implications for future research in the field of Physics education. Building upon the findings, future researchers can explore other factors that influence students behavior and identify additional variables that contribute to the learning process. By doing so, future studies can be strengthened, leading to a more comprehensive understanding of the topic. KEYWORDS: Learning attitudes, academic interest, self-efficacy, learning Physics, and learners’ involvement

The Impact of Integrated Patient Education on Short-Term Revisit Rates in Healthcare Settings: A Quality Improvement Project.

Patient education plays a critical role in healthcare, influencing outcomes and resource utilization. However, effectively integrating patient education into clinical practice remains challenging due to time constraints and inconsistencies in information delivery. Enhancements in Electronic Health Records (EHR) offer potential solutions by facilitating customized, quality education delivery. This study investigates the impact of an EHR-enhanced patient education intervention on short-term revisit rates to healthcare facilities. A quasi-experimental, pre-test/post-test design without a control group was employed at the International Medical Center in Riffa, Bahrain. The intervention consisted of modifications to the EHR system to support patient education, along with staff training on effective education delivery. Patient revisit rates within seven days post-consultation were compared before and after the intervention using chi-square tests and logistic regression, adjusting for potential confounders. A total of 1,239 patients participated in the study, which was divided into two groups: 754 patients in the pre-intervention group and 485 patients in the post-intervention group. A significant change was observed in the patient revisit rates: in the pre-intervention group, 53.32% of patients (402 out of 754) returned within seven days, compared to 41.44% of patients (201 out of 485) in the post-intervention group, with a p-value < 0.01. Enhancements to EHR systems, combined with comprehensive staff education on patient education, can lead to significant reductions in short-term patient revisits. This underscores the importance of integrating technological and educational interventions in healthcare settings to improve patient outcomes and efficiency.

"The Materials Didn't Really Seem to Apply to Me": A Focus-Group Study on Young Women's Needs and Perspectives on Breast Cancer Educational Material.

Young women breast cancer survivors face unique challenges in navigating diagnosis and treatment information while also navigating their own life demands (i.e., fertility, childcare, careers). Special consideration to printed and online cancer educational materials distributed to young women should be evaluated for their suitability, but few studies have investigated the educational preferences and needs of young women cancer survivors. We sought to explore young women breast cancer survivors' needs and preferences regarding cancer educational material from diagnosis to survivorship. We used a qualitative design with convenience sampling of young women breast cancer survivors who completed active treatment at a medical center within the last 5years to participate in semi-structured online focus groups from November 2020 to May 2021. Thirty-three young women (75.8% White, 12.1% Black, 12.1% other) participated in one of seven online focus groups, each lasting approximately 2h. Four dominant themes emerged from the data: (1) initial interaction with online materials; (2) reasons for seeking printed and online materials; (3) disconnection of visuals; and (4) recommendations. Our findings revealed that young women were initially hesitant to seek online information, but later sought printed and online information after specific endorsement of materials. Current breast cancer materials lack content specific to young women's needs (i.e., reconstruction options), and graphics have little age and racial diversity. Oncology nurses may consider novel methods of education delivery, such as short videos to be shared easily on social media for specific content like scarring results and reconstruction options.

E-Learning and Students Academic Performance in Cameroon’s State Universities

Purpose: The advent of the COVID-19 pandemic significantly disrupted traditional modes of education delivery, leading to concerns about students' poor academic performance in Cameroon state universities. This study examines “E-learning and its effects on students' performances in Cameroonian state universities.” The research questions focus on the extent to which e-notes, e-assignment, e-collaboration, and video conferencing affect students' performance.&#x0D; Materials and Methods: The study adopted a descriptive survey design and employed a quantitative approach to collect and analyze data. A sample size of 310 master's students from the Faculty of Education in the University of Yaoundé 1 and University of Buea was selected through simple random probability sampling. The instrument for data collection adopted in this study was a structured questionnaire. Data was presented using tables and frequencies.&#x0D; Findings: The findings of the study on the effects of e-learning components, including e-notes, e-collaboration, e-assignments, and video conferencing, suggest positive impacts on students' performances. E-notes and lectures provided easy access to course materials and contributed to students' understanding, although some students still preferred traditional handwritten notes. E-collaboration enhanced learning experiences by promoting knowledge sharing and critical thinking, but challenges such as unequal participation and a preference for physical collaboration need to be addressed. While e-assignments facilitated timely submissions, most students did not believe they improved their performance compared to traditional methods, emphasizing the importance of effective feedback. Video conferencing-maintained classroom community and interaction, positively influencing students' attitudes, although its effect on academic performance was relatively low.&#x0D; Implications to Theory, Practice and Policy: The study recommends that educators and policymakers in Cameroon should design e-learning courses that are engaging and interactive, and provide support to students to ensure they are able to succeed in online environments. A balanced approach accommodating diverse learning preferences is also recommended, along with promoting effective e-collaboration practices and providing constructive feedback.

Evaluating the efficacy of OralDETECT training: Face-to-face versus online delivery in dental education.

This study evaluated the effectiveness of face-to-face (F2F) and online OralDETECT training programme in enhancing early detection skills for oral cancer. A total of 328 final-year dental students were trained across six cohorts. Three cohorts (175 students) received F2F training from the academic years 2016/2017 to 2018/2019, and the remaining three (153 students) underwent online training during the Covid-19 pandemic from 2019/2020 to 2021/2022. Participant scores were analysed using the Wilcoxon signed rank test, the Mann-Whitney test, Cohen's d effect size, and multiple linear regression. Both F2F and online training showed increases in mean scores from pre-test to post-test 3: from 67.66 ± 11.81 to 92.06 ± 5.27 and 75.89 ± 11.03 to 90.95 ± 5.22, respectively. Comparison between F2F and online methods revealed significant differences in mean scores with large effect sizes at the pre-test stage (p < 0.001), while significant differences with small effect sizes were noted for post-test 1 (p = 0.002) and post-test 3 (p = 0.041). Regression analysis indicated that the delivery method is associated with the participants' final scores. F2F and online versions of the OralDETECT training programme significantly enhance participants' knowledge and skills in oral cancer detection. Although F2F appeared to be more effective, the difference was not substantial enough to be considered educationally meaningful.

Review of advanced practice nurse role in infection throughout the hematopoietic stem cell transplant journey.

Prolonged periods of immunosuppression during hematopoietic stem cell transplant (HSCT) can result in serious infectious complications and contribute to transplant-related morbidity and mortality. Adherence to standardized pre and postinfection screening guidelines, prescribed medications, and early identification of infectious symptoms through comprehensive patient and family education are crucial to minimizing infectious complications. Advanced practice nurses (APNs) are key members of the multidisciplinary care team in the HSCT specialty, maintaining a specialized skillset and scope of practice which includes a holistic based, preventative medicine and risk mitigation approach. This review sought to describe the role of the APN in HSCT care and to further examine existing APN led models of care which focus on infection prevention and education throughout the HSCT treatment journey. No studies specifically examined the APN role in infectious diseases risk assessment, screening, and management throughout the HSCT journey were identified throughout our review, however, there was considerable evidence to demonstrate the benefits of APN led care in the oncology and solid organ transplantation specialty which led to improvements in continuity of care, overall patient outcomes, and multidisciplinary team collaboration. The key themes identified in our review, were the role of the APN in the delivery of comprehensive patient and family education, the role of the APN in supporting, mentoring, and educating junior medical and nursing teams, the collaboration between the APN and the multidisciplinary care team, and the role of the APN in prompt recognition, triage, and management of treatment related complications, such as infection.

Exploring childhood cancer survivor, parent, healthcare and community professionals' experiences of, and priorities for, using digital health to engage in physical activity: a mixed methods study.

Digital health interventions provide an innovative way to engage childhood cancer survivors in physical activity, yet few studies have explored the priorities of key stakeholders regarding using digital health. We aimed to investigate survivor, parent, and healthcare and community professional (HCP) experiences, priorities, and perceived importance of using digital health to promote physical activity behaviours for survivors. Participants rated the importance of digital health features to promote physical activity in a survey. Guided by survey responses, we facilitated online focus groups or semi-structured interviews to discuss participants' experiences, priorities, and suggestions in-depth. We transcribed the data verbatim and conducted directed content analysis. Forty participants took part in focus groups or interviews (including 9 childhood cancer survivors aged 8-21 years, 13 parents, and 18 HCP). Four key priorities were identified: health behaviour education, peer and parent involvement, goalsetting, and support from an HCP. There was a strong preference for digital mediums to facilitate physical activity due to its accessibility and convenience. Common intervention suggestions included earlier intervention (before the survivorship period), tailored and age-appropriate programs, a combined diet and exercise approach, and concise education delivery. This study identified key priorities that may help to promote physical activity behaviours among childhood cancer survivors. Further research is needed to integrate these priorities into health behaviour interventions and evaluate their feasibility and efficacy. Incorporating these multi-perspective priorities into future interventions will help to ensure their sustainability, acceptability, and uptake. This will in turn support childhood cancer survivors to develop a healthy lifestyle into adulthood.

Teaching retirees life adjustment pattern for lifelong educational service delivery in Rivers State, Nigeria

AbstractEvery year, several teachers retire from the education sector in Rivers State and these teaching retirees still have a lot they can contribute to the education system but can only deliver lifelong educational services when life after retirement is patterned to what is obtainable during active service. The study investigated teaching retirees' life adjustment pattern for lifelong educational service delivery in Rivers State. The study's design was descriptive survey and 18,073 retirees formed the population of the study out of which 391 retirees were sampled through multistage sampling. Data were collected using questionnaire which was face and content validated by experts in University of Port Harcourt with a Cronbach alpha determined reliability index of 0.94. Answers were provided to the research questions using mean score and SD while at 5% level of significance the hypotheses were tested using z-test statistics. The study revealed that retired teachers adjust economically using different patterns including engaging in paid employment. The retirees also adjusted socially through different patterns. Conclusively, the study identified that the retirees had economic and social adjustment patterns needed for providing lifelong educational services in Rivers State.

STUDENTS’ PERSPECTIVES OF QUALITY EDUCATION AT A SELECTED SOUTH AFRICAN UNIVERSITY

This study aimed to investigate the perspectives of undergraduate students in the TME (Technology and Mathematics Education) department within the Faculty of Education at a South African higher education institution regarding the quality of education they receive. Quality education is vital for equipping students with the knowledge and skills necessary for their academic and professional growth. The research was framed by the Octet of Quality Theoretical Framework in Higher Education developed by Zaki and Rashidi. A qualitative case study approach was employed on ten Technology and Mathematics Education (TME) students to gather rich and in-depth data that would offer profound insights into the experiences of the students. Data collection was carried out through semi-structured interviews, and the interview responses were subjected to thematic content analysis. The primary findings of the study revealed several challenges, including limited access to resources as well as student support and involvement in curriculum. These challenges can hinder the attainment of quality education. In conclusion, it is evident that both students and academics require support to ensure the delivery of quality education. To bridge the gap in achieving quality education, this paper suggests that students' perspectives on quality education are multifaceted and necessitate focused attention from higher education institutions. By addressing these multifaceted concerns, institutions can take substantial steps toward enhancing the overall quality of education for their students.

Assessing the School Management Decision Practices: Insights from the Policy Provisions

This study investigates the management decision-making practices of community school management in Nepal, focusing on the policy perspective. An analytical approach has been used to analyze the information. The authors conducted a comprehensive review of the school education policies that pertain to school management decision-making practices. The authors analyzed the policy requirements on community school management decisions and practices. According to the policy provisions, the school head teachers, school management committee (SMC) members, and teachers' representatives are actively engaged in management decision practices. This study reveals that the head teacher and school management committee hold the authority over important aspects of school management decision-making, such as teacher recruitment, school development planning, and teaching learning activities. The role of local government has crucial in the overall development of community schools in Nepal. Implementing effective school management practices can greatly enhance the development of the school and ensure the delivery of high-quality education. In this context, the authors emphasized the importance of harmonizing management practices to ensure effective decision-making and encourage active participation, ultimately leading to improved school administration.

Kekuatan Faktor Kualitas Layanan Pada Kepuasan: Perspektif Mahasiswa Perguruan Tinggi Jarak Jauh

Student satisfaction in Open Distance Learning is an indicator of the success of educational delivery. The aim of this research is to identify significant factors influencing student satisfaction in distance learning at Open University. The modified SERVQUAL Service Quality model is used in this study. The independent variables in this research include Assurance, Empathy, Responsiveness, Reliability, and Website Content, while the dependent variable is Student Satisfaction. Data was collected through self-administered questionnaires from 244 management students at Open University. The analysis is based on descriptive and inferential statistics. The research results indicate that Assurance, Reliability, and Website Content are statistically significant factors associated with student satisfaction, and these findings can contribute to improving the quality of distance learning service processes.

Unlocking the Potential of Hybrid Learning: Tourism Student Voices in South African Universities of Technology

This article examines the impacts the pandemic learning environment had on student learning and wellness, and how rethinking higher education (HE) design could bolster the improved student well-being. In the wake of Covid-19, academia is searching for some “normalcy” which requires a critical review of the suitability of current structures, as policy design struggles with the possibilities of a hybrid approach to pedagogic delivery. The body of knowledge on blended/hybrid learning design requires the student voice, in cold face experiences of pandemic-induced academic evolution, to get closer to discovering a model that benefits both teaching and learning. The unearthing of possible unrealised disruptions to the learning environment, affecting social, personal and cognitive presence. A sequential explanatory study that included the collection of quantitative survey data, and qualitative focus group interviews was conducted. The census enquiry of tourism management students at three universities of technology in South Africa was concluded online, as per remote learning requirements at the height of the pandemic. Study results indicate that remote learning during the Covid-19 pandemic impacted negatively on student learning and mental health at universities of technology (UOTs) in South Africa. Student data indicated that even through strict pandemic regulations, the university campus life morphed, and did not die. Students gravitated towards parts of the campus considered soothing, with proper internet access, arguing for a holistic, sustainable university architecture that bolsters learning and student support. HE institutions need to further consider the role and design of university architecture for hybrid/blended learning, with a user-focused perspective.

Optimizing presurgical education for patients with head and neck cancer receiving laryngectomy and free flap surgery: A qualitative study.

There has been limited study of oncology professionals' perspectives on optimizing delivery of presurgical education for individuals with head and neck cancer (HNC). Therefore, we assessed oncology professionals' perspectives about presurgical education for laryngectomy and free flap surgeries, which have a significant impact on patients' quality of life. Interviews were conducted with 27 oncology professionals from an NCI-designated Comprehensive Cancer Center and a community oncology setting. Participants identified six recommendations to improve presurgical education: (1) establishing preoperative consultations with allied health professionals; (2) educating patients and providers on the concept of team-based care; (3) optimizing education through multimodal strategies; (4) connecting patients with other HNC surgical patients; (5) preparing caregivers for their role; and (6) educating patients on insurance navigation. Study findings demonstrate gaps in the timing, content, and mode of delivery for presurgical education and suggest strategies for further evaluation in future studies.

Product life extension behaviours for electrical appliances in UK households: Can consumer education help extend product life amid the cost-of-living crisis?

This paper investigates consumer education as an effective intervention for adoption of product life extension behaviours by consumers of domestic appliances in the UK. Product life extension behaviours, including maintenance and repair, keep electrical appliances in use for as long as possible, ultimately supporting a circular economy by slowing the flow of materials. The study aims to demonstrate the influence communication-based interventions can have on consumer behaviour. The study was carried out in three phases over a 3-month period with seven households in Southwark Borough in London, forming an in-depth understanding of daily routines involving domestic appliance interactions. The results of the study suggest that consumer adoption of product life extension behaviours can be influenced by education. The study proposes that industry addresses the intention-action gap with improved and targeted design and delivery of education that motivates and empowers consumers to perform product life extension behaviours on their domestic appliances.

Dental Students' Satisfaction With Web-Based Learning During the Initial Phase of the COVID-19 Pandemic: Mixed Methods Study.

The COVID-19 pandemic has precipitated an accelerated shift in education, moving from traditional learning to web-based learning. This transition introduced a notable transactional distance (TD) between the instructors and learners. Although disease control and staff and students' safety are the top priorities during a pandemic, the successful delivery of education is equally crucial. However, the ramifications of this swift transition are particularly critical in the context of dental education. Dental education is inherently practice oriented, necessitating hands-on training and manual skills development, which poses unique challenges to distance learning approaches. This study aims to examine dental students' web-based learning satisfaction and experience of TD, investigate the predictors of web-based learning satisfaction, and explore the perceptions of students about the advantages and disadvantages of web-based learning. This study explored the factors associated with web-based learning satisfaction using TD theory during the transition to web-based education. Psychological factors that could influence satisfaction were adapted from the health belief model. We conducted a cross-sectional web-based survey of 345 dental students from 2 institutions in South Korea who were enrolled in the spring semester of 2020. Data were collected between July 8 and September 14, 2020. Qualitative analysis was used to examine responses to open-ended questions concerning perceptions of web-based learning. A multivariate hierarchical linear regression model was used to analyze the effects of student characteristics, TD, and psychological factors (ie, perceived risk of infection and efficacy belief of web-based learning) on web-based learning satisfaction. The average score for web-based learning satisfaction was 3.62 (SD 0.84), just above the midpoint of the possible range (1-5). Self-regulated learning (β=0.08; P=.046), learner-instructor interaction (β=0.08; P=.03), and learner-content interaction (β=0.64; P<.001) were associated with higher levels of satisfaction. Moreover, a significant association was revealed between high efficacy beliefs in web-based learning (β=0.20; P<.001) and satisfaction. Although the learning structure (synchronous vs asynchronous) did not exhibit a significant association with satisfaction, the qualitative analysis results revealed that each structure possesses distinct strengths and weaknesses. The students in synchronous learning (79/345, 22.9%) recognized heightened autonomy in the "learning environment" (19/79, 24%); however, technical issues (28/79, 35%) and reduced concentration (15/79, 19%) were identified as downsides. Conversely, the students in asynchronous settings (266/345, 77.1%) emphasized unlimited access to learning content (74/266, 27.8%) and the flexibility of "learning in preferred time" (69/266, 25.9%). Nevertheless, challenges, such as self-management difficulties (66/266, 24.8%) and limited interactions (55/266, 20.7%), were evident. The findings suggest that efforts to minimize TD, facilitating self-regulated learning and interaction among students and instructors, are critical for achieving web-based learning satisfaction. Moreover, establishing a common understanding among students regarding the necessity and efficacy of web-based learning during epidemics could enhance their satisfaction.

Delivering Patient Education in Healthcare Organizations: An Integrative Review of the Nursing Administrative Actions

Aim. To analyze the literature on nursing administrative actions related to patient education to inform healthcare organizations for the development of patient education and identify the knowledge gaps for future research. Background. Patient education is a patient’s right, yet numerous organizational factors can hinder the effective delivery of patient education. Nursing administrative actions can mediate these factors, but little is known about nursing administration in patient education. Evaluation. A systematic integrative review was conducted in October 2022 on five databases (CINAHL (Ebsco), PubMed, Web of Science, ABI/Inform, and Business Source Complete). No time limitations were set. Empirical research articles reporting nursing administrative actions related to educational actions as a main topic were screened and evaluated. The data analysis was based on a constant comparison method. Key Issues. There were 3,110 studies identified, of which five quantitative and four qualitative studies were included. Three main themes were generated from the data describing nursing administrative actions related to patient education: (1) strengthen the commitment to patient education, (2) ensure the necessary resources for patient education, and (3) enhance patient education policies. Conclusion. This review provides insights into nursing administration in patient education, focusing on commitment, resources, and policies. It not only highlights the critical role of nurse administrators but also calls for further research to assess the impact of these actions. Implications for Nursing Management. The findings of this review will be useful for nurse administrators by providing knowledge about nursing administrative actions in patient education and underlining the need for them to pay more attention to it. The implications for nursing management also include supporting further research in the field.

Assessment of Mentoring/Experiential Learning Instructional Delivery Enhancement Strategies for Teaching Entrepreneurship Education in Business Education Programme in Tertiary Institutions in Bayelsa State

The research examined methods for enhancing the delivery of instruction in entrepreneurship education in the Business Education curriculum at tertiary institutions in Bayelsa State, Nigeria, by means of mentorship and experiential learning. The study investigated two hypotheses at the 0.05 level of significance and addressed two research questions using a descriptive survey research design. The population was made up of 89 lecturers in business education from Isaac Jasper Boro College of Education in Sagbama Bayelsa, Niger Delta University Wilberforce Island Bayelsa, and Federal University Otuoke, Bayelsa. All 89 academics were included as responders due to the manageable population size, hence removing the necessity of sampling. Utilizing a 5-point rating scale from Very High Extent (VHE) to Very Low Extent (VLE), with corresponding values of 5, 4, 3, 2, and 1, a structured, closed-ended questionnaire consisting of 26 items was utilized to gather data. Three experts validated the instrument, and the Chrobach Alpha reliability technique was used to certify its reliability. The device's reliability coefficient was found to be 0.783. Through in-person encounters with the respondents, data was collected, and all 89 questionnaires were totally completed, yielding a 100% return rate. The study issues were addressed through the use of mean and standard deviation in the data analysis, and the hypotheses were tested using t-test statistics. With a 5-point rating scale, mean values above 3.00 designated as "high extent" and those below 3.00 as "low extent," a cut-off point value of 3.00 was employed to interpret the results for the research topics. With regard to hypotheses, where the t-calculated (t-cal) value was less than the t-table (t-tab) value of 1.96 at a 0.05 level of significance and 87 degrees of freedom, the null hypothesis of no significant difference was considered. On the other hand, when the t-calculated (t-cal) value was greater than the t-table (t-tab) value of 1.96 at a 0.05 level of significance and 87 degrees of freedom, the null hypothesis was rejected. The results of the study lead to the conclusion that strategies for enhancing the delivery of experiential learning and mentoring interactions are useful for teaching entrepreneurship education in tertiary institutions' business education programs. The National Commission for Colleges of Education (NCCE), the Nigerian Educational Research and Development Council (NERDC), the National Teachers Institute (NTI), and the National University Commission (NUC) are among the organizations that are encouraged to become more involved in education reform and development. They should also be encouraged to support modern, student-centered instructional strategies in the implementation of entrepreneurship education curriculum in business education programs at the nation's postsecondary institutions.

Geographical Information System: Strengthening the Delivery of Medical Education.

In the field of medical education, geographic information system (GIS) can contribute in several ways to strengthen the process of delivery of education. As medical institutions plan to integrate GIS in the delivery of medical education, there can be some challenges that must be given due attention to optimize the benefits. In conclusion, the integration of GIS in medical education can expose medical students to enriching learning experiences. Acknowledging the importance and merits of GIS, there is an immense need to explore the possibility and introduce it in medical education to benefit medical students and widen their perspective on health care.

Adoption of a Comprehensive Approach to Overcome the Challenges Involved in the Implementation of Social Accountability in Medical Education: A Brief Review.

In the field of delivery of medical education, social accountability envisages the responsibility of medical and healthcare institutions to meet the health-related needs of the communities in the catchment areas. The medical colleges that have integrated social accountability in their curriculum work with a goal to produce not only knowledgeable and skilled medical graduates but also those who are committed to the well-being of the entire community. The process of implementation of social accountability in medical education can have its own share of challenges. There is an immense need to plan and implement potential solutions for each of the identified challenges to ensure maximum benefit to the students, teachers, and community at large. In conclusion, social accountability in medical education has been associated with multiple benefits to all the involved stakeholders. This calls for the need to identify the challenges that can play their part in the successful implementation in medical schools and employment of appropriate measures to overcome them and move thereby bringing about a decline in health disparity.

University staff perspectives on determinants of high-quality health professions student placements in regional, rural and remote Australia: protocol for a mixed-method study

IntroductionIn rural areas, work-integrated learning in the form of health student placements has several potential benefits, including contributing to student learning, enhancing rural health service capacity and attracting future rural...