Education Guidelines Research Articles

Technology education in elementary school using the example of learning robots - development and evaluation of an in-service teacher training concept

The context of the study is the increasing digitalisation of the living environment of primary school students, which is to be introduced into primary schools according to theoretical and educational policy guidelines. In this regard, further teachertraining on digital media in classrooms are particularly relevant, on the one hand to promote teachers’ digital-related pedagogical knowledge and content knowledge (DPaCK). On the other hand, studies also reveal positive correlations among teacher training, teaching activities, and students’ learning outcomes. In-service teacher training courses with adaptive support by a trainer in particular haveproven to be effective. Against the background of various research studies on professional development of teachers, a corresponding model of tripartite learning outcomes has been established and serves as a broad theoretical framework. However, the specific relationship between in-service teacher training with adaptive support, DPaCK, and computational thinking of primary school students in the context of the German primary school subject Sachunterricht has not been sufficiently studied. Therefore, the following research questions can be derived: (1) To what extent does training with adaptive support on the topic of learning robots contribute to the development of teachers’ DPaCK? (2) Which effects can be ascertained on the students’ computational thinking in technology-related Sachunterricht? To investigate this relationship, an intervention study in a pre-post design with an experimental group, a control group, and a baseline is appropriate. As results are not yet available at this point, the present paper focuses on the presentation of the theoretical background and empirical approaches.

A comparative assessment of NSW educational acoustic design guideline

School Infrastructure New South Wales (SINSW) Educational Facilities Standard Guidelines (EFSG) Design Guideline 11 (DG-11) is the acoustic guideline for public educational premises in NSW. A comparative assessment of the guideline against alternative guidelines is conducted in this paper. The analysis identifies shortcomings stemming from an outdated guideline, as well as gaps in design clarity. Design solutions to meet the mandatory EFSG GD-11 acoustic requirements have been proposed to address the identified shortcomings. Additionally, we thoroughly examined DG-11's design specifications to resolve ambiguity and reduce the potential costly and over design. Our findings revealed weaknesses in SINSW DG-11 when compared to other nationally and internationally recognized standards. To create innovate and sustainable educational spaces that cater the users’ needs and enhance the functionality of educational spaces, fostering of a constructive dialog is required between stakeholders and acoustic designers while preparing acoustic guidelines.

Effectiveness of educational guidelines about social media misuse and electronic extortion on knowledge, attitudes and digital skills of school age children

Effectiveness of educational guidelines about social media misuse and electronic extortion on knowledge, attitudes and digital skills of school age children

Effect of Educational Guidelines on Nurses’ Performance regarding Safe Use of High Alert Medications at Pediatric Intensive Care Units

Effect of Educational Guidelines on Nurses’ Performance regarding Safe Use of High Alert Medications at Pediatric Intensive Care Units

Skill transference and learning curves in novice learners: a randomized comparison of robotic and laparoscopic platforms.

While well-established protocols direct laparoscopic training, there remains arelative paucity of guidelines for robotic education. Furthermore, it is unknown how exposure to one platform influences trainees' proficiency in the other. This study aimed to compare and quantify (1) learning curves and (2) transference of skill between the two modalities in novice learners. Thirty pre-clinical medical students were randomized into two groups. One group performed the peg-transfer task using the robot first, followed by laparoscopy, while the other group performed the same task laparoscopically first. Participants completed five repetitions with each methodology. Participants were timed and errors were recorded. We hypothesized that laparoscopic experience with the peg-transfer task would assist in completing the task robotically, and there would be a higher degree of skill transference from the laparoscopic to robotic platform. Peg-transfer task completion was consistently faster and more accurate with the robot compared to laparoscopy (p < 0.01). We observed a positive transference of skill from the laparoscopic to robotic platform. However, exposure to the robot-hindered students' ability to perform the task laparoscopically, evidenced by significantly increased time and errors when compared with baseline laparoscopic performance (p < 0.01). These findings encourage surgical residency programs to treat robotic and laparoscopic training as discrete entities and consider their unique learning curves and skill transference when designing an efficient curriculum. While these effects are observed in novices, future directions include uncovering the trends among resident trainees and practicing surgeons.

An artificial intelligence course for chemical engineers

Artificial intelligence and machine learning are revolutionising fields of science and engineering. In recent years, process engineering has widely benefited from this novel modelling and optimisation approach. The open literature can offer several examples of their applications to chemical engineering problems. Increasing investments are devoted to these techniques from different industrial areas, but insufficient information on a structured course covering these topics in a chemical engineering curriculum could be found. The course in this paper intends to reduce this gap. We introduce one of the first courses on artificial intelligence applications in a chemical engineering curriculum. The course targets Master's students with a chemical engineering background and insufficient knowledge of statistical approaches. It covers the main aspects by utilising frontal lectures and hands-on exercises with active learning methods. This paper shows the methodology we adapted to introduce students to machine learning techniques and how they responded to each class. The student performances for each test are shown, as well as the survey results based on student feedback and suggestions. This work contains essential guidelines for educators who will provide an artificial intelligence course in a chemical engineering curriculum.

APLINKOSAUGINĖS NUOSTATOS: BŪSIMŲJŲ ANKSTYVOJO UGDYMO MOKYTOJŲ POZICIJA

It is important to focus on the environmental awareness of pre-service teachers, as their decisions as future professionals can have an impact not only on the environment, but also on the education of the next generation. On the other hand, it is also useful for teachers to be aware of trends in students' environmental attitudes in order to be able to emphasise one or other of the sustainable development goals in the context of the curriculum. The main research question is what environmental attitudes have been developed by pre-service preschool, pre-primary and primary school teachers. The study is a mixed-method (qualitative and quantitative) pilot study. The study was carried out between January and March 2023. The participants were 136 university students, pre-service pre-school, pre-primary and primary education teachers (pre-service early childhood teachers). The survey instrument used a 22-item scale. The statements were scored using an interval 5-point Likert scale. The quantitative data obtained from the survey were analysed using descriptive statistics. The mean, standard deviation and significance index of the statements were calculated. Environmental attitudes, like any other attitudes, influence human behaviour. Students have learned these behaviours from their parents and teachers since they were children. What they have expressed in this study is the result of many years of education and experience. Students are very clear about the importance of recycling, they are in favour of preserving biodiversity, conserving heat, responsible consumption in general, etc. It is likely that pre-service teachers, having developed environmental attitudes and skills in practical environmental activities, will base their future professional life on these values and will transfer their experience to their learners in new contexts. Environmental attitudes are becoming increasingly important as the ideas of sustainable development and sustainable living are reflected in the curriculum guidelines for pre-school education (2023) and in the pre-primary and primary curricula (2022). Students' attitudes towards environmentalism reflect their relationship with the environment, and the high significance indexes (Sis) suggest that synergies are developing in the human-nature system. However, this calls for a new in-depth study of environmental attitudes. Keywords: environmental attitudes, early education, human behaviour, pre-service teachers, science education.

The Semantics of Remorse for the Climate Crisis: Moral Self-Awareness and Its Educational Role

The indifference of Earth’s inhabitants towards progressive climate crises raises understandable anxiety for ecologists. Searching for effective forms of education aimed at radical and rapid change in attitudes is implemented in various areas of knowledge. This research combines linguistic, cognitive workshops and personality psychology, together with a selection of statistical tools. The results obtained through empirical research facilitated the construction of the semantic image of remorse and its wider (transcending the lexical) interpretation framework within self-aware emotional states and, specifically, moral feelings. The semantic analyses herein have become the grounds for educational guidelines within the process of attitude changes.

89 Frequency and Impact of PANDAS/PANS Diagnosis in Canada

Abstract Background Paediatric autoimmune neuropsychiatric disorders associated with streptococcal infection (PANDAS/PANS) are defined by abrupt onset and episodic course of neuropsychiatric symptoms associated with infection. There are challenges in the application of published diagnostic criteria, and the frequency of diagnosis is unknown. To date, there is little data on clinical practice patterns in diagnosis, assessment and treatment. Objectives The aim of this study was to estimate and characterize the frequency and impact of the diagnostic label of PANDAS/PANS in Canada. Design/Methods Through established CPSP methodology, over 2,800 paediatricians and subspecialists were surveyed for children seen in the previous month who had received the diagnostic label of PANDAS/PANS. Respondents completed a detailed questionnaire on demographics, clinical presentation, diagnostic evaluation and interventions. Results Between December 1, 2019 and November 30, 2021, 84 reported cases received the diagnosis of PANDAS/PANS. The majority were female (48/84, 57%), with mean age of symptom onset 9.4 years (range 3 to 16 years). Of the 84 cases, 82% (69/84) had OCD and/or acute food refusal, 39% (33/84) had tics and 32% (27/84) had both OCD and tics. Symptom onset was described as sudden in 22% of cases. The vast majority of cases had at least two neuropsychiatric symptoms (80/84, 95%). Infection was associated with symptom onset (22/84, 26%) or exacerbation (25/84, 30%) in less than one-third of cases. Healthcare utilization included emergency-department visits (29/84, 35%) and inpatient admissions, both medical (8/84, 10%) and psychiatric (8/84, 10%). Three quarters (52/68, 76%) of cases had five or more health care visits since symptom onset and 31% (24/78, 31%) accessed more than five health care providers. Medical treatments were provided in 95% (80/84; antibiotics, NSAIDS, steroids, IVIG or rituximab), 95% (80/84) received psychological and/or psychiatric treatments, and more than 50% (42/84) of patients saw a complementary/alternative health provider. Almost all cases (84/85) experienced significant negative impacts, including family stress, mental health concerns, or conflict (54/84, 64%); school absences (43/84, 51%); and withdrawal from activities/friends (33/84, 39%). In forty-one percent (33/81) of cases, there was a significant discrepancy in the certainty of diagnosis, with families significantly more certain than reporting physicians. Conclusion PANDAS/PANS are rare diagnoses, associated with a significant burden on children, families and the healthcare system. In reported cases, there was significant practice variation in diagnosis, assessment and treatment, with frequent uncertainty about the diagnosis. Education and clinical practice guidelines are needed, targeting a range of practitioners.

Implementation and Assessment of a Hybrid Training Course on Point-of-Care Pediatric Ultrasound in Vietnam During the COVID-19 Pandemic.

Background As point-of-care ultrasound (POCUS) has gained popularity, some educational guidelines have been developed. However, in Vietnam, no training course in pediatric POCUS has yet been developed. This was challenging, especially during the COVID-19 pandemic. Objectives This study aimed to implement a three-month hybridtraining course for pediatric POCUS training in Vietnam using both online and face-to-face hands-on sessions and to assess participants' self-efficacy level and change in their attitudes towards pediatric POCUS. Methods A hybrid training course in pediatric POCUS was implemented at a children's hospital in Vietnam. This study developed a standardized training course, including online learning, live lectures, hands-on sessions, and skill assessment based on the POCUS consensus educational guidelines. Physicians interested in pediatric POCUS were recruited for participation. They completed a self-evaluation survey before and after the course using a Likert score to assess their background, self-efficacy in performing POCUS, overall satisfaction with the course, and change in their attitudes towards POCUS three months after the course. Results A total of 19 physicians participated in the course. The mean post-training self-efficacy score was significantly higher than the pre-course assessment score: 73.1 (standard deviation (SD): 7.2) vs. 48.9 (SD: 12.5) (p <0.05). The efficacy level was retained three months after the course. Furthermore, overall satisfaction with the course was high at 9.5 (SD: 0.6). After the course, almost all participants strongly agreed to increase the use of POCUS in their clinical practice. Conclusion A hybrid training course in pediatric POCUS was successfully implemented in Vietnam and found the participants' self-efficacy level to be significantly higher after the course and the effect to be retained after the course. The training course could positively affect the participants' attitudes towards POCUS, encouraging them to use POCUS more frequently in their clinical practice.

Effect of instructional guidelines on Nurses Performance regarding Burn Injury Management in children

Effect of instructional guidelines on Nurses Performance regarding Burn Injury Management in children

Role of L1 in ISLA: A Principled Approach in Belgium's Beginner Classrooms

This mixed-methods study investigates the role of the first language (L1) in facilitating second language acquisition (L2) among beginner learners in Belgium's unique multilingual environment. The research aims to bridge existing gaps in the literature on Instructed Second Language Acquisition (ISLA) by focusing on beginner learners and assessing both cognitive and sociocultural implications of L1 use. A total of 300 students, aged 7-12, and 20 teachers participated in the study, employing questionnaires, standardized tests, classroom observations, and interviews as data collection methods. Results indicate a generally positive yet varied attitude toward the use of L1 in language learning, both among students and teachers. The findings contribute nuanced insights to the ongoing academic discourse on ISLA, specifically challenging polarized viewpoints. The study also aims to offer actionable guidelines for educators and policymakers in language instruction, particularly in linguistically diverse settings like Belgium.

The AAPM/ASTRO 2023 Core Physics Curriculum for Radiation Oncology Residents

The American Association of Physicists in Medicine Radiation Oncology Medical Physics Education Subcommittee (ROMPES) has updated the radiation oncology physics core curriculum for medical residents in the radiation oncology specialty. Thirteen physicists from the United States and Canada involved in radiation oncology resident education were recruited to ROMPES. The group included doctorates and master's of physicists with a range of clinical or academic roles. Radiation oncology physician and resident representatives were also consulted in the development of this curriculum. In addition to modernizing the material to include new technology, the updated curriculum is consistent with the format of the American Board of Radiology Physics Study Guide Working Group to promote concordance between current resident educational guidelines and examination preparation guidelines. The revised core curriculum recommends 56 hours of didactic education like the 2015 curriculum but was restructured to provide resident education that facilitates best clinical practice and scientific advancement in radiation oncology. The reference list, glossary, and practical modules were reviewed and updated to include recent literature and clinical practice examples. ROMPES has updated the core physics curriculum for radiation oncology residents. In addition to providing a comprehensive curriculum to promote best practice for radiation oncology practitioners, the updated curriculum aligns with recommendations from the American Board of Radiology Physics Study Guide Working Group. New technology has been integrated into the curriculum. The updated curriculum provides a framework to appropriately cover the educational topics for radiation oncology residents in preparation for their subsequent career development.

Exploring Orthopedic Occupational Therapy in Korea: Insights from a Survey on Occupational Therapists' Perspectives.

This study explores the perceptions and experiences of Korean occupational therapists (OTs) about their role in managing elderly patients with orthopedic conditions. The goal is to inform policy discussions for better integration of OT services in orthopedic care settings in Korea. A survey was conducted among Korean clinical OTs to gather data on their perceptions, experiences, and challenges in providing orthopedic OT services. Snowball sampling was used, and the survey addressed general characteristics, orthopedic OT status, perceptions, and competence. The data were analyzed using frequency and percentage calculations in SPSS 22.0. Out of 171 respondents, only 18 had experience working in orthopedic departments, while 78 (45.6%) had provided occupational therapy to orthopedic patients. Rehabilitation medicine physicians were the primary prescribers of orthopedic OT. Key challenges included a lack of awareness among professionals, an absence of appropriate fees, and insufficient knowledge among OTs. The majority of respondents agreed that providing OT in orthopedic departments was appropriate and expressed a need for education and clinical guidelines. The study examines the current state of orthopedic OT in Korea, showing low levels of experience and highlighting challenges, such as a lack of professional awareness, inadequate fees, and insufficient knowledge among OTs. Respondents mostly agreed on the necessity for education and clinical guidelines to improve their capabilities in orthopedic settings. This study emphasizes the need for healthcare system improvements that allow OTs to participate more widely without being confined to specific medical disciplines, promoting a more comprehensive approach to OT, especially as the aging population continues to grow.

Medicaid Coverage of Guidelines-Based Asthma Care Across 50 States, the District of Columbia, and Puerto Rico, 2021-2022.

Asthma affects more than 25 million Americans, including 4.2 million children. The burden of asthma disproportionately affects people enrolled in Medicaid, among other disparate groups. Improved availability and accessibility of guidelines-based treatments and services may ensure positive health outcomes for people with asthma. In this article, we provide an update to the American Lung Association's Asthma Guidelines-Based Care Coverage Project (the Project) to determine the extent of asthma care coverage and associated barriers in Medicaid programs for all 50 states, the District of Columbia, and Puerto Rico, and examine improvements in coverage since 2017. Findings from the Project, representing coverage from 2016-2017, were first published in Preventing Chronic Disease in 2018. The Project was updated in 2021 to reflect the National Asthma Education and Prevention Program guidelines 2020 Expert Panel Report-3 updates, which were finalized in December 2020. It now tracks coverage for 8 areas of guidelines-based care and 7 barriers to care in Medicaid programs by reviewing publicly available plan documents and engaging with Medicaid programs to review and confirm findings. Results from the Project, which reflect coverage in 2021-2022, show an increase in comprehensive coverage in Medicaid programs over the last 5 years. However, coverage remains inconsistent across programs, and barriers to accessing asthma care still exist. Although substantial improvement has been made to coverage, certain gaps and barriers to care must be addressed for patients to fully benefit from guidelines-based care to manage their asthma and improve health outcomes.

Pain Education and Knowledge (PEAK) Consensus Guidelines for Neuromodulation: A Proposal for Standardization in Fellowship and Training Programs.

The need to be competent in neuromodulation is and should be a prerequisite prior to completing a fellowship in interventional pain medicine. Unfortunately, many programs lack acceptable candidates for these advanced therapies, and fellows may not receive adequate exposure to neuromodulation procedures. The American Society of Pain and Neuroscience (ASPN) desires to create a consensus of experts to set a minimum standard of competence for neurostimulation procedures, including spinal cord stimulation (SCS), dorsal root ganglion stimulation (DRG-S), and peripheral nerve stimulation (PNS). The executive board of ASPN accepted nominations for colleagues with excellence in the subject matter of neuromodulation and physician education. This diverse group used peer-reviewed literature and, based on grading of evidence and expert opinion, developed critical consensus guides for training that all accredited fellowship programs should adopt. For each consensus point, transparency and recusal were used to eliminate bias, and an author was nominated for evidence grading oversight and bias control. Pain Education and Knowledge (PEAK) Consensus Guidelines for Neuromodulation sets a standard for neuromodulation training in pain fellowship training programs. The consensus panel has determined several recommendations to improve care in the United States for patients undergoing neuromodulation. As neuromodulation training in the United States has evolved dramatically, these therapies have become ubiquitous in pain medicine. Unfortunately, fellowship programs and the Accreditation Council for Graduate Medical Education (ACGME) pain program requirements have not progressed training to match the demands of modern advancements. PEAK sets a new standard for fellowship training and presents thirteen practice areas vital for physician competence in neuromodulation.

Practice of Pre-Hospital Emergency Care and Associated Factors in Addis Ababa, Ethiopia: Facility-Based Cross-Sectional Study Design.

Medical emergencies require quick field interventions and stabilization before transport, while rapid transportation to definitive healthcare with fewer field interventions improves trauma outcomes. Poor prehospital healthcare practices negatively impact patients' health, and limited studies exist on providers' practices in resource-limited areas like Ethiopia. This study aimed to assess the practice of pre-hospital emergency care and associated factors at pre-hospital health facilities in Addis Ababa, Ethiopia. A facility-based cross-sectional study was conducted 191 pre-hospital healthcare providers, of which 20 randomly selected participants were participated in the observational study from October 2021 to February 2022 in Addis Ababa Ethiopia. Data was collected using a checklist and self-administered questionnaire. Data was cleaned, entered into Epi data version 4.4, and exported to SPSS software for analysis. Binary and multivariable logistic regression analyses were performed, with a P-value of 0.05 considered statistically significant. The study found that 43% (82) of pre-hospital healthcare providers in Addis Ababa, Ethiopia, had good practice in pre-hospital emergency care. The identified factors that increased the odds of good practice in pre-hospital emergency care were: being able to provide advanced life support (AOR = 88.99; 95% CI: 27.143-291.603); adequate monitoring and defibrillators (AOR = 5.829; 95% CI: 1.430-23.765); having work experience of 4-5 years (AOR = 5.86; 95% CI: 1.424-24.109); and having the opportunity to continue education (AOR = 31.953; 95% 6.479-157.591). The study found high levels of poor practice among pre-hospital healthcare providers in Addis Ababa, Ethiopia. Factors contributing to good practice include being trained in advanced Life Support, adequate monitoring, defibrillators, work experience, and having the opportunity to continue education. Therefore, policymakers and health planners should establish teaching and training centres based on Ministry of Health and Education guidelines.

NATIONAL EDUCATION IN UKRAINE: REVIVAL OF CHRISTIAN TRADITIONS

In Ukraine, the social life transformation period continues and manifests in rethinking the ideals and educational guidelines. The processes of democratization aimed at the development of civil society that started in the last century are taking place in the Ukrainian society at the beginning of the 21st century. These trends cause changes in priorities in social policy oriented at solving the problems of educating the younger generation and the activities of such social institutions as family and school. Spiritual principles based on Christian morality also play an important role in the implementation of the education of the younger generation. The article focuses on the study of the socio-economic, cultural, and pedagogical environment in which the child grew and developed. The authors take a deep look into the historical and pedagogical essence and content of Christian education. The research proves that in the transition of Ukraine to a democratic state system the tendencies of educating the younger generation on Christian cultural traditions spread into the education system. A significant interest in the organization of domestic education is the study and use of the best achievements of the national education system. It has been established that the use of educational potential as one of the main links in the formation of a new generation of society has been established.

Directors’ Views on Adapted Physical Education and Sports Practices in Special Education and Rehabilitation Centers

Introduction: This study aimed to determine the current situation regarding physical education and sports practices for special needs students in special education and rehabilitation centers and to analyze the views of the directors of these institutions in detail. Method: The case study design used for qualitative research was employed. The research was conducted in nine institutions operating in the Izmit district of Kocaeli province, Turkey, via selection through easily accessible case sampling. The directors of the institutions were interviewed individually following semi-structured interview forms. The data obtained were analyzed using the content analysis method. Findings: In line with the opinions expressed by the participants, four main themes and ten sub-themes emerged. The main themes identified were the shadow of the Ministry of National Education, educator characteristics, guidance toward physical education and sports, and integrity of development. Discussion: Although there are no official guidelines for physical education and sports, services and guidance pertaining to physical education and sports exist thanks to the sensitivity and efforts of the institutions. The participating directors revealed the desire to add a module in physical education and sports to the regulations, and they are committed to fulfilling the relevant requirements. For the directors of the institutions, who undertake their efforts in the shadow of the regulations and are aware of the benefits that sports practices will provide to children with special needs, using their initiative and whatever financial and moral means are at their disposal are viewed as necessary steps to be taken in the name of education. Within this context, physical education and sports teachers and recreation leader should also be included and employed as personnel in such institutions, a condition that should be considered mandatory in the Special Education Institutions Regulation of the Ministry of National Education.

An examination of Canadian parents’ and guardians’ agreement with the Core Principles of comprehensive sexual health education

Parental/guardian support can be a key input for policy decision-making for sexual health education curriculum development and it is, therefore, critical to examine parental/guardian attitudes towards the principles underlying comprehensive sexual health education. The Canadian Guidelines for Sexual Health Education ( SIECCAN, 2019 ) specify nine Core Principles of Comprehensive Sexual Health Education that should inform the planning and delivery of sexual health education programs. This study examines parental/guardian attitudes towards the Core Principles and determines whether attitudes vary based on demographic and regional variables. Two thousand parents/guardians from across Canada completed an online questionnaire assessing demographic characteristics and overall agreement with each of the Core Principles. There was strong consensus among parents/guardians; 73% to 85% support the inclusion of the nine Core Principles in the planning and development of sexual health education programs. We tested agreement with Core Principles in two ways: first using averaged scores across all Core Principle items, then across individual Core Principles. We found some statistically significant effects based on parent/guardian gender, educational attainment, region of residence, and importance of religion, however all effect sizes were small (between 1%–4% variance accounted for) suggesting these were not particularly meaningful. Therefore, findings demonstrate parental/guardian support across Canada for the Core Principles of Comprehensive Sexual Health Education. Understanding parents’/guardians’ attitudes towards the philosophical underpinnings of sexual health education provides policymakers with a firmer understanding of parental perspectives which may be particularly salient as new issues emerge in public discourse about the content of sexual health education in schools.