Educational Modality Research Articles

Perceived instructor presence, interactive tools, student engagement, and satisfaction in hybrid education post-COVID-19 lockdown in Mexico

Interactive communication platforms have been widely used to support online teaching. However, during the Coronavirus Diseases 2019 (COVID-19) pandemic they gained unprecedented relevance since they allowed educational processes to continue. This study investigated the relationship among interactive communication technology tools, perceived instructor presence, student satisfaction and engagement in hybrid courses post-COVID-19 lockdown. An electronic questionnaire was administered to 1086 students from a public university in Mexico that implemented a hybrid class model using Microsoft Teams after the lockdown. Jamovi and WarpPLS were used to perform confirmatory factor analysis and structural equation modeling. The findings revealed that interactive technological communication tools positively impact the instructor's perceived presence, student satisfaction and engagement. Similarly, commitment significantly positively impacted student satisfaction. The model demonstrated a good fit. The findings were consistent with studies before and during the lockdown. The instructor's perceived presence promotes student engagement and satisfaction, and Microsoft Teams effectively facilitates this presence. These findings suggest that interactive communication tools are and will be significant in educational contexts and modalities. This study provides useful insights for educators, course designers and educational administrators, emphasizing effective communication with students and implementing interactive technological communication tools to enhance hybrid learning in the post-pandemic era.

Tolerance and adaptation to virtual classes due to the pandemic among university adolescents

After the pandemic, the Ministry of Education proposed the teaching of virtual classes, a measure that generated adaptation processes. The present research aimed to determine the relationship between tolerance to frustration and adaptation to virtual classes due to the pandemic in adolescents from a public and private university. A study was carried Prospective cross-sectional correlational study, the sample made up of 86 students from a private and public university, the survey and instrument technique were used, a Likert scale questionnaire applied via Google Docs, applied to students who have developed face-to-face classes and later they have held virtual classes. The tolerance to frustration in adolescents of the Private University of Huancayo Franklin Roosevelt and the National University of Huancavelica is medium and the adaptation to virtual classes is in the process of adaptation. There is a direct average correlation between tolerance to frustration and adaptation to virtual classes in adolescents from a public and private university in a pandemic; with a Spearman's Rho value of 0.634 and a p. bilateral significance value of 0.000. The Peruvian educational system was not yet prepared for virtual education, finding many deficiencies. We recommend carrying out multicenter studies, which allow the outcomes of this change in educational modality to be compared in various regions.

An In-Depth Literature Review of Remote, Online, and Hybrid Learning with Case Studies of Successful and Failed Attempts

This literature review traces the historical development and changing educational delivery modalities to examine the evolution, application, and effects of remote, online, and hybrid learning models. It offers a theoretical framework outlining important educational ideas and techniques, concentrating on how different learning styles are considered within these paradigms and their difficulties and advantages. The paper emphasizes how significant technology developments have influenced remote learning, especially when combining synchronous and asynchronous learning techniques in hybrid models. Effective course design, learner engagement, technology infrastructure, faculty training, and institutional support are all factors that contribute to successful implementation. The study also contains case studies demonstrating successful and failed implementation initiatives, emphasizing the techniques, instructional approaches, technological integrations employed, and results and outcomes obtained. The analysis suggests best practices and suggestions for educators, institutions, and legislators to improve the effective implementation of various learning models, address possible issues, and offer enough faculty and student support. This thorough literature analysis provides insights into the dynamic interaction between pedagogy, technology, and institutional support in distant, online, and hybrid learning, serving as a significant resource in education and learning.

THE USE OF TECHNOLOGIES IN THE TEACHING AND LEARNING PROCESS IN EARLY EARLY EDUCATION

Considered to be the true ‘door to the educational process’, it is clear that early childhood education needs to develop considering the use of technological resources in the classroom. This is because in today’s world, children have constant interaction with technology, developing skills in which they surpass adults. Therefore, there is no way to develop early childhood education without this type of resource. The non-inclusion of technologies in this educational modality constitutes an attempt to develop an educational process disconnected from reality. Regardless of the type of media used, technologies are important for early childhood education, as they are indispensable tools nowadays that, combined with the educator’s knowledge, provide children’s development. This is a bibliographical review with the aim of discussing the use of technologies in the teaching and learning process of early childhood education.

International Student Perceptions of an American Educational Leadership Program: A Look at Students Residing in Qatar and Their Quest to Receive an Advanced Degree from an American University

Transnational Higher Education has become more prevalent and an option that many international students seek. International students choose online education through United States universities for a plethora of reasons including the perceived high quality of US universities, the flexible modality of online education, and the associated reduced costs. This study seeks to examine the perceptions and experiences of international students residing in Qatar as they progress through a United States university’s online (hybrid of synchronous and asynchronous) master’s degree principal preparation program in Educational Leadership. This phenomenological qualitative study surveys international student candidates at the completion of the program to ascertain their experiences of receiving an advanced degree from a university in the United States. The candidates represent a variety of countries, yet work as teachers in various types of schools in Qatar. This study should add to the growing research of transnational education and help to provide a better understanding of international student insights.

Cultural adaptation and psychometric properties of the online learning climate scale for Chilean university students.

The COVID-19 pandemic has profoundly changed university teaching and learning formats, leading to a significant increase in online learning. Consequently, the crisis has facilitated the potential development of this educational modality. However, researchers need adapted and validated instruments to assess the online learning climate in universities. This study aimed to adapt and psychometrically validate the Online Learning Climate Scale (OLCS) for Chilean university students. Quantitative research was conducted with a non-experimental and cross-sectional, design executed in two phases: the first was oriented to the cultural adaptation of the instrument, and the second was focused on analyzing its psychometric properties in a sample of 491 university students. A translated and culturally adapted version was obtained, composed of 15 items distributed in a factorial structure composed of four dimensions that showed excellent adjustment to the data [χ2 (84) = 189.628; p < 0.001; CFI = 0.979; TLI = 0.973; RMSEA = 0.051 (IC90% 0.044-0.059); SRMR = 0.028]; internal consistency was estimated through Cronbach's alpha and ranged between 0.892 and 0.955, and strict invariance between men and women was achieved. The Online Learning Climate Scale (OLCS) is a valid and reliable measure for measuring the online learning climate within the Chilean higher education context so that it can be used both in research and in monitoring management programs in educational environments.

PROFESSIONAL DEVELOPMENT: INCLUSIVE PRACTICES IN THE TRAINING OF EDUCATORS FOR SPECIAL EDUCATION

The study highlights Special Education as a comprehensive teaching modality, which encompasses all levels, stages and educational modalities. It focuses on Specialized Educational Assistance (AEE), providing resources, services and guidance to improve the teaching and learning process in regular classrooms. According to educational policy, Special Education must be implemented in all teaching contexts, aiming to serve students with disabilities, pervasive developmental disorders (TGD) or high abilities/giftedness.The current approach emphasizes the coexistence and collaboration between Special Education and regular education, moving away from the previous substitutive vision. In this sense, the responsibility for the education of students with disabilities, TGD or high abilities/giftedness is shared between the regular class teacher, responsible for the curriculum, and the teacher specializing in AEE, responsible for creating conditions that meet the specific needs of these students. This approach seeks to overcome barriers to promote inclusive education, ensuring not only access and retention, but also the effective learning of these students, integrating them in a meaningful way in common classrooms. From this new perspective, Special Education is no longer seen as a substitute alternative to regular education, taking on a complementary or supplementary role. This implies a change in the understanding of the role of the specialist teacher, who now works together with the regular class teacher to ensure inclusive and effective education.

Modalities for teaching responsible and ethical conduct of research online: Lessons learned from an undergraduate workshop in Utah.

The COVID-19 pandemic disrupted scientific research, teaching, and learning in higher education and forced many institutions to explore new modalities in response to the abrupt shift to remote learning. Accordingly, many colleges and universities struggled to provide the training, technology, and best practices to support faculty and students, especially those at historically disadvantaged and underrepresented institutions. In this study we investigate different remote learning modalities to improve and enhance research education training for faculty and students. We specifically focus on Responsible and Ethical Conduct of Research (RECR) and research mentoring content to help address the newly established requirements of the National Science Foundation for investigators. To address this need we conducted a workshop to determine the effectiveness of three common research education modalities: Live Lecture, Podcast, and Reading. The Live Lecture sessions provided the most evidence of learning based on the comparison between pre- and post-test results, whereas the Podcast format was well received but produced a slight (and non-significant) decline in scores between the pre- and post-tests. The Reading format showed no significant improvement in learning. The results of our workshop illuminate the effectiveness and obstacles associated with various remote learning modalities, enabling us to pinpoint areas that require additional refinement and effort, including the addition of interactive media in Reading materials.

Horizons architecture with virtual reality for complexity: Mixed methods

In the field of complexity, new methodologies emerge, such as horizon architecture, which help to focus solutions that can be integrated to foster innovation in university education. Technologies are also opening up opportunities for training, such as virtual and augmented reality. This article aims to answer the question: What innovations do postgraduate students perceive in environments using horizons architecture to integrate virtual reality? In this project's training experience for students, the horizons architecture strategy was implemented with virtual reality resources and emerging technologies. Mixed method with three instruments (two semi-structured questionnaires and one Likert scale) were applied to 99 postgraduate students in Humanities and Education. Virtual and augmented reality supported the distance education modalities and project presentations. The findings account for: (a) open and systemic innovation, (b) creation of new products and services, (c) the potential of horizons architecture strategy, (d) motivation boosted by virtual and augmented reality, and (e) critical aspects of integrating virtual and augmented reality (technical and academic). This study may be valuable to teachers, entrepreneurs, and decision-makers interested in innovative educational environments and technologies, especially those in graduate education.

Developing a Framework for the Design and Deployment of Virtual Reality (VR) in Clinical Education.

The emerging cost-effective and powerful standalone VR hardware is an increasingly viable supplement to traditional clinical educational modalities. These traditional approaches are effective but can be limited by the cost of simulation infrastructure, the requirement to attend at fixed times and locations and instructor availability present challenges in meeting the needs of clinicians. One barrier facing educators looking to develop bespoke VR-based solutions is the lack of guidelines around their design, development, deployment, and evaluation. Our team has produced and deployed a number of VR-based educational applications. Through reflecting on findings from surveys, interviews, observation, we summarise a range of insights into the complexity and nuances of the clinical VR design and deployment in a framework that can inform and guide educators, clinicians and developers looking to create their own VR applications for use in healthcare.

P1034 The Egyptian ICRID-IBDQ: A novel IBD knowledge questionnaire from development and validation to comparison of different patient education modalities

Abstract Background Inflammatory bowel diseases are chronic debilitating diseases whose proper management depends on patients’ good knowledge. It is the role of the physician to ensure good knowledge by tailoring appropriate methods of patient education. Methods This study included 105 patients with established diagnosis of IBD presenting to the Integrated Clinical and Research Center for Intestinal Disorders (ICRID) unit, Department of Endemic hepato-gastroenterology and infectious diseases, Faculty of medicine-Kasr Al Ainy Hospital, Cairo university. It included 2 phases: The first was cross-sectional analytical where the Egyptian “ICRID-IBDQ” questionnaire assessing the IBD patients’ knowledge was developed, validated, and used within the study population. This questionnaire comprised questions about the nature of the disease, lifestyle, diet, treatment modalities along with its effect on pregnancy and fertility; and the knowledge level was estimated by the number of correct answers considering scores above 75% as “Good”, 50-75% as “Fair”, and below 50% “Poor”. The second phase was comparative interventional where the patients were randomly allocated to 3 different educational methods: Direct education by physician, by infographic videos, and both combined, with the utility of the three in patient education compared using the ICRID-IBQ. Results The estimated patient knowledge of IBD is 26.3%, corresponding to “Poor”. The factors significantly associated with better knowledge on multivariate analysis are higher level of education (college or more) (p value &amp;lt;0.001, OR 8.7), female gender (p value 0.002, OR 4.9) and positive family history (p value 0.042, OR 7.7). All fields had “poor” knowledge, and the field with the most defective knowledge was surgery. All patients receiving education improved, total percentage of improvement measured from 26.3% to 78.9% (p value &amp;lt;0.001). There was no statistical difference between the 3 educational groups: Direct education by physician, infographic video or both combined (p value 0.09). Conclusion The importance of patient education has to be seriously addressed and tailored educational programs using combined methods have to be implemented by healthcare facilities to improve IBD patients’ quality of treatment and of life. Infographic videos are valuable tools which may aid in improving knowledge by patient education.

Educação inclusiva e a (in) constitucionalidade do Decreto 10.502/2020

Special Education is an integral modality of inclusive education, whose primary purpose is to off er quality education to all, without diff erence. Based on this statement, the objective of this research was to analyze the Decree of Law 10.502/2020 and refl ect on its impact on the process of inclusion of people with disabilities in the educational fi eld. The following specifi c objectives were defi ned: to understand the historical and legais frameworks of the process of inclusion of people with disabilities in Brazilian education, to discuss the unconstitutionality of the decree analyzed in the light of the LBI and to analyze the meaning of the approval of the decree in terms of retrogression to the process of inclusion. The methodology used was bibliographic research and document analysis, while books, scientifi c articles and published research on the subject were used, as well as the study of the legislation that, in the same year of its publication, was suspended. In conclusion, as it violates the principles of equality and equity, the Decree is unconstitutional and presents in its text retrogressive actions that represent a return to previous times in which people with disabilities were simply excluded from society for not being seen as useful. to its operation.

DESAFIOS DOCENTES RELACIONADOS À INCLUSÃO ESCOLAR DA CRIANÇA COM NECESSIDADES EDUCACIONAIS ESPECIAIS NO ÂMBITO DA EDUCAÇÃO INFANTIL

This work aims to understand the challenges of inclusion and the importance of inclusive practices promoted through pedagogical work in early childhood education, as well as understanding inclusion as a right for all; discuss teaching difficulties in everyday early childhood education classrooms from an inclusive perspective; identify pedagogical practices and methodologies that stimulate the development of children and encourage the processes of inclusion of children with disabilities in early childhood education. There are many challenges encountered in teaching practice, especially when it is part of a special education perspective. To carry out this research, bibliographic and documentary analyzes were used as a methodology that bring approaches related to the topic in question, with the aim of clearly emphasizing the teaching challenges with regard to inclusion in early childhood education classrooms. We used bibliographic and documentary surveys such as the Law of Guidelines and Bases of National Education No. 9,394/96 (LDBN), Federal Constitution of 1988, Operational Guidelines for specialized educational assistance in Basic Education, Special Education modality, Cury (1995), Mantoan ( 1993), among others who supported this construct with its literary reverberations. One of the most relevant points of this research was the importance of teacher training, highlighting its importance in being able to work with the public who have special educational needs, implementing what the law provides, where the right to inclusion and permanence of students must be implemented, starting with Early Childhood Education, the first stage of Basic Education

Digital teaching competencies in the return to face-to-face teaching

This research was conducted at the University of Guayaquil with the purpose of knowing if the digital knowledge, skills and abilities acquired by university teachers in the virtual modality during the COVID 19 pandemic in the biennium from 2020 to 2022; digital competencies that were consolidated in the four academic quinquemestre and that are still in force in the current face-to-face modality. To fulfill this research purpose, an approach to the teachers of the disciplines selected for their academic development in the face-to-face modality in the Early Childhood Education and Basic Education Careers during the IC - 2023-2024 was foreseen, and to collect qualitative data from this segment of teachers, which allows us to know the truth beyond the evidence of their digital skills.

Ukrainian Healthcare Professionals' Experiences During Operation Gunpowder: Implications for Increasing and Enhancing Training Partnerships.

Because of the diverse backgrounds of their healthcare professionals, Ukrainian military medicine needs expanded and enhanced military medical training to increase their readiness in the war against Russia. During March 2023, eight Ukrainian healthcare professionals participated in Operation Gunpowder, a high-fidelity prolonged casualty care simulation conducted by the USU as a part of its Military Unique Curriculum. In order to evaluate their experiences, we interviewed each healthcare professional and analyzed the data to determine common themes. The participants first described the challenges of operational medicine in Ukraine. They then described the benefits of simulation training such as learning how to navigate a resource-limited operational environment, learning prolonged casualty care, and enhancing leadership and teamwork. Finally, they discussed how they planned to implement training such as Operation Gunpowder in Ukraine in order to increase force readiness. After experiencing the prolonged casualty care simulation training, the Ukrainian participants believed Operation Gunpowder to be a valuable training tool due to its ability to help them overcome the current challenges they are facing in their war against Russia. They described how they would integrate similar training in Ukraine, and follow-up correspondence revealed the success of these efforts. Other universities and institutions are likewise called to use their knowledge and resources to help train Ukrainian health professionals using simulation-based training or other education modalities.

O ESVAZIAMENTO DAS DIRETRIZES CURRICULARES NACIONAIS NA BASE NACIONAL COMUM CURRICULAR

ABSTRACT: This article analyzes the near absence of the National Curriculum Guidelines for Basic Education (in Portuguese, DCN) in the Common National Curriculum Framework (BNCC in Portuguese). We conducted a documentary study with a critical approach to the curricular debates anchored in the Historical-Critical Pedagogy theoretical-methodological foundations. The aim is to analyze and reflect on the educational guidelines for groups underrepresented in curricular educational policies to debate the formation processes of the subjects. The categories of analysis were: 1) modalities of education (Indigenous School; Quilombola School; Rural; Special; Youth and Adult; Vocational and Technological Schools); and 2) contemporary thematic axes (Environmental education; Human Rights Education; Education for young people and adults deprived of liberty in penal institutions; Education of Ethnic-Racial Relations and the Teaching of Afro-Brazilian and African History and Culture; School assistance for children, adolescents and young people in itinerant situations). The results indicate a silencing and a setback in the BNCC, concerning some modalities and thematic axes that had their rights guaranteed in the DCN. On the other hand, in the BNCC, though presenting the principles of equality and universality, the subjects are homogenized, disregarding the differences and subjectivities that exist or may exist. We advocate for an education that effectively considers Brazilian society's diversity and profound inequalities, seeking an omnilateral formation of subjects from a social transformation perspective.

A Review of Educational Interventions on Physicians’ Exercise Counseling and Prescription Practices

ABSTRACT Context Physicians report various barriers to providing patients with physical activity (PA) counseling and prescriptions. Implementing educational interventions among physicians could be an effective method for the promotion of PA counseling in primary care. Objective The purpose of this study was to review the impact and efficacy of different educational intervention modalities on physicians’ PA promotion outcomes. Design Twenty-one articles were included in this systematic review and were of moderate quality (6.8 ± 3.3 of 14 controlled trials and 6.3 ± 2.3 of 12 uncontrolled trials), assessed via the National Institutes of Health quality assessment tools. Studies ranged in sample size from 9 to 12,945 participants (n = 16,283). Eligibility Criteria For inclusion, studies had to have had interventional experimental design and performed an educational intervention aiming to improve PA counseling or exercise prescription practice, and most of the sample comprised physicians. Study Selection Sources were searched in May 2022 (n = 3422 citations without duplicates) via Scopus, EMBASE, MEDLINE, CINAHL, and Academic Search Premier (Prospero ID: CRD42022331755). Main Outcome Measures Physician PA practice outcomes across studies were categorized in terms of frequency of counseling and prescription, knowledge, and confidence. Results Most studies measuring PA counseling (8 of 13 studies) and prescription practices (8 of 10 studies) exhibited an increased frequency of PA prescription before and after the intervention. Physician confidence surrounding PA increased in most studies (10 of 12 studies), as well as knowledge of PA (6 of 7 studies). Conclusions Studies that were most effective in increasing physician PA promotion outcomes incorporated a practical component (i.e., hands-on) in addition to a theoretical session (i.e., lecture-based) to meet specific goals (e.g., accredited PA guidelines, prescription strategies). This review outlines the strengths and weaknesses of present educational intervention modalities and provides insight into future directions for education models to promote PA counseling and exercise prescription practices among physicians.

Modality Demand Trends Post Covid 19 in a Public University: A Deeper Dive Into Gender, Marital Status, and Other Drivers of Class Selection

In the first phase of the study, we investigated the effect that COVID-19 has had on student demand for six educational modalities used in the Woodbury School of Business (WSB) at Utah Valley University (UVU) in Orem, Utah. Those modalities are Face-to-Face, Hybrid, Independent Study, Internship, Live Interactive Video, and Online. The two hypotheses evaluated were whether the change to primarily online would revert to the pre-COVID-19 ratios of live and online and second that students were choosing online over live for rational reasons despite their preference for live courses. The first hypothesis was rejected, as students generally continued to choose online at a significantly higher rate, and no pronounced move back to face-to-face classes occurred. The second hypothesis was indicated but not proven due to a lack of relevant data at the time of the study's first phase. So, enrollment for Online and Flextime dramatically increased after COVID-19, while Face-to-Face and evening classes experienced huge drops. The study's second phase extends this research and shows that gender does not affect course choice. Further, students select online for pragmatic and logical reasons, including how age, employment, marital status, and perceived free time play into those class choices. Indeed, in practice, students enroll more often in online course sections due to the practicalities of their complicated lives. This second hypothesis is indicated and statistically proven in the second phase.

Peer-assisted Virtual Learning in Basic Surgical Skills for Medical Students in Malaysia during the COVID-19 Pandemic

Abstract Introduction: During the coronavirus disease 2019 pandemic, all in-person teachings were suspended. This includes opportunities to learn surgical skills among undergraduate medical students in Malaysia. Virtual learning became the prime modality of medical education for all Malaysian universities. InciSioN Malaysia designed and conducted an online suturing workshop to increase medical students’ exposure to surgical skills. This workshop aimed to evaluate the feasibility and the reception of such workshops for undergraduate medical students in Malaysia. Methods: All participants received a preworkshop handbook covering the basic techniques of knotting and suturing. The online workshop was 2 h and peer-led. We conducted the suturing workshop through Zoom and using a unique set-up to provide real-time skills sharing with immediate feedback. This involved connecting on Zoom with two devices from both the tutor and the participant. A smartphone to show the suturing and knotting skills and a laptop to provide tutor-to-participant feedback. Participants were divided into small peer-to-peer (PTP) teaching groups where tutors demonstrated the basic surgical skills according to the handbook. Results: All tutors’ reported challenges in orientating their equipment set-up to ensuring that their technique was visible to the participants. Few participants faced difficulties understanding the tutor’s instruction on the knotting technique. Variations in the participants’ and tutors’ camera angles and Internet connectivity issues hindered effective real-time feedback. All participants were satisfied with the knotting and suturing skills session and 80% of participants rated a score of higher than 4/5 on the overall workshop and the quality of the lecture. In the perspective of long-term outcome, participants were motivated to practice more on the knotting and suturing technique which was taught on the event day. Discussion: Online PTP surgical skills workshops can reduce the time, travel, and costs to deliver and receive surgical skills teachings. This increases the learning opportunities for medical students, especially within social distancing limitations. This can provide workshops to upskill health-care providers in remote areas. However, Internet connectivity, technical issues with meeting platforms, and camera angles limited the effectiveness of online suturing workshops. These issues can be tackled by prior testing of the orientation of the phone and checking for the speed of Internet connectivity. Participants enjoyed the small group PTP teaching as it provided a comfortable environment for immediate questions and feedback. Conclusion: Virtual skills workshop has the potential to continue surgical education and can develop an interest in surgery. More importantly, this model has the potential to reach remote areas where workshops like this are usually conducted in the cities.

Assessing views and attitudes toward the use of extended reality and its implications in neurosurgical education: a survey of neurosurgical trainees.

Extended reality (XR) systems, including augmented reality (AR), virtual reality (VR), and mixed reality, have rapidly emerged as new technologies capable of changing the way neurosurgeons prepare for cases. Thus, the authors sought to evaluate the perspectives of neurosurgical trainees on the integration of these technologies into neurosurgical education. A 20-question cross-sectional survey was administered to neurosurgical residents and fellows to evaluate perceptions of the use of XR in neurosurgical training. Respondents evaluated each statement using a modified Likert scale (1-5). One hundred sixteen responses were recorded, with 59.5% of participants completing more than 90% of the questions. Approximately 59% of participants reported having institutional access to XR technologies. The majority of XR users (72%) believed it was effective for simulating surgical situations, compared with only 41% for those who did not have access to XR. Most respondents (61%) agreed that XR could become a standard in neurosurgical education and a cost-effective training tool (60%). Creating patient-specific anatomical XR models was considered relatively easy by 56% of respondents. Those with XR access reported finding it easier to create intraoperative models (58%) than those without access. A significant percentage (79%) agreed on the need for technical skill training outside the operating room (OR), especially among those without XR access (82%). There was general agreement (60%) regarding the specific need for XR. XR was perceived as effectively simulating stress in the OR. Regarding clinical outcomes, 61% believed XR improved efficiency and safety and 48% agreed it enhanced resection margins. Major barriers to XR integration included lack of ample training hours and/or time to use XR amid daily clinical obligations (63%). The data presented in this study indicate that there is broad agreement among neurosurgical trainees that XR holds potential as a training modality in neurosurgical education. Moreover, trainees who have access to XR technologies tend to hold more positive perceptions regarding the benefits of XR in their training. This finding suggests that the availability of XR resources can positively influence trainees' attitudes and beliefs regarding the utility of these technologies in their education and training.