Education Model Research Articles

Abstract 7424: Simplifying oncology terminology: Leveraging large language models for patient education

Abstract Introduction: Large language models (LLMs), such as OpenAI's ChatGPT-4, are designed to process natural language and generate responses to text-based prompts. While these models have shown promise in addressing clinical and patient-related inquiries, they are not specialized in medicine and lack integration with dedicated medical knowledge databases, leading to potential inaccuracies. On the other hand, healthcare professionals and models explicitly trained in medical texts frequently rely on specialized terminology, which can create significant barriers to clear and patient-friendly communication. This study aims to utilize LLMs to translate complex medical terminology into easy-to-understand explanations, focusing on hematology and oncology fields where communicating medical concepts to the public is particularly challenging. Our objective is to develop a solution that ensures explanations are both accurate and accessible, bridging the gap between technical medical knowledge and patient comprehension. Methods: We curated a dataset of cancer-related terms and their explanations from two sources: the National Cancer Institute (NCI) Dictionary, which provides detailed medical definitions, and simplified explanations based on National Comprehensive Cancer Network (NCCN) guidelines for patients. Using Meta’s LLaMA 7 B-based chat model, we implemented retrieval-augmented generation (RAG) to enable the model to access the NCI Dictionary as needed. To fine-tune the model to generate patient-friendly explanations, we applied LoRA-based supervised fine-tuning (SFT). Readability was measured using the Flesch Reading Ease Score (FRES ) and Dale-Chall Readability Formula (DCRF). Improvements in accessibility were quantified through a two-sample t-test, comparing the mean readability scores of the model's outputs against the baseline. Results: The fine-tuned model demonstrated significant improvements in both accessibility and readability, achieving a 5% and 4% increase in the FRES (baseline: 69.25; output: 72.60, P < 0.01) and DCRF (baseline: 9.50; output: 9.15, P < 0.01), respectively. Preliminary results also indicate the model’s capability to translate entire paragraphs of dense medical text into patient-friendly explanations. Expert validation on a larger scale is currently underway, further solidifying the model's potential to revolutionize patient communication in oncology. This innovative approach sets a new standard for leveraging advanced language models in healthcare education. Conclusion: We successfully trained a large language model specifically designed to simplify complex oncology medical terms into patient-friendly language. By serving as a reliable tool for delivering precise and accessible medical information, it holds the potential to reduce the workload of healthcare providers and enhance patient understanding in clinical settings. Citation Format: Yuqing Wang, Inae Park, Simo Du, Zhengrui Xiao, Yizhou Chen. Simplifying oncology terminology: Leveraging large language models for patient education [abstract]. In: Proceedings of the American Association for Cancer Research Annual Meeting 2025; Part 1 (Regular Abstracts); 2025 Apr 25-30; Chicago, IL. Philadelphia (PA): AACR; Cancer Res 2025;85(8_Suppl_1):Abstract nr 7424.

Economic Analysis, Innovative Educational Models and Pragmatic Sustainability: The Case Study of a Photovoltaic System on a Public Building

The development of renewable energy has changed the utility sector, leading to a change in the interests of companies operating in the sector. The prosumer is a new emerging figure that can enable citizens and businesses to be an integral part of this change. In this context public administrations can play a key role and this study aims to assess the profitability of a photovoltaic (PV) system located in a public building (secondary school) in Italy. This analysis is integrated within an innovative teaching model that aims to stimulate the problem-solving competence of university students. The results show that the implementation of the PV system is characterised by important economic results with profits ranging from 2866 to 5670 €/kW in a 97 kW plant and from 2065 to 4012 €/kW in a 168 kW plant with a fundamental role played by the percentage of self-consumption and the avoided cost in the bill. The emission reduction in the 1st-year ranges from 56.6 to 98 tCO2eq. Pragmatic sustainability can support the decarbonisation of our energy system by involving young people in the choices and favouring social models that reward their skills.

Potential Barriers to Digital Transformation and Faculty Member Efficiency: Applying SAMR Model in Hospitality Higher Education

ABSTRACT The substitution, augmentation, modification, and redefinition (SAMR) model is considered one of the ideal models for maintaining teaching efficiency and student learning. However, adopting digital tools in education may face several barriers. These barriers include budget constraints for this transformation and faculty members’ resistance to changing traditional teaching. Accordingly, this paper investigates the impact of these barriers on faculty members’ efficiency. A total of 268 faculty members in nine faculties specializing in hospitality management within Egypt responded, and their responses were analyzed using ADANCO-PLS. Results revealed that the relationship between faculty members’ resistance to change and efficiency was partially mediated by teaching substitution, modification, and redefinition. By integrating technology affordance and appraisal tendency theories, findings enrich the higher education literature in hospitality settings.

Catastrophe, vulner-ability and ecopolitical morphogenesis: lessons for sustainability education

ABSTRACT Recent proposals to overcome the liberal-humanistic model in higher education encourage instructors and learners to recognise, value, and foster material-semiotic entanglements between humans and nonhumans. Through appropriate pedagogical invitations, the curriculum of Anthropocene Denizenship Education seeks to develop three key sustain-abilities: attend-ability, response-ability, and vulner-ability. This article conceptualises vulner-ability as the ability to transform oneself in response to one’s own fragility and exposure to harm or injury, one’s own defencelessness in the face of the ongoing ecological collapse. This definition is grounded on a discussion of René Thom’s Catastrophe Theory, an early attempt to provide a formal model of morphogenesis: the creation, development, and destruction of forms in nature. Starting from these ideas and using insights from the study of complex dynamical systems, the article reflects on the concept of vulner-ability, considering its relationship with ecopolitical morphogenesis and how it can support ongoing efforts in education for sustainability.

Deficiencies and Improvement Strategies in Specialized-Entrepreneurship Integration Education for International Trade Majors

This paper examines the current state and challenges of Specialized -Entrepreneurship Integration in international trade programs, noting issues such as an imperfect course system, insufficient support platforms, a shortage of qualified teachers, and a lack of real - world business practice for students. It proposes strategies like establishing a new educational philosophy, strengthening the faculty, improving students' cognitive levels, and refining the course system to promote high - quality development in this education model. Finally, it emphasizes that integrating innovation and entrepreneurship education into universities' institutional philosophy and building a full - cycle system for fostering these abilities are crucial for deeply integrating professional education with innovation and entrepreneurship education.

Three-Year Vs. Four-Year Foreign Degree: Is The Success Rate Of Students Different At The Master’s Degree Level In The United States?

In the U.S. and most of Europe, the model in higher education is and has been, the four-year, 120-hour Baccalaureate degree. The main emphasis on college education in the U.S. is to provide a well-rounded education in the liberal arts. In India, where the philosophy of higher education is to prepare a student for a specific field of work, the three-year bachelor’s degree is commonplace in most arts, sciences, and business degrees. There, the tasks of providing a well-rounded education and helping the student determine a career path are goals of secondary education. With the emergence of the European Union (EU), the Bologna Process is becoming popular in Europe, which among other things, has been looking at ways to condense the bachelor’s degree into three years. Merits of the three-year vs. four-year bachelor’s degree are discussed, along with a synopsis of trends in the future of undergraduate education. When converting foreign degrees to U.S. equivalency, credentialing organizations typically have not recognized a three-year bachelor’s degree as equal to a U.S. bachelor’s degree, for reasons discussed herein. From a pragmatic standpoint, a credential evaluation is most frequently requested to show readiness for entry into master's or PhD programs. Thus, it would be beneficial to know if graduates with three-year degrees can succeed at the graduate level. In this study, academic performance was analyzed of international students studying in a Master of Science in Information Technology Management program. All students in this study had earned either a three-year Bachelor of Science or a four-year Bachelor of Technology (engineering) degree from an accredited university in India. No statistically significant difference was found in graduation rate, and of those who graduated, no statistically significant difference was found in first semester GPA (Grade Point Average). Results show that graduates of a three-year bachelor’s degree are as adequately prepared for graduate study as are graduates of four-year bachelor’s degrees. It is recommended that graduate schools consider the three-year bachelor’s degree as equivalent to longer duration bachelor’s degrees when determining entrance into a master’s degree program.

Enhancing the Effectiveness of High Schools-Level English Translation Teaching Using Transformer Models and Reinforcement Learning Algorithms

Translation teaching is changed as artificial intelligence and deep learning constructs a wonderland. The traditional forms of teaching translation are devoid of personalized feedback, adaptive methods of learning, and dynamic error correction-all components that do not allow the student to attain high translation accuracy and fluency proficiency. This study investigates the application of a Transformer-based deep learning model and reinforcement learning algorithms in English translation education for the secondary school level. The study creates a system of AI-aided translation teaching which includes elements such as in-time feedback, adjusted translation exercises, and automated error diagnosis. The transformer models are for contextually accurate translations while reinforcement learning would ensure flexibility in difficult levels dependent on student performance. Effectiveness was evaluated through a study of 342 high school students concerning measures like translation accuracy and fluency, cultural adaptation, and error reduction. The findings showed apparent progress in translation performances, where BLEU scores rose from 45.3 to 62.7 and perplexity values declined from 21.4 to 14.8, reflecting greater translation precision and coherence. In addition, grammar errors decreased by 10.9%-12.6%, spelling errors by 11.4%-12.6% and contextual logic errors by 14.7%-19.5%, thus confirming the working of a reinforcement learning-based feedback mechanism. It concludes that AI-powered teaching of translations is an approach of learning that is scalable, efficient, and above all, student-centered in imparting translation precision, fluency, and cultural bearing. The combination of Transformer models and reinforcement learning is a promising perspective for the intelligent translation teaching of the future as it would enable real-time personalized feedback and optimization of learning throughout life.

From novice to proficient: a longitudinal study of POCUS skill development through a hybrid certification program in the United Arab Emirates

BackgroundPoint-of-care Ultrasound (POCUS) is rapidly becoming an indispensable tool in a wide range of medical specialties. To ensure that practicing physicians are fully equipped with the skills required, there is a need to expand comprehensive training opportunities, particularly in the Middle East and North Africa region. This study evaluates the effectiveness of a novel year-long hybrid POCUS certification program aimed at enhancing the confidence and competency of practicing physicians in the United Arab Emirates (UAE).MethodsA prospective cohort study was conducted involving 12 practicing physicians enrolled in a one-year, part-time hybrid POCUS program. The program consisted of six modules that integrated online educational units, in-person workshops, and supervised clinical practice. Eligibility criteria for the program required participants to be licensed physicians with access to an ultrasound machine that had image storage capabilities within their healthcare setting. Participants’ confidence was assessed through self-reported surveys at four evaluation points. Competency was evaluated using the Ultrasound Competency Assessment Tool (UCAT) at three evaluation points, while ultrasound image quality was assessed throughout the program. Repeated measures of analysis of variance (ANOVA) were used to analyze changes in confidence and competency over time. Spearman’s correlation coefficients were calculated to examine the relationship between confidence and competency scores.ResultsParticipants demonstrated significant improvements in both confidence and competency. Mean total confidence scores increased from 64.0 (SD = 9.9) pre-program to 81.3 (SD = 6.7) post-program (p < 0.001). The UCAT scores improved from 64.9 (SD = 13.5) in module two to 78.9 (SD = 3.6) in module six (p < 0.001). The UCAT scores for cardiac and lung applications showed the most consistent improvement, while the scores for first trimester ultrasound demonstrated the least improvement. Ultrasound image quality scores demonstrated a positive trend over time with a clear learning trajectory marked by three distinct phases. There was a significant association between ultrasound image quality scores and the number of completed ultrasound scan assignments (p < 0.001) for all applications except for first trimester ultrasound, indicating the need for curriculum enhancement in this area. A moderate positive correlation was observed between post-module four confidence scores and module six competence scores (r = 0.585, p = 0.059), however, this correlation was not statistically significant.ConclusionThis comprehensive hybrid POCUS program effectively enhanced confidence and competency among practicing physicians. The structured approach, which integrates theoretical knowledge, hands-on practice, and ongoing longitudinal feedback, presents a promising model for POCUS education. These findings inform the development of similar programs, potentially improving POCUS adoption and patient care globally.Clinical trial numberNot applicable.

A Systematic Literature Review on Implementation of Teaching Factory Model in Vocational Education

The Teaching Factory (TeFa) model is a practical vocational learning innovation that brings industrial systems and procedures into schools. Vocational students can get real learning experiences according to the working environment through this model. However, implementing the teaching factory model faces various challenges, such as the availability of facilities, lack of instructor competence, lack of budget, and school management. Therefore, it is necessary to carry out various innovations in the TeFa model to get the most effective model. This study reviews and finds various innovations in TeFa implementation models from several countries using the Systematic Literature Review (SLR) method with the Scopus database. The results of the study show that various innovations in the TeFa learning model have a positive impact not only on students but also on schools and industry. The core competencies and challenges faced were also reviewed from the education and business sides. The results of this study can be a best practice and profoundly contribute to researchers and developers of teaching factory models, hoping to find a more innovative and applicable teaching factory model framework in the future.

The Impact of Doctor of Nursing Practice Education on Career Advancement and Professional Satisfaction: A Scoping Review.

To explore the impact of Doctor of Nursing Practice (DNP) education on career advancement, job satisfaction, leadership competencies and contributions to healthcare systems. The study utilised a scoping review methodology based on Arksey and O'Malley's (2005) framework. The search strategy was developed with an academic librarian to ensure thoroughness and relevance. Seven databases were searched using MesH terms. Inclusion criteria focused on peer-reviewed studies examining DNP education's influence on career advancement, job satisfaction and leadership. Thematic analysis was used to identify patterns and themes. Studies were selected based on their focus on DNP-prepared nurses, nursing faculty or advanced practice nursing students in healthcare or academic settings, published between 2004 and 2024. Twenty-one studies met the inclusion criteria, highlighting DNP education's role in fostering leadership, professional development and evidence-based practice. Thematic analysis revealed the benefits of being a DNP graduate include contribution to professional development, contribution to leadership and contribution to the practice environment. The challenges to DNP graduates include underrecognition of competencies, high educational costs and limited academic opportunities that were also identified. DNP education contributes to individual and professional growth, leadership development and healthcare system improvements. However, barriers such as financial constraints and inadequate recognition of DNP competencies must be addressed to maximise the impact of this educational model. DNP education empowers nurses to lead healthcare innovations, enhance patient care quality and reduce disparities in health outcomes. Strengthening financial and systemic support for DNP graduates is essential for sustaining these contributions. DNP education is a transformative force in nursing, offering significant opportunities for leadership development and healthcare advancements. Aligning DNP programmes with evolving global healthcare challenges can further strengthen their impact on the profession and patient care. PRISMA-ScR guidelines were followed.

Western Diplomatic training: A Comparative Analysis of Education Models

The article examines the specific features of diplomatic training in Western countries in the context of shifting foreign policy approaches. The analysis focuses on the United States, the United Kingdom, France, Germany, Hungary, and Poland, which were selected for their distinct historical and geographical characteristics. The cases are grouped into dyads to facilitate comparisons both between pairs and within each dyad. The comparative framework is based on specific criteria, including the existence of specialized diplomatic training institutions, the range of international relations programs offered, the working language of foreign ministries, the depth and quality of foreign language education at relevant universities, the recruitment of foreign nationals into diplomatic services, the inclusion of international relations history in curricula, the availability of nationally tailored textbooks, and opportunities for professional retraining. The study draws on the conception of elitism reflecting a tetanizing discrepancy between meritocratic discourse and insidious practices devised to restrict access to the diplomatic profession, favoring candidates from elite backgrounds. This trend has reinforced the dominance of political elites in shaping foreign policy, often sidelining the broader public interest. The findings suggest that diplomatic training in these countries is primarily aimed at cultivating a skilled bureaucratic class drawn from privileged social groups to the detriment of meritocratic zeal. However, the increasing standardization of educational models and the prevalence of political appointments to senior diplomatic positions introduce a degree of flexibility into traditional training pathways. The development of diplomatic schools in Western countries highlights their growing dependence on domestic political elites. Not only do these specialized institutions provide professional education, but also act as gatekeepers, screening out candidates deemed unsuitable for diplomatic careers. This exclusivity reinforces the closed nature of diplomatic communities, diminishes incentives to pursue deeper professional expertise, and contributes to a decline in the quality of foreign policy analysis and decision-making.

Research on the Innovation of Computer Basic Education Curriculum in Fine Arts Colleges and Universities Based on Network Education Model

Research on the Innovation of Computer Basic Education Curriculum in Fine Arts Colleges and Universities Based on Network Education Model

Australian and New Zealand medical students’ confidence and preparedness to prescribe

BackgroundWriting a medication prescription is an expected competency junior doctors internationally feel underprepared to complete. Providing clarity in medical prescribing education standards and assessment criteria may address the lack of preparedness.The primary aims of this study were to understand Australian and New Zealand (NZ) final-year medical students’ confidence and preparedness to write a discharge or outpatient prescription. Secondarily, identify by whom, when, and using what modalities education on prescription writing should be provided.MethodsThis quantitative analytical cross-sectional survey was developed by SM and approved by all authors. Ethical approval allowed email survey distribution via REDCap® to participants from June to December 2022. Data was analysed using Microsoft Excel® and MedCalc odds ratio v23.1.6. Likert-scale responses were tabled comparing participant confidence and preparedness to handwrite and electronically write discharge or outpatient prescriptions. Descriptive analyses determined the preferred education modalities, educator, and time during medical degree to receive prescription writing education.ResultsFinal-year medical students from Australia (n = 123) and NZ (n = 51) completed the survey. Participants felt their university degree didn’t increase their preparedness to electronically or hand-write prescriptions. Learning on placement was most desirable in comparison to other options. Majority of participants selected pharmacists as the educator and their final year as an ideal time during their medical degree to receive education on prescription writing.DiscussionThe absence of mandated education and assessment on the skill to prescribe was evident. The results showed a self-acknowledgement of under-preparedness and confidence to write medication prescriptions. This suggests a need for further education and specific assessment standards on the skill of prescription writing.ConclusionPharmacist-led mixed-methods education model during the final year of medical education is suggested to address gaps in education and assessment on prescription writing. Providing further education on the skill of prescription writing before graduation may reduce prescribing errors made as junior doctors.

Research on the Innovation of Mass Sports Education Model for the Disabled from the Perspective of Integration of the Disabled and the Healthy

This study focuses on the innovation and development of mass sports education for people with disabilities, and explores the construction of sports education models from the perspective of integration of the disabled and the able-bodied. Sports activities for people with disabilities not only help to improve their physical fitness, mental health and social adaptability, but also enhance their sense of social participation and belonging, thereby improving their overall quality of life. However, the current sports education for people with disabilities still faces many challenges, such as insufficient facilities, shortage of educational resources, and insufficient social cognition. To this end, this study proposes the construction principles of a sports education model with fairness, integration, personalization and sustainability as the core from multiple perspectives, and explores the specific implementation path of the innovative education model. By promoting the integration of people with disabilities and able-bodied people, the innovative education model aims to increase the participation of people with disabilities in sports, enhance their sense of social identity, and provide theoretical support and practical guidance for promoting the social integration and physical and mental health of people with disabilities.

On "Evaluating the Potential of Large Language Models for Vestibular Rehabilitation Education: A Comparison of ChatGPT, Google Gemini, and Clinicians." Arbel Y, Gimmon Y, Shmueli L. Phys Ther. 2025:pzaf010. https://doi.org/10.1093/ptj/pzaf010.

On "Evaluating the Potential of Large Language Models for Vestibular Rehabilitation Education: A Comparison of ChatGPT, Google Gemini, and Clinicians." Arbel Y, Gimmon Y, Shmueli L. Phys Ther. 2025:pzaf010. https://doi.org/10.1093/ptj/pzaf010.

“When We Design for Adult Learners With Disabilities, Everyone Benefits”: Adaptable-Inclusive-Motivated (AIM) Model for Adult Educators to Include Adult Learners With Disabilities

This study focuses on understanding how adult education faculty in higher education develop their knowledge and skills to accommodate adult learners with disabilities (ALDs). It explores how these educators learn about the accessibility needs of ALDs and their willingness to create inclusive learning environments. Adult education faculty were surveyed from various United States higher education institutions. Findings indicate that adult education faculty vary in accessibility knowledge and skills and are more willing to include ALDs when notified of their enrollment. Further, respondents desire greater institutional resources and training for developing inclusive practices. This study yielded an adaptable-inclusive-motivated (AIM) model for including adult learners with disabilities. The AIM model offers a comprehensive framework for understanding how adult education faculty navigate the interplay among institutional support, personal awareness, professional development, and proactive information-seeking. Findings contribute valuable insights for adult education faculty and higher education institutions to include ALDs more fully.

The Practice Instructor System: Salvation or Illusion in Master’s-Level Social Work Education?

Although master's programs in social work claim to prioritize the cultivation of practice-oriented professionals, in reality, they have long been trapped in a dilemma of "emphasizing theory while neglecting practice." As a result, graduates often find themselves ill-equipped to address complex social issues. The practice instructor system has been heralded as a potential panacea for bridging this gap. However, its implementation has repeatedly faltered due to a lack of qualified mentors, institutional deficiencies, and structural limitations. Adopting a critical perspective, this paper questions the effectiveness of the current model of social work education at the master’s level and directly confronts the multiple constraints facing the practice instructor system. Despite the numerous challenges, the paper argues that the practice instructor system is not an unattainable ideal. With targeted institutional design and well-calibrated incentive mechanisms, it holds significant potential to become a catalyst for substantive reform in social work education.

Gaps in care delivery for patients with heart failure: A qualitative study of patients with multiple readmissions.

Despite significant advances in the management of patients with heart failure with preserved and reduced ejection fraction (HFpEF and HFrEF), readmission rates remain high. In this study, we sought to understand the experiences and gaps in care delivery among heart failure (HF) patients with multiple readmissions. We conducted a qualitative study using semistructured interviews with patients admitted with HF exacerbation and who had a prior admission for HF exacerbation within 1 year of the interview. We analyzed the interview contents using thematic analysis. Additionally, we reviewed the medical charts and collected information regarding patients' disease course and treatments. Our study included 24 patients, 54% had HFrEF, and 46% had HFpEF. Two major themes emerged; the first theme was centered on hospital readmissions, which often uncovered gaps in communication and deficiencies in discharge education. Patients expressed frustration with recurrent admissions, identified communication challenges while inpatient, and highlighted the shortcomings of the current discharge education models. The second theme explored the ways in which fragmented understanding of HF as a result of gaps in effective care delivery impacted multiple domains of care spanning the spectrum from initial diagnosis to prognosis. The interviews highlighted important differences between patients with HFrEF and HFpEF. Patients with HF and recurrent admissions shared multiple gaps in care delivery with important differences noted between HFpEF and HFrEF patients. These findings can inform the design of future targeted interventions to ensure effective care delivery to a high-risk population.

METAMORFOSISI SANTRI DIGITAL: TRANSFORMASI PEMBELAJARAN KITAB KUNING MELALUI PODCAST INTERAKTIF PESANTREN MODERN

In the digital era marked by rapid advancements in information and communication technology, the transformation of traditional Islamic education, particularly the learning of classical Islamic texts (kitab kuning) in pesantren, has become essential for maintaining relevance and effectiveness. This study examines how pesantren are integrating digital technology into their teaching of kitab kuning and the subsequent impact on the quality of Islamic education. Through an in-depth analysis of various implementations of digital technology in prominent pesantren, this research highlights several innovative learning methods developed, including the use of digital platforms, interactive podcasts, and technology-based evaluation systems. The findings indicate that digital transformation not only enhances accessibility and efficacy of learning but also reinforces the position of pesantren as adaptive Islamic educational institutions in a changing world. In conclusion, the integration of digital technology in the study of kitab kuning represents the ability of pesantren to preserve tradition while embracing modern innovation, thus creating a more comprehensive and sustainable model of Islamic education in the digital age.

Borrowing from Western countries? China’s vocational education, 1840–1895

China now hosts the largest vocational education system in the world. However, the Chinese vocational education system has evolved by adopting comparatively more advanced vocational education practices and models from other countries. Despite this, few studies have explored the evolution of vocational education in China between 1840 and 1895. To address this gap, this article examines the development of Chinese vocational education during this period through the lens of educational policy transfer, using Schriewer’s externalization theory as a guiding framework. It argues that, in the context of intense internal and external crisis, China’s vocational education between 1840 and 1895 was not directly introduced. Rather, it emerged through a process in which reformers successively externalized to ‘tradition’ and Western military and civil technology, thereby gaining supplementary meaning and legitimacy for its development. The study calls for further research that integrates comparative and historical approaches to examine how China has developed its own vocational education by selectively adopting and adapting foreign models.