The existing undergraduate training uses comprehensive models, including theoretical, preclinical, and clinical practice, and aims to provide the candidate with the specific knowledge and skills required to perform the relevant treatments. The prevalence of integrating new systems in endodontic education and their contribution to the applicability of endodontic treatments have not been evaluated from the perspective of trainees and educators before/after graduation. This study aimed to determine which endodontic preclinical training model contributes more to clinical applicability and success. In light of the obtained data, it seeks to raise awareness by proposing the most appropriate education model or model combination. A questionnaire was initially prepared and transferred to an online platform. The survey consists of 3 parts and 36 questions in total. The first part is about the participants' demographics. The second section assessed information on endodontic preclinical training models participants experienced during undergraduate/postgraduate training, their general perspectives on endodontics, and their self-assessment of the contribution of these models to clinical practice competence. The third aimed to determine participants' knowledge of the material properties used in endodontic simulation, their advantages and disadvantages, and their preferred model based on trainee and educator perspectives. After validating the questionnaire, the data were analysed using Fisher-Freeman-Halton, Pearson chi-square, Yates correction, and Fisher Exact Test with Monte Carlo correction for categorical variables (p < 0.05). The internal consistency and construct validity demonstrated strong inter-item correlations (r = 0.81-0.90), indicating high internal coherence. The content validity index for all items exceeded the acceptable threshold (≥ 0.80). The distribution of participants (n = 238) was as follows: students (46.8%), dentists (29.1%), PhD students/residents (9.7%), endodontists (7.6%), and lecturers/educators (8.9%). Most participants reported completing preclinical training with only extracted teeth (54.2%). The preclinical training model the current students received had a statistically significant content, with simulated models included (p < 0.003). Among dentists and students trained solely on extracted teeth, those not sympathetic to endodontics were significantly more common (p = 0.042). Those who responded that they understood and practised endodontics better had been trained by simulated models and phantom bodies in addition to extracted teeth (P < 0.001). Participants generally reported that combining extracted teeth, simulated models, and phantom scenarios contributed more to endodontic education (p = 0.001). Integrating simulated models into the endodontic training module is highly promising. Advances in materials science and simulation technologies enable the development of realistic models.

The low student interest in learning Islamic Religious Education (PA) in private Islamic elementary schools underscores the urgent need for more effective and enjoyable learning strategies, considering that religious education plays a central role in shaping students' morals, spiritual character, and learning motivation. This quantitative study aims to analyze the effect of teacher strategies in implementing a fun learning model on increasing interest in learning PAI at Nursyamsiani Islamic Private Elementary School. The research design used a survey method with an explanatory approach and involved 120 students in grades IV-V, selected through a proportional stratified random sampling technique. The research instrument was a Likert scale questionnaire that had been tested for validity and reliability, and the data were analyzed using simple linear regression and a t-test. Islamic Religious Education (PA) at Nursyamsiani Islamic Private Elementary School is effective in creating a fun, meaningful, and student-centered learning experience. The strategies used include educational games, reflective activities, group collaboration, and creative media, which consistently increase student interest in learning across cognitive, affective, and behavioral domains. A positive and supportive learning environment also strengthens students' motivation, self-confidence, and active engagement in learning Islamic Religious Education (PA). The conclusion of this study confirms that enjoyable learning is a relevant, empirically grounded pedagogical approach to strengthen students' learning motivation, while making theoretical contributions to the development of active learning models in Islamic education and offering practical implications for teachers in designing more creative, interactive, and developmentally appropriate learning experiences for students.

This study examines the extent and implications of skills mismatch between employer expectations and graduate competencies in the context of Bangladesh. Using a structured quantitative approach, data were collected from 85 employers across various industries through a survey instrument that assessed the importance of key employability skills and graduates’ proficiency levels. Findings revealed significant gaps, particularly in analytical thinking, problem-solving, technical competence, critical thinking, and interpersonal skills, with an average skills mismatch of 60.78%. Paired sample t-test confirmed the mismatch as highly significant ( p &lt; 0.05). Comparative analysis with international contexts indicates similarities with global trends where rapidly evolving industries outpace educational curricula. However, distinct regional challenges in Bangladesh, including outdated teaching methods, limited industry-academia collaboration, and cultural undervaluation of vocational education, intensify the problem. Recommendations emphasize curriculum modernization, vocational training enhancement, and strengthening industry-education partnerships. Adapting successful international practices, such as Germany’s dual education model, could effectively reduce these gaps. Ultimately, addressing the identified mismatch will significantly improve graduate employability and contribute positively to sustainable economic development.

To evaluate the perceived educational value of a multimodal surgical training model designed to improve obstetricians' skills in managing placenta accreta spectrum (PAS). A prospective, descriptive observational study was conducted to evaluate a multimodal educational model during three standardized workshops held in Bolivia and Peru between January and August 2023. The educational strategy combined flipped-classroom preparation, simulation-based training, interactive theoretical discussions, live ultrasound and surgical sessions, and follow-up mentorship. A total of 290 participants were enrolled, and 175 practicing obstetricians who completed all three surveys (precourse, immediate postcourse, and 6-month follow-up) were included in the analysis. Surveys assessed participants' prior exposure to PAS, perceived usefulness of each educational component, and implementation of learned techniques. Before the workshops, most participants had prior exposure to PAS but limited experience with uterine-sparing procedures. Following the workshop, participants rated the overall clarity and usefulness of simulation and theoretical sessions around an 8 out of 10 and the value of integrating live surgery as a 9 out of 10. At 6-month follow-up, between 16% and 52% reported having performed at least one technique taught during the workshop. All participants would recommend the course to colleagues. Nearly 30% maintained contact with instructors for diagnostic or surgical support. A multimodal educational model combining theory, simulation, and hands-on experience is well received by obstetricians and gynecologists and facilitates the integration of new surgical skills into clinical practice, supporting individualized management of PAS.

The development of student discipline in Islamic boarding schools requires character education strategies that not only enforce formal rules but also involve the structured and contextual internalization of Islamic values amid social challenges and changing times. This study aims to describe the process of internalizing Islamic values in shaping student discipline at MAN 1 Probolinggo, which is located in the Nurul Jadid Islamic Boarding School environment. This study uses a qualitative approach with a field study type, with data collection techniques through observation, in-depth interviews, and documentation, and analyzed using the Miles and Huberman model. The results of the study show that the internalization of Islamic values in shaping student discipline is carried out through three main strategies, namely the role model of educators as moral figures, the integration of discipline values in Islamic Religious Education, and daily habits based on pesantren culture. The third strategy works synergistically and sustainably to shape students' discipline as religious awareness, not merely obedience to rules. The pesantren environment acts as a key supporting factor that reinforces the consistency of students' disciplined behavior in their daily lives. This study has implications for character development in Islamic boarding school-based madrasahs, particularly in building holistic student discipline.

In metropolitan U.S. areas, health inequities caused by socioeconomic disparity continue to influence oral health, nutritional status, and the risk of chronic diseases. Diets heavy in added sugars and poor in fiber and vital micronutrients are especially harmful to the oral–gut axis, which connects diet, microbial balance, inflammation, and systemic and neurological health. Due to institutional hurdles to health literacy, limited access to preventive health education, and food poverty, these eating habits are more common among low-income individuals. Only 36% of low-income parents in Chicago report being in good health, compared to 75% of parents with better incomes, underscoring the need for easily accessible, neighborhood-based health education programs. By converting nutrition science and the oral-gut axis into useful, low-barrier educational programs, Nourish Chicago, a community-engaged health literacy project, aims to close these gaps. Instead of measuring health outcomes, this article offers a conceptual framework and program design. Nourish Chicago places a strong emphasis on skill-based learning, immersive training, and delivery in familiar neighborhood settings. It is built on the principles of critical health literacy and community-engaged education. The program uses the oral–gut axis as a translation anchor to connect everyday food choices, such as sugar frequency, fiber intake, protein pairing, and snack timing, to oral and digestive health through simplified, biologically grounded explanations. Educational modules incorporate short demonstrations, hands-on activities, guided discussion, and bilingual take-home materials designed for pantry-accessible contexts. The framework outlines a structured science translation pipeline, core design principles, and adaptable module architecture intended for low-resource environments. By centering usability, prevention, and feasibility, this design-focused manuscript offers a replicable model for educators and community partners seeking to strengthen practical health literacy while acknowledging structural constraints faced by underserved populations.

Climate change is intensifying the spread of vector-borne diseases through rising temperatures, changing rainfall patterns, and the potential release of ancient pathogens from melting polar ice. Community health nurses (CHNs) play a vital role in helping communities adapt to these evolving health threats. This study aims to synthesize evidence on the link between climate change and vector-borne disease outbreaks and to propose a theoretical framework, the Climate Change Adaptation Theory (CCAT), that supports CHNs in leading community adaptation strategies. An umbrella review was conducted by systematically searching PubMed, Scopus, Web of Science, and Embase databases for relevant systematic review articles. Selected studies were analyzed to identify key themes related to vector-borne diseases and climate change. Of the total 2420 retrieved articles, 44 reviews were received, of which, after reviewing the full text of the articles, 18 articles met the inclusion criteria. Four main concepts were identified in the reviews around climate change: human activities facilitating disease emergence; global warming and the El Niño phenomenon; melting polar ice caps and pandemic risk; and the critical role of CHNs in climate change adaptation. CCAT integrates existing health education models and highlights the leadership role of CHNs in effectively educating communities on climate change adaptation, thus mitigating risks associated with vector-borne diseases.

Interprofessional education and collaborative practice in diagnostic radiography: Insights from an Australian interview study.

Building Referral Networks to Foster Timely Referral and Care Coordination for CAR T-cell Therapy in Multiple Myeloma: Results from an Academic-Community Paired Education Model

Background/Objectives: Whole food, plant-based (WFPB) diets have been associated with reduced cardiovascular risk and enhanced overall health. However, nutrition education in medical training remains limited. This study evaluated an experiential WFPB intervention known as the “Plant Plunge.” Methods: A total of 64 medical student participants attended weekly one-hour nutrition seminars on campus led by a local nonprofit, received complimentary WFPB lunches, and were encouraged to eat a WFPB diet for four weeks. Semi-structured interviews explored program perceptions. Pre- and post-intervention assessments measured nutrition knowledge, and a post-program survey assessed attitudes toward the intervention. Results: We analyzed a total of 14 interviews, 25 pre- and post-intervention knowledge assessments, and 49 post-intervention surveys. Qualitative analysis identified seven major themes: (1) improved physical health outcomes; (2) increased awareness of nutrition’s role in medicine; (3) concerns about feasibility and accessibility of WFPB diets; (4) personal empowerment and behavioral change; (5) educational value of seminars; (6) social engagement and peer support; and (7) relevance to future clinical practice. Mean scores on the knowledge assessment significantly improved from 73.3% to 87.0% (p = 0.045) following the Plant Plunge. Survey responses revealed that 65% of participants agreed that they increased knowledge of food ingredients, 54% indicated increased likelihood of selecting plant-based options, and 43% agreed that finding WFPB foods was easy, with 16% disagreeing. Conclusions: The Plant Plunge improved medical students’ nutrition knowledge, dietary attitudes, and perceived readiness for lifestyle counseling while offering an experiential model of nutrition education. Short, experiential nutrition programs may serve as scalable approaches to strengthen nutrition training and support chronic disease prevention.

The Lean Startup methodology, with its emphasis on Build-Measure-Learn cycles and minimum viable products (MVPs), has become a cornerstone of modern entrepreneurship education. However, its direct application within vocational-technical universities faces significant challenges, as it was originally designed for resource-abundant, high-tech startup contexts. This study investigates the specific adaptation needs of the Lean Startup approach for vocational-technical students, whose projects are often characterized by service-oriented, community-based, and skill-driven ideas with limited resources. Conducted as a case study at Shanghai Zhongqiao Vocational and Technical University, this research employed an action research approach within an innovation and entrepreneurship course. Data was collected through participant observation, analysis of student project iterations, and in-depth interviews with students and instructors. The findings identify three primary areas of misfit and propose targeted adaptations. First, the traditional customer discovery process was reframed as &amp;quot;community-embedded validation,&amp;quot; guiding students to leverage their immediate campus and local communities as accessible testbeds for gathering authentic feedback. Second, the concept of an MVP was expanded beyond digital products to include &amp;quot;service-based MVPs&amp;quot; and &amp;quot;skill-demonstration MVPs,&amp;quot; such as offering a prototype service or creating a portfolio of work, which more accurately reflects the students&amp;apos; capabilities and project types. Third, the pedagogical approach to &amp;quot;pivoting&amp;quot; was softened to &amp;quot;directional adjustment,&amp;quot; reducing the perceived stigma of failure and encouraging iterative, small-scale changes. The results demonstrate that these adaptations led to higher student engagement, a greater sense of feasibility, and the development of more resilient and market-aware business concepts. This study concludes that for the Lean Startup methodology to be effective in vocational-technical education, it must be contextually tailored. The proposed adaptation framework provides a practical and theoretically informed model for educators seeking to bridge the gap between a seminal entrepreneurial theory and the unique learning needs of their students.

Informal learning in community-based education spaces plays a vital role in adolescent development, yet the structure of learning networks within these spaces is often overlooked. This qualitative case study explores learning networks and community dynamics shaping adolescent learning experiences in a community education space in South Tangerang City. Data from interviews, observations, and document analysis reveal that learning occurs through organically formed social networks characterized by key connecting actors, interest-based collaboration, and spontaneous knowledge sharing. Community spaces function as supportive ecosystems that strengthen adolescent agency, creativity, and social capital, complementing formal education and contributing to more adaptive and inclusive non-formal education models.

This is the summary of the 2023 SGHC Senning Lecture, in which surgical developments and the components of education and training in cardiovascular surgery are discussed. Special emphasis is placed on the problems, challenges, education models, and the dynamics of education and training for the benefit of the trainees and, ultimately, the patients.

Objective: To propose an initial profile for educational leaders who promote inclusion, equity, and active participation of all members of the educational community within their schools, thereby fostering a culturally relevant and responsive pedagogy. Theoretical Framework: This study delves into leadership from a culturally relevant pedagogy perspective, addressing the principles of the Equity Continuum. This framework helps educators evaluate the progress of their practice toward equity. It aligns closely with culturally relevant and responsive pedagogy (CRCP), which integrates students' cultures, experiences, and identities into teaching to enhance learning and academic success. The Equity Continuum provides a conceptual and operational framework for evaluating educational practice, ensuring that all students have access to and opportunities for success. Method: The methodology adopted for this research stems from an interpretive paradigm with a descriptive case study approach. This approach is based on a series of interviews and utilizes the model proposed by the Equity Continuum: Actions for Critical Transformation in Schools and Classrooms. Results and Discussion: The results reveal an initial profile that considers soft skills, specifically emotionally intelligent and culturally competent leadership, capable of interpreting diverse social contexts and responding with professional empathy. Ethical consistency, responsibility for regulatory compliance from a rights-based perspective, active listening, flexibility, coherence, respect, and political awareness are also highlighted, fostering strong and trusting relationships among all members of the school community. This implies a willingness to work in teams, creativity, openness to innovation, respect for cultures and diversity, tolerance, and consideration for others, with an emphasis on distributed leadership. Research Implications: This research reveals an inclusive leadership style based on community empowerment, fostering diversity, and developing policies that promote inclusion. These characteristics are essential for building an educational environment where all students feel valued and can reach their full potential. The challenge is significant, but the benefits of leadership that prioritizes inclusion and equity are immeasurable. By adopting a culturally relevant and responsive pedagogy, we not only enrich the educational experience but also prepare our students to interact in a diverse and complex world. It is a journey that requires commitment, effort, and courage, but one that is undoubtedly worth undertaking. Originality/Value: This study highlights the tension between traditional educational leadership models and leadership styles that promote inclusion and equity in educational institutions, establishing them as essential pillars of contemporary education. Understanding the relevance of a culturally relevant pedagogy that mobilizes a particular type of leadership is crucial because it seeks to create truly inclusive and equitable learning environments.

Abstract Traumatic brain injury (TBI) remains a leading cause of disability in India, often resulting in long-term neuropsychiatric sequelae despite motor recovery. While physical rehabilitation is routinely addressed, behavioural and cognitive complications receive comparatively less attention, particularly in low-resource settings. We describe three adult male patients with moderate-to-severe TBI following road traffic accidents, admitted for neurorehabilitation between December 2022 and August 2023 at a tertiary centre in Kerala, India. Inclusion criteria were age ≥16 years, moderate-to-severe TBI (Glasgow Coma Scale ≤12) and neuropsychiatric symptoms during recovery. All cases had detailed acute care records, rehabilitation data and at least 6 months follow-up. All regained independent ambulation and improved basic activities of daily living, yet exhibited persistent symptoms such as agitation, disinhibition, irritability, verbal aggression, depressive features and impaired insight. The Rancho Los Amigos Scale and Agitated Behaviour Scale were used to monitor behavioural recovery. Management included tailored pharmacologic regimens, environmental modification, caregiver training and psychiatric consultation. Despite structured inpatient rehabilitation, caregiver burden remained high, and psychiatric follow-up was often suboptimal due to stigma and logistical barriers. TBI rehabilitation must integrate psychiatric assessment and long-term behavioural monitoring alongside physical recovery. This case series underscores the need for structured follow-up, culturally sensitive caregiver education and resource-appropriate models of neuropsychiatric care in low- and middle-income countries.

This study aims to examine communication barriers that emerged in hybrid education models, which have become widespread in higher education settings after pandemic, and to develop integrative solution designs to address these problems. The forced transformation imposed by the pandemic has made hybrid learning environments, where both face-to-face and online participation are maintained simultaneously, a permanent alternative. In this context, the importance of hybrid model stems from its potential to transcend spatial boundaries of education and implement principles of flexibility, accessibility, and diversity. Qualitative content analysis was employed in study, and a systematic solution framework was developed by interpreting datasets based on theoretical discussions in literature, empirical findings, and discourse analysis. Findings reveal that students in physical classrooms have higher communication effectiveness and visibility compared to those attending online classes, while online students experience interactional asymmetry and a lack of belonging. This suggests that hybrid model still presents serious structural problems in terms of principles of communicative equity. As a result, it was emphasized that technopedagogical, multi-channel and accessible communication systems should be developed in order to ensure interactional justice for both digital and physical student groups.

ABSTRACT This study explores the factors influencing the successful operation of schools for the elderly in Nakhon Pathom Province, Thailand, amid the demographic shift towards an ageing population. The research employs a quantitative methodology, engaging stakeholders from 26 schools to understand the dynamics of educational management in this context. Data were collected through questionnaires, focusing on aspects such as inter-agency cooperation, leadership qualities, and resource dependency. The findings reveal high levels of inter-agency cooperation and resource dependency as significant contributors to operational success. Effective leadership within these schools is also crucial, correlating strongly with enhanced decision-making and problem-solving capacities that resonate with the needs and experiences of elderly learners. The study underscores the importance of integrating formal, non-formal, and informal learning to address the comprehensive needs of the elderly. However, there are challenges in aligning educational initiatives with local political agendas. The implications of these findings suggest a need for broader application of cooperative and resource-supported educational models across Thailand to enhance the quality of life for its ageing population, advocating for policy adjustments and further research to refine and expand elderly education programs.

ABSTRACT This paper presents findings from a small-scale qualitative study designed to examine approaches to sexuality education in kindergarten. Drawing on a critical theoretical framework informed by critical childhood studies and feminist theories, the authors examine four observations of teacher-prepared lessons for sexuality education with kindergarten students. The analysis illuminates how the ongoing hegemony of developmentalism in early childhood education can fuel a fear of going ‘too far’ when it comes to sexuality education with young learners. The authors illustrate how the lessons observed in this study facilitated a child-friendly banking model of sexuality education where students engaged in child-centred but adult-directed lessons largely focused on recalling sexuality facts and information. Drawing on critical pedagogy, the authors offer three recommendations for enabling more comprehensive and critical sexuality education with young learners.

This study examines the role of Majelis Taklim Masjid At-Tawwabin in enhancing religious understanding among the Muslim community in Medan City, North Sumatra. Majelis taklim is a non-formal Islamic educational institution that functions as a medium for religious learning, moral development, and social reinforcement within the community. This research employs a qualitative approach using field research methods. Data were collected through in-depth interviews, field observations, and documentation involving three administrators of the majelis taklim and two active congregants. The findings indicate that Majelis Taklim Masjid At-Tawwabin plays a significant role in improving religious knowledge, strengthening worship practices, and fostering positive religious attitudes among community members. Well-organized management, relevant religious materials, and participatory teaching methods contribute to the effectiveness of majelis taklim activities. This study concludes that mosque-based majelis taklim has strong potential as a sustainable model of community-based religious education.

In 1937, during the war, a large number of Chinese universities migrated westward. Universities such as National Central University and Cheeloo University relocated to West China Union University in Chengdu, where they launched "Five Universities" educational alliance at Huaxiba. The educational alliance established a Joint Administrative Committee responsible for coordinating operations among the universities and implementing a system of mutual credit recognition. They generated the model of "unified scheduling，free course selection，and interchangeable credits", allowing students to take courses across campuses and enabling faculties to teach across institutions, with credits recognized by all member universities. This became the largest and most comprehensive higher medical education model during the wartime. This was an example of sharing resource and preserving the traditions of each institution. This article reviews the history of the "Five Universities" educational alliance at Huaxiba. This history witnesses the development and cultural continuity of higher medical education in China and stands as a legendary chapter in history.