Educational Opportunities Research Articles

Cultural Responsiveness in Academic Physical Therapy: An Administrative Case Report.

This paper describes how the administrative leadership of 1 physical therapy department curated, implemented, and evaluated a culturally responsive administrative support strategy to foster a positive working environment. Authors summarize participants' perceptions of culturally responsive practices using climate survey data. This case occurred in the physical therapy and rehabilitation science department at an American academic medical center. The department administers 5 educational programs, 3 faculty practices, a community clinic, and a robust research enterprise, and employs over 100 employees. After a historic socio-cultural event, administrators implemented a series of actions to understand the needs of department employees and to respond in a culturally responsive manner. Interventions included supportive activities, educational opportunities, and community-building events. The department administered an annual climate survey to assess the employees' perceptions of the working climate, perceived impacts of the culturally responsive interventions, and suggestions for improving department climate. Survey analysis included frequency statistics (STATA Version 17; StataCorp LLC; College Station, Texas, USA) and thematic content analysis with sensitizing concepts from a culturally responsive practice framework previously applied in primary and secondary school settings. A total of 131 employees participated in the annual climate survey from 2020 to 2022. Employees' confidence to identify and address microaggressions in working environments showed trends of overall improvement, and overall self-reported experiences with racial discrimination decreased. Participants reported positive trends in addressing discrimination among colleagues, but difficulty addressing offensive behaviors perpetrated by patients. Findings suggest that culturally responsive interventions are associated with positive trends in employee climate. Interventions tailored to the audience and curated to deepen cultural knowledge, enhance self-awareness, and validate others, fostered a shared commitment to cultural equity. Administrative leaders have a role in fostering an inclusive climate by capitalizing on culturally significant teachable moments with sound culturally responsive strategy, bi-directional culturally sensitive communication, individual development, and collective action.

Examining the impact of self-stigma on workplace well-being: an empirical investigation of medical students with physical disabilities in China and the moderating role of trait mindfulness

BackgroundAs societal evolution unfolds in China, individuals with physical disabilities are increasingly provided opportunities in higher education, particularly in the field of medicine. However, these medical students often encounter bias in their work environments, including during internships, which fosters self-stigma and impedes their experience for workplace well-being (WWB). Such a decrease in WWB detrimentally affects not only their mental health in the workplace but also hinders their sense of personal worth and assimilation into broader society. This study aims to examine the challenges faced by medical students with physical disabilities in China as they aspire to achieve WWB, and to explore potential intervention strategies.MethodsLeveraging cognitive consistency theory (CCT), we introduces a conceptual framework to examine the relationships among self-stigma, perceived discrimination, and WWB. It also investigates the role of trait mindfulness as a potential mitigating factor in this dynamic. We employed the Internalized Stigma of Mental Illness Scale (ISMIS), Discrimination Perception Questionnaire (DPQ), Workplace Well-being Subscale (WWBS), and Mindful Attention Awareness Scale (MAAS) to survey 316 medical students with physical disabilities. Statistical analyses, including correlation, regression, and moderated mediation effect assessments, were conducted using SPSS 22.0 and AMOS 24.0.ResultsA notable negative correlation exists between self-stigma and WWB (r = -0.56, p < 0.01). Perceived discrimination partially mediates the relationship between self-stigma and WWB. The direct effect of self-stigma and its mediating effect through perceived discrimination account for 60.71% and 21.43% of the total effect, respectively. Trait mindfulness moderates the latter part of this mediating pathway. Moderation models indicate that trait mindfulness has a significant negative moderating effect on the impact of perceived discrimination on WWB (β = -0.10, p < 0.001).ConclusionsSelf-stigma adversely affects the positive work experiences of medical students with physical disabilities by eliciting a heightened sensitivity to discriminatory cues, thereby undermining their WWB. Trait mindfulness can effectively counter the detrimental effects of perceived discrimination on WWB. Consequently, this study advocates for the systematic incorporation of mindfulness training into educational services and workplace enhancement programs for medical students with disabilities, aiming to foster an inclusive and supportive external environment.

Exploring provider perspectives of the STEM club landscape: findings from one Australian state

ABSTRACT STEM clubs, often located in extracurricular settings, are designed to promote engagement and enjoyment of STEM-related topics and concepts. Given the current policy landscape, a closer examination of STEM clubs is warranted. This paper explores the opportunities and challenges presented by these programs by drawing on interviews with nine STEM club providers in Queensland, a state in north-eastern Australia. The study aims to elucidate the key elements perceived to contribute to the effectiveness and success of STEM clubs, whether school-based, library-based, or run by private businesses for profit. Through inductive thematic analysis, three prominent themes emerged: visioning, pedagogical design and intent, and facilitation. The analysis reveals that Queensland's STEM club context presents significant opportunities for authentic STEM learning and teaching, however, it also identifies challenges to be addressed, including recruiting facilitators who possess expertise in STEM knowledge and skills, possess the necessary confidence and ability to design and implement STEM activities, while also being able to engage and connect with student participants effectively. The findings have implications for STEM-related activities in other informal learning environments.

Challenges of teaching skills (student teachers) in the kindergarten practical education process from their perspective

Practical education is a significant part of the educational and psychological tools represented by vision and practice. This has a positive impact on teacher preparation The second semester is devoted to practice in kindergartens, lasting six weeks. This is a real training opportunity for student teachers to demonstrate their skills and learn many teaching and kindergarten skills that will become a teaching experience in the future. The aim of this study is to identify the obstacles of student teacher teaching skills in the process of practical education in kindergartens in central Sulaimani, all of which were female. Utilizing a descriptive research method, the researcher employed a measurement tool consisting of 33 items categorized into six areas to identify obstacles to teaching skills among basic education students. The research sample comprised 82 student teachers. Statistical treatment of data was conducted using the SPSS program, facilitating the analysis of collected information and percentage weight. Finally, the researcher came to several conclusions: Level of obstacles to teaching skills Practical education among teacher students is generally high. The field of teaching materials, educational supervisors and kindergarten staff is generally at a weak level among student teachers, but the fields of planning, personality and teaching methods of teachers are at a high level.

Artificial intelligence literacy: a proposed faceted taxonomy

Purpose The purpose of this paper is to propose a taxonomy of artificial intelligence (AI) literacy to support AI literacy education and research. Design/methodology/approach This study makes use of the facet analysis technique and draws upon various sources of data and information to develop a taxonomy of AI literacy. The research consists of the following key steps: a comprehensive review of the literature published on AI literacy research, an examination of well-known AI classification schemes and taxonomies, a review of prior research on data/information/digital literacy research and a qualitative and quantitative analysis of 1,031 metadata records on AI literacy publications. The KH Coder 3 software application was used to analyse metadata records from the Scopus multidisciplinary database. Findings A new taxonomy of AI literacy is proposed with 13 high-level facets and a list of specific subjects for each facet. Research limitations/implications The proposed taxonomy may serve as a conceptual AI literacy framework to support the critical understanding, use, application and examination of AI-enhanced tools and technologies in various educational and organizational contexts. Practical implications The proposed taxonomy provides a knowledge organization and knowledge mapping structure to support curriculum development and the organization of digital information. Social implications The proposed taxonomy provides a cross-disciplinary perspective of AI literacy. It can be used, adapted, modified or enhanced to accommodate education and learning opportunities and curricula in different domains, disciplines and subject areas. Originality/value The proposed AI literacy taxonomy offers a new and original conceptual framework that builds on a variety of different sources of data and integrates literature from various disciplines, including computing, information science, education and literacy research.

Effect of Gender and Generation on the Adoption of Irrigation and Good Farming Practices in Bontanga and Golinga Irrigation Schemes in Northern Ghana

This study examined the challenges faced by men, women, and different age groups in irrigation water management and farming practices in the Bontanga and Golinga irrigation schemes. The results of the study revealed that there are significant differences in irrigation and farming practices between men and women as well as between older and younger farmers. For men, the main challenges were; limited access to financial resources for investing in modern irrigation technologies and equipment, inadequate knowledge and awareness of sustainable farming practices and water management insufficient government support, and lack of policies tailored to their specific needs. For women, these were gender inequalities and limited access to land, water, and productive resources, lack of control and decision-making power over irrigation water allocation, and limited access to training and extension services to enhance their farming skills. Youth recognized limited interest and involvement in agriculture due to the perception of low profitability and lack of modernization, inadequate access to education and training opportunities in agricultural practices and water management, and insufficient support and mentorship programs to encourage youth participation in farming.

Evolution content in school textbooks: data from eight European countries

BackgroundEvolution is a unifying theme in biology and its understanding is essential to address sustainability problems. However, many people across the world do not understand evolution. Textbooks are among the most widely used educational resources and the way they depict evolution may greatly impact students’ scientific literacy in evolution. In this paper we investigate which evolution concepts are addressed in European science textbooks, from the 1st to the 9th grade. A content analysis using the ‘Framework for the Assessment of school Curricula on the presence of Evolutionary concepts”, was performed on textbooks from eight European countries: Belgium, Cyprus, Czech Republic, Greece, Italy, Netherlands, Portugal and Slovenia. At least two experienced coders per country independently analysed the texts, images and activities, discussed the results and reached a final consensus.ResultsOur results show that textbooks lack or rarely address concepts considered important for evolution understanding, notably the processes driving evolution and their daily life implications, limiting opportunities for education for sustainability.ConclusionsWe recommend that science textbooks emphasize evolution and its processes since the first school years. This recommendation is particularly relevant for the analysed textbooks from Cyprus and Belgium, that cover less than 45% of the concepts important to evolution literacy.

Social Media Programs for Outreach and Recruitment Supporting Aging and Alzheimer Disease and Related Dementias Research: Longitudinal Descriptive Study.

Social media may be a useful method for research centers to deliver health messages, increase their visibility in the local community, and recruit study participants. Sharing examples of social media-based community outreach and educational programs, and evaluating their outcomes in this setting, is important for understanding whether these efforts have a measurable impact. The aim of this study is to describe one center's social media activities for community education on topics related to aging, memory loss, and Alzheimer disease and related dementias, and provide metrics related to recruitment into clinical research studies. Several social media platforms were used, including Facebook, X (formerly Twitter), and YouTube. Objective assessments quantified monthly, based on each platform's native dashboard, included the number of followers, number of posts, post reach and engagement, post impressions, and video views. The number of participants volunteering for research during this period was additionally tracked using a secure database. Educational material posted to social media most frequently included content developed by center staff, content from partner organizations, and news articles or resources featuring center researchers. Multiple educational programs were developed, including social media series, web-based talks, Twitter chats, and webinars. In more recent years, Facebook content was occasionally boosted to increase visibility in the local geographical region. Up to 4 years of page metrics demonstrated continuing growth in reaching social media audiences, as indicated by increases over time in the numbers of likes or followers on Facebook and X/Twitter and views of YouTube videos (growth trajectories). While Facebook reach and X/Twitter impression rates were reasonable, Facebook engagement rates were more modest. Months that included boosted Facebook posts resulted in a greater change in page followers and page likes, and higher reach and engagement rates (all P≤.002). Recruitment of participants into center-affiliated research studies increased during this time frame, particularly in response to boosted Facebook posts. These data demonstrate that social media activities can provide meaningful community educational opportunities focused on Alzheimer disease and related dementias and have a measurable impact on the recruitment of participants into research studies. Additionally, this study highlights the importance of tracking outreach program outcomes for evaluating return on investment.

Theorizing the socio-cultural dynamics of consumer decision-making for participation in community-supported agriculture

In the context of the urgent need to establish sustainable food systems, community-supported agriculture (CSA), in which consumers share risks with producers, has gained increasing attention. Understanding the factors that influence consumer participation in CSA is crucial, yet the complete picture and interrelations of these factors remain unclear in existing studies. This research adopts a scoping review and the KJ method to elucidate the factors influencing consumer participation in CSA and to theorize consumer participation. In particular, we focus on the dynamics of individual decision-making for participation, under the premise that individuals are embedded in socio-cultural environments. We examine the decision-making process based on the seesaw of expected gains and losses from participation, along with the reflexivity to the individual and the process of updating decision-making post-participation. Our study highlights how individual decision-making for participation is influenced by relationships with others within the embedded socio-cultural environment, as well as by attachment and connection to the community. It also shows that discrepancies between expectations and experiences post-participation, and the transformation of the social capital, promote the updating of decision-making processes. In addition, among the factors identified in this study for participation in CSA, the decision to participate was heavily influenced by expectations of “variety of ingredients,” suggesting that other factors such as “food education and learning opportunities,” “contribution to environmental and social issues,” and “connections with people and nature” had little impact. Although there are limitations, the insights gained from this study offer profound implications for stakeholders and provide valuable insights for more sustainable and efficient CSA practices.

Visualizations and pictures for the visually impaired and its connection to STEM education

Visualization is an important tool for teaching abstract subjects such as mathematics and for processing and expressing thoughts, also in art. Blind individuals cannot obtain information from two-dimensional visualizations, but they can touch structured surfaces with their fingers. To aid visually impaired students in creating and reading tangible, 3D printable visualizations, we have developed a generator that produces three-dimensional reliefs of images through techniques used by artists to make artwork more tangible. Our research includes interviews with visually impaired individuals to uncover new approaches and improve our touchable 3D visualizations. Additionally, we asked over 30 pre-service mathematics teachers through an open questionnaire whether 3D printing offers educational benefits for students to find potential connections between 3D printing and STEM education. Our findings hint towards opportunities for STEM education for both visually impaired and non-impaired students.

Exploring the effects of public transport subsidies on satisfaction and ridership

The determinants of public transport demand are multifaceted, necessitating consideration of various factors that extend beyond the objective aspects of operation. In addition to travel time and costs, it is imperative to comprehend psychosocial factors influencing public transport usage to enhance policies geared toward fostering ridership and sustainable mobility. Empirical evidence suggests that subjective attributes, such as satisfaction and attitudes, exert a discernible influence on travel behavior and the utilization of public transport. Nevertheless, these linkages remain largely unexplored, especially within the context of large public transport networks in cities of the Global South. This paper aims to address this gap by evaluating the impact of demand-side subsidies in the form of travel vouchers on public transport ridership to understand the mediating effect of satisfaction levels according to the users’ socioeconomic characteristics. These satisfaction levels are related to overall satisfaction with transport, employment and educational opportunities, and life. To achieve this, a large-scale randomized controlled experiment was conducted in Bogotá, Colombia, involving a sample of frequent public transport users (N = 1,607). The participants were divided into a treatment group, which received the travel vouchers loaded onto their smart travel cards for four months, and a control group. Hybrid-ordered logit models were employed to estimate the average number of weekly trips undertaken before, during, and after the intervention. The result shows an increase in ridership by the treatment group, which does not solely depend on improved affordability; but is influenced by a complex interplay of socioeconomic factors and shifts in satisfaction levels. This confirmed that travel satisfaction can contribute to increased public transport demand.

More we or more me? How collaboration and autonomy connect with school climate, team innovativeness and school satisfaction among Korea’s teachers

ABSTRACT Prior large-scale research on teacher collaboration and autonomy has failed to distinguish effects within and between schools or among elementary and middle school teachers. This lack of research has implications for professional development in countries like Korea, where national policies have increasingly favoured teacher collaboration. We therefore employed multilevel structural equation modelling to analyse Teaching and Learning International Survey 2018 responses from 5,601 Korean elementary and middle school teachers. Our findings revealed significant direct and indirect effects among the variables of teachers’ perceptions of teacher collaboration, teacher autonomy, school climate, team innovativeness and school satisfaction. At the teacher level, the main differences between elementary school and middle school teachers related to classroom autonomy and team innovativeness. Collaboration and autonomy significantly predicted school satisfaction among elementary school teachers but not middle school teachers. There were also key differences in effects from teacher collaboration and classroom autonomy at the teacher and school levels. The most notable finding was that school climate mediated the relationship between classroom autonomy and school satisfaction at the teacher level. As these factors relate to the uptake and implementation of professional development, we provide key recommendations for local and national policy-makers hoping to optimise learning opportunities for teachers.

EXAMINING THE RELATIONSHIP BETWEEN TRANSFORMATIVE LEADERSHIP STYLE AND TEACHERS' JOB SATISFACTION IN SELECTED PUBLIC SECONDARY SCHOOLS IN KAGADI DISTRICT. A CROSS-SECTIONAL STUDY.

Background There has been a growing recognition of the importance of transformational leadership in education, where head teachers inspire and motivate teachers to achieve high levels of performance. The study aims to examine the relationship between transformative leadership styles and teachers' job satisfaction in selected public secondary schools. Methodology A descriptive, correlational, and cross-sectional survey design was undertaken with a mixed approach with both quantitative and qualitative data in 8 secondary schools within Kagadi district. Means and standard deviations were also used to analyze data collected on the dependent variable and the dependent variable using the Likert 5-point scale of the responses. The target population comprised 146 participants which included 08 head teachers and 138 secondary school teachers. Results 24% of the respondents were female while 76% were male. 32%of the respondents had a diploma education level, 62% had a degree and 6% had a master’s degree. The correlation between transformative leadership style and teacher's job satisfaction in Selected public secondary schools in Kagadi District was (r=0.534, sig= 0.011) indicating a moderate positive correlation between Transformative Leadership Styles and Teacher's Job Satisfaction. The coefficient for transformative leadership style (B = 4.379) is statistically significant (p = 0.002), indicating that teachers' job satisfaction increases by 4.379 units for every one-unit increase in transformative leadership. Conclusions The moderate positive correlation between transformative leadership style and teachers' job satisfaction suggests that implementing transformative leadership practices in schools can lead to increased job satisfaction among teachers and are characterized by vision, inspiration, and empowerment, are likely to create a positive work environment that fosters satisfaction and fulfillment among teachers. Recommendations The Ministry of Education and Sports should offer training opportunities for head teachers to enhance their transformative leadership skills further.

Prevalence and associated factors of maternal depression among mothers of children with undernutrition at comprehensive specialized hospitals in Northwest Ethiopia in 2023: a cross−sectional study

BackgroundMalnutrition is one of the most significant child health problems in developing countries, accounting for an estimated 53% of child deaths per year. Depression is the leading cause of disease-related disability in women and adversely affects the health and well-being of mothers and their children. Studies have shown that maternal depression has an impact on infant growth and nutritional status. However, evidence is scarce regarding the relationship between maternal depression and child malnutrition.ObjectivesThe general objective of this study was to assess the prevalence and associated factors of maternal depression among mothers of undernourished children at comprehensive specialized hospitals in Northwest Ethiopia in 2023.MethodsAn institution-based cross-sectional study was conducted among 465 participants. Outcome variables were assessed using a Patient Health Questionnaire-9 (PHQ-9). Data were analyzed using SPSS-25. Bivariate and multivariable logistic regression analyses were conducted. Variables with a p-value less than 0.05 were considered statistically significant with a corresponding 95% confidence interval (CI).ResultsThe prevalence of maternal depression among mothers of children with undernutrition was 36.4% (95% CI = 32%–41%). According to a multivariate analysis, lack of maternal education (adjusted odds ratio [AOR] = 2.872, 95% CI = 1.502–5.492), unemployment (AOR = 2.581, 95% CI = 1.497–4.451), poor social support (AOR = 2.209, 95% CI = 1.314–3.713), perceived stigma (AOR = 2.243, 95% CI = 1.414–3.560), and stunting (AOR = 1.913, 95% CI = 1.129–3.241) were factors significantly associated with maternal depression.ConclusionThe overall prevalence of maternal depression was higher among mothers of children with undernutrition. This higher prevalence was associated with several factors, including lack of education, unemployment, poor social support, high perceived stigma, and stunted physical growth in the children themselves. To decrease maternal depression, we can address these factors by increasing the level of maternal education and employment opportunities, strengthening social support systems, reducing stigma, and providing interventions to reduce stunting.

Communities of practice and the elevation of urban elementary teacher discourse about critical pedagogy of place

AbstractChildren who live in under-resourced communities and attend under-resourced schools deserve access to high-quality teachers and educational opportunities to support their success and well-being. This study emerged from a professional development (PD) for urban teachers working in such schools, to expand educational opportunities for elementary students through outdoor science teaching. Engaging frameworks of communities of practice (CoP) and critical pedagogy of place (CPP), this critical ethnographic study investigates how urban elementary teachers engage in discourse about critical issues of place. Additionally, the investigation seeks to understand how a CoP supports such discourse. The primary data for this study were multiple sets of researcher field notes collected from participant teachers during virtual spring and in-person summer PD. Over the course of the PD, participants shifted from viewing their outdoor teaching spaces with a deficit perspective to an asset-focused one. As they visited one another’s teaching sites, the CoP the teachers were a part of created opportunity for discourse about social justice linked to issues of place within their particular school neighborhoods. The ability of urban elementary teachers to connect social justice to issues of place and to the teaching of science has implications for countering the injustice that characterizes many urban communities in the USA and elsewhere.

Pathways to Neuropalliative Care Practice.

As neuropalliative care is better recognized and more widely utilized, there is as great a need for clinicians trained in the field as there is for disease-specific symptom management, advance care planning, and end-of-life care. In this manuscript, we describe potential career trajectories in neuropalliative care. For clinicians, this includes educational and training opportunities within primary neuropalliative care (integrating palliative care principles into usual neurology practice), specialty neuropalliative care (completing a hospice and palliative medicine fellowship), and hospice. We also describe considerations for establishing new clinical neuropalliative practices and highlight neuropalliative education and research as key areas for advancing the field.

Importancia de la ingeniería química en la alianza Academia-Industria-Gobierno-Sociedad (aigs) en la región Caribe colombiana

Chemical engineering is crucial in socie-ty and can contribute to the collaboration between Academy, Industry, Government, and Society (AIGS) to promote sustainable projects and knowledge transfer in the Ca-ribbean region of Colombia. This study exa-mines the impact of chemical engineering in the region, including program offerings, in-dicators of chemical engineering programs, job market, and opportunities for projects with societal impact. Four public and pri-vate institutions have been identified, each offering comprehensive 10-semester study programs designed to cultivate both tech-nical expertise and humanistic education in aspiring chemical engineers. These pro-grams aim to equip students with the neces-sary tools to tackle the pressing challenges of sustainability. The curriculum is structured into distinct components: foundation (34 %), engineering basics (17 %), professional (39 %), and humanities (11 %). However, dispari-ties in student enrollment numbers between public and private institutions have emer-ged, posing a potential risk to the sustaina-bility of programs in the latter. The chemical industry is prominent, with diversification in Atlántico and a focus on the petrochemi-cal sector in Bolívar. Graduates of chemical engineering in the Caribbean region have di-verse career opportunities with employabi-lity ranges between 50 % and 80 %. Besides, Clusters and CUEEs are important initiatives that guide collaboration within the AIGSalliance, utilizing methodologies for strate-gic management and participatory projects to receive state funding for developments through Science, Technology, and Innova-tion. This study’s results demonstrate that the practice of chemical engineering in the Caribbean region is harmonized with the re-gion’s strategic goals, cultivating socio-eco-nomic benefits through collaborations between companies and universities. Fur-thermore, these findings offer direction to higher education institutions, particularly private ones, encouraging proactive efforts to secure resources for projects. These ini-tiatives, in turn, create avenues to expand educational opportunities for economically disadvantaged students.

Exploring Design Opportunities for Family-Based Privacy Education in Informal Learning Spaces

Children face increasing privacy risks and the need to navigate complex choices, while privacy education is not sufficient due to limited education scope and family involvement. We advocate for informal learning spaces (ILS) as a pioneering channel for family-based privacy education, given their established role in holistic technology and digital literacy education, which specifically targets family groups. In this paper, we conducted an interview study with eight families to understand revealing current approaches to privacy education and engagement with ILS for family-based learning. Our findings highlight ILS’s transformative potential in family privacy education, considering existing practices and challenges. We discuss the design opportunities for family-based privacy education in ILS, covering goals, content, engagement, and experience design. These insights contribute to future research on family-based privacy education in ILS.

Nomophobia and Self-Esteem: A Study of Migrant Students' Psychological Well-Being

The transition from high school to higher education represents a significant milestone for adolescents, often accompanied by migration to access better educational opportunities, known as "merantau." This phenomenon, prevalent among students aged 18-24, is associated with a high prevalence of nomophobia, characterized by anxiety and discomfort when separated from smartphones. This study aims to explore the relationship between self-esteem and nomophobia tendencies among migrant students, given the mixed findings in existing literature. Employing a correlational quantitative research design, data were collected from 153 migrant students using the Nomophobia Questionnaire (NMP-Q) and the State Self-Esteem Scale (SSES). Descriptive analysis revealed that 74.5% of students exhibited moderate nomophobia tendencies, while 62.7% had high self-esteem. Pearson's correlation analysis indicated a significant negative relationship between self-esteem and nomophobia tendencies (r = -0.222, p = 0.006), suggesting that higher self-esteem is associated with lower nomophobia tendencies. This finding underscores the importance of enhancing self-esteem to mitigate nomophobia, highlighting the role of positive self-perception and real-life social interactions. Despite limitations such as the online data collection method, this study provides valuable insights into the psychological dynamics between self-esteem and nomophobia among migrant students, advocating for targeted interventions to address these issues.

Athletic Trainers’ Perceptions of the Structure and Barriers to Online Continuing Education Clinical Documentation Modules

Context Athletic trainers (ATs) appreciate the accessibility of web-based continuing education (CE) opportunities. ATs describe needing more CE opportunities related to clinical documentation, but the effectiveness of CE in this content area has not been studied. Objective Obtain ATs’ perceptions of their experiences accessing web-based CE specific to clinical documentation. Design Qualitative study. Setting Web-based audio interviews. Patients or Other Participants Twenty-nine ATs, averaging 36.2 ± 9.0 years of age, including 16 women and 13 men who represented 8 different clinical practice settings. Data Collection and Analysis Participants previously completed 1 of 2 web-based CE modules specific to clinical documentation, a personalized learning pathway (PLP) or passive reading list (PAS). After completing the modules, 1 investigator interviewed each participant regarding their experiences accessing and completing the modules. Following the Consensual Qualitative Research approach, 4 investigators (3 primary coders and 1 internal auditor) inductively analyzed the interview transcripts. We completed 5 rounds of consensus coding and finalized themes and supporting categories. Results We identified 2 themes: (1) structure and (2) barriers to completing the modules. Although both groups were satisfied with the content of the modules, PLP participants were more satisfied with the structure and experience of accessing the resources than the PAS participants. PLP participants enjoyed the engagement of the variety of resources included, whereas PAS participants inconsistently accessed reading materials based on personal preference. Both groups described time as a barrier to completing the modules, and some participants experienced technology barriers. Conclusions ATs value web-based CE opportunities that compile information related to a topic. Learners find a variety of learning formats, including videos, case studies, knowledge checks, and reflection prompts, to be more engaging than only reading materials. Although time continues to be a barrier to completing CE, offering accessible and engaging learning opportunities improves satisfaction with completing CE.