Education Summit Research Articles

A New Model to Advance a Collaborative Clinical Education Placement Process: A Consortium Core Network.

The 2014 Clinical Education (CE) Summit and subsequent scholarly work prompted development of collaborative, mutually beneficial, innovative processes to mitigate CE challenges and inefficiencies. Contemporary practice advocates for collaboration among physical therapist (PT) academic programs (Programs) and clinical partners (Partners) to create a sustainable placement process with mutual benefits for stakeholders. The purpose of this article is to describe the design and implementation of the Ohio Kentucky Consortium of Physical Therapy Educators (Consortium) Consortium Core Network's (CCN) centralized PT CE Placement Process (PT-CEPP) model and share participants' experience perspectives. The Consortium established the CCN and a Steering Committee, representing stakeholders, and designed a novel 5-phase centralized PT-CEPP model, in Exxat, an educational management platform. The phases included Request, Offer, Placement, Reallocation, and Confirmation and Release. A postimplementation Qualtrics survey was disseminated to obtain participant perspectives. Open-text survey responses were compiled, reviewed, thematically analyzed, and presented in this article (part 1). The resulting quantitative CCN PT-CEPP analyses were deferred to a companion article (part 2). The CCN participation included invited Partners (n = 101/364; 28%) and Programs (n = 14/14; 100%). During initial PT-CEPP implementation, 1,005 offers resulted in 549 CE placements. Participant perspectives from 20 of 101 SCCEs (20%) and eight of 14 DCEs (57%) were dichotomized into "Benefits and What Worked Well" and "Challenges and What Did Not Work Well." Perspectives were unique to participant roles, with partners valuing "centralization" and Programs "process." Lessons gleaned from the PT-CEPP paradigm shift to a CCN-centralized model may optimize processes and improve sustainability with future iterations.

Revision of the Essential Core Competencies: Domains of Competence and Associated Competencies for Pediatric Physical Therapy Professional Education.

The purpose of this Special Communication is to describe the processes of Education Summit III, sponsored by the Academy of Pediatric Physical Therapy, with an emphasis on the review, update, and integration of contemporary language and the Competency-Based Education framework into a revision of the Essential Core Competencies (ECCs). The Academy of Pediatric Physical Therapy has consistently supported pediatric professional education, including sponsoring 3 Education Summits in 2012, 2016, and 2023. The most recent summit focused on a revision of the ECCs and the development of materials to support their implementation. These revised domains of competence and associated competencies will support and guide pediatric physical therapy education for professional students. Educators are encouraged to use their creativity and resources to integrate these into teaching and learning activities.

Üsküdar University was in the USA for the world’s largest international education summit…

Üsküdar University was in the USA for the world’s largest international education summit…

Transforming the financing of education at the mid-point of the sustainable development goals

The failure to address strategic issues in the financing of education is undermining progress towards SDG4. The Heads of State ‘Transforming Education Summit’ (TES) at the United Nations General Assembly in September 2022 outlined a progressive new agenda on financing. This new agenda includes recommending a much deeper engagement by the education community, nationally and internationally, in addressing action on tax reform, action on debt and action on wider macroeconomic policies around austerity. The TES finance agenda calls for a more strategic dialogue on financing between different ministries and argues that education spending needs to be understood as investment not consumption. Whilst it is now clear what needs to be done to transform the financing of education, little progress has been made over the past year in assuming this bold agenda.

Leadership, Education and Training for Youth in Contemporary African Union Programs

From September 16–19, 2022, the U.N. Secretary-General Antonio Guterres hosted the Transforming Education Summit at U.N. Headquarters in New York on the margins of the U.N. General Assembly. This summit mobilized stakeholders to act and collaborate in solidarity to find solutions for transforming education by 2030. This summit’s outcomes were national and international commitments to transform education with increased public engagement and support. Before the conference, the African Union had just concluded its fourth Specialized Technical Committee on Education, Science, and Technology with the theme of utilizing education, science, technology, and innovation to foster recovery in Africa and respond to, strengthen, and build resilience in a post-COVID-19 pandemic. At the same time, there was a need to enhance the response from the science, technology, and innovation sectors. Growing globalization and faster technological progress have created many new social, economic, environmental, and COVID-19 problems. Because of this, the Coalition on Media and Education for Development Africa Forum (CAFOR) and its partners have been looking at the needs and opportunities that come from these changes. CAFOR and its partners are also determined to look beyond Africa’s Continental Education Strategy (CESA 16–25) and examine how schools can prepare children in Africa for jobs and technologies that have yet to be created to solve future problems with innovation. CAFOR is forwardlooking and works towards building stronger partnerships on the continent, ensuring a shared responsibility to identify new opportunities and solutions.

Opinions of the Top Managers of the Ministry of National Education on the Implementation of Physical Education Policies in Schools

"World Physical Education Summit" was held in Berlin in 1999. In the summit, participants from more than 80 countries have determined the policies and reforms for the common solution of all problems related to physical education teaching. At the end of the Berlin Summit, the policies and reforms related to physical education have reconsidered and regulated in many countries. As it is well known, the firstly responsible agency in teaching physical education policies in Turkey is the Ministry of National Education (MEB). Therefore, in this study, it is aimed to reveal the views of the top level managers of the MEB. In this study, phenomenology design which is one of the qualitative research methods has been used. The study group of the research consists of 11 senior managers working in the Ministry of National Education. The data have been analyzed using the semi-structured interview technique and content analysis method. According to the findings of the research, MEB senior managers have listed the components of a quality physical education program as teachers, school administrators, equipment and physical conditions (facility, hall, etc.). They have stated that the biggest obstacles for the physical education curriculum to reach the desired goals are the inadequacy of tools and equipment in schools, the unsuitability of physical conditions, and the fact that the same types of schools do not have the physical conditions at similar standard. They considered the goals and strategies in the development and implementation of physical education curriculum as physical and academic collaborations.

Resident selection, assessment, and management: Proceedings of the 2022 ADEA Advanced Dental Education Summit.

The fifth biennial Advanced Dental Education Summit was organized by the ADEA Council on Advanced Education Programs. With a focus on "Resident selection, assessment, and management," the summit aimed to discuss best practices for selecting, assessing, and managing advanced education residents. Expert presentations covered the resident's journey from interview to graduation, emphasizing strategies for supporting resident wellness, success, and evaluation. The summit provided recommendations, including the incorporation of psychosocial assessments in the selection process, early recognition of behavioral issues, clearly defining clinical competencies, and creating a culture of wellness through supportive policies and structures.

Recurring Themes in Prosthetic and Orthotic Education: A Narrative Review of Prosthetic and Orthotic Education Summit Meetings

ABSTRACT Introduction Prosthetic and orthotic (P&O) education summits and strategic planning meetings have been held periodically since 1970 to review the current state of practice and education and to advance the profession. These meetings typically included a panel of acknowledged experts from the ranks of educators, researchers, consumers, industry representatives, and practitioners. Materials and Methods A narrative review of education summit and strategic planning meeting reports was performed. The authors defined concrete aims and specific questions before conducting the review. The authors independently reviewed the reports to identify the purpose of each meeting and the perceived challenges of the time. Lastly, the authors performed a qualitative thematic analysis to clarify the findings. Results The recurring themes identified from the five education summit reports, joint task force report, and three National Commission on Orthotic and Prosthetic Education (NCOPE) strategic planning meeting reports include 1) workforce shortages, 2) continuous development and oversight of uniform, recognized, national academic standards, 3) sustainability of P&O academic programs, 4) development and oversight of uniform, recognized, national residency standards, 5) communication with stakeholders, including related health professionals, and 6) data collection and usage. Conclusions Recurring themes and challenges that existed previously in P&O education still exist today. Communication between academic programs and community partners (e.g., clinical practitioners, paraprofessionals, patients, payers, and interdisciplinary professionals) is a continuing priority to clarify the expectations of P&O professionals and to advance the profession. Use of a systematic approach could help map the patterns and needs of the profession to demonstrate progress over time and to facilitate future strategic planning. Clinical Relevance P&O education is designed to meet the needs of practitioners and paraprofessionals who implement P&O services (i.e., fitting, fabrication, and patient management). Maintaining communication between academia and its community partners is critical to advancing the profession.

Üsküdar University attended the world’s biggest international education summit

Üsküdar University attended the world’s biggest international education summit NAFSA.

Re-thinking Education for Sustainable Development: Key Learning Insights from the SDSN USA Transformative Education Summit 2023

Re-thinking Education for Sustainable Development: Key Learning Insights from the SDSN USA Transformative Education Summit 2023

Crowdsourcing the (Un)Textbook: Rethinking and Future Thinking the Role of the Textbook in Open Pedagogy

In this paper, we adopt a critical lens to investigate educators' understanding of both traditional and alternative textbooks and examine how open pedagogy may call for a rethinking of textbooks and how they are used in a pedagogical setting. Within the context of open pedagogy, including open textbooks, we conducted workshops that involved faculty, instructional designers, educational developers, and academic administrators during three conferences in 2019: OER19 Conference held in Galway, Ireland; the Cascadia Open Education Summit held in Vancouver, British Columbia; and the Educational Technology Users Group held in Kamloops, British Columbia. Based on data collected during these three interactive workshops, combined with personal reflections from the project instigators, we discuss emerging issues and tensions in the use of textbooks as pedagogical agents/artefacts in teaching and learning, and their relation to open pedagogy. Specifically, we consider what aspects of the use and design of textbook may be rethought in the context of open pedagogy as increasingly ubiquitous access to knowledge and open licensing of content and data become more widely available. This is achieved by prompting educators to describe the best and worst features of the traditional textbook format and reflect on what they might imagine as a potential future for the textbook as a resource to support open pedagogy.

The Physical Therapist Assistant Education Summit Report: Prioritized Recommendations for the Future

Background and Purpose: The APTA Academy of Education identified a need to assess the status of physical therapist assistant (PTA) education given changes in contemporary physical therapist practice and health care. In response, a task force was charged to plan a summit that would engage stakeholders in formulation of prioritized recommendations to advance PTA education. Method and Results: The Summit Planning Task Force formulated a 3-phase process: phase 1—surveys emailed to PTA education stakeholders; phase 2—four online modules that informed participants about trends in PTA education and solicited data on perceived strengths and weaknesses; and phase 3—a 2-day facilitated virtual meeting of 37 stakeholders who collaboratively developed the Summit outcomes. More than 2500 individuals contributed to data gathered from phases 1 and 2. Phase 3 participants formulated 3 comprehensive recommendations with associated goal statements, objectives, and strategies intendeds to drive future work in PTA education. Discussion and Conclusions: This report presents detailed methods by which the consensus-driven recommendations were achieved, supporting the Summit Task Force's “vision of the PTA as the educated extender that supports the future of physical therapist practice.” There was not consensus on any one direction that PTA education should take. Findings, however, support an array of flexible opportunities by which career goals of current and future PTAs may be achieved while enhancing patient care by the physical therapist/PTA team. Work to implement recommendations must be shared by all relevant stakeholders in order to move PTA education forward.

Future Directions for Global Clinical Neurosurgical Training: Challenges and Opportunities

Expanded access to training opportunities is necessary to address 5 million essential neurosurgical cases not performed annually, nearly all in low- and middle-income countries. To target this critical neurosurgical workforce issue and advance positive collaborations, a summit (Global Neurosurgery 2019: A Practical Symposium) was designed to assemble stakeholders in global neurosurgical clinical education to discuss innovative platforms for clinical neurosurgery fellowships. The Global Neurosurgery Education Summit was held in November 2021, with 30 presentations from directors and trainees in existing global neurosurgical clinical fellowships. Presenters were selected based on chain referral sampling from suggestions made primarily from young neurosurgeons in low- and middle-income countries. Presentations focused on the perspectives of hosts, local champions, and trainees on clinical global neurosurgery fellowships and virtual learning resources. This conference sought to identify factors for success in overcoming barriers to improving access, equity, throughput, and quality of clinical global neurosurgery fellowships. A preconference survey was disseminated to attendees. Presentations included in-country training courses, twinning programs, provision of surgical laboratories and resources, existing virtual educational resources, and virtual teaching technologies, with reference to their applicability to hybrid training fellowships. Virtual learning resources developed during the coronavirus disease 2019 pandemic and high-fidelity surgical simulators were presented, some for the first time to this audience. The summit provided a forum for discussion of challenges and opportunities for developing a collaborative consortium capable of designing a pilot program for efficient, sustainable, accessible, and affordable clinical neurosurgery fellowship models for the future.

Sex and Gender Health Educational Tenets: A Report from the 2020 Sex and Gender Health Education Summit.

Background:Sex as a biological variable and gender as a sociocultural variable influence many health conditions and outcomes. However, they have not been incorporated systematically into education across health professions.Methods:Areas of knowledge and abilities that apply to sex and gender education across health professions were summarized from the 2015 and 2018 Sex and Gender Health Education Summits.Results:Using this summary, draft tenets were developed by facilitated interprofessional discussion groups at the 2020 Summit, and then reviewed, edited, and refined by a writing group who recommended four tenets that health care professionals should be able to do: (1) demonstrate knowledge of sex and gender specific health (SGSH), (2) evaluate literature and the conduct of research for incorporation of sex and gender, (3) incorporate sex and gender considerations into clinical decision making, and (4) demonstrate patient advocacy with respect to sex and gender.Conclusion:These tenets provide the framework for collaborative interprofessional education about SGSH. Individual professions can also use the tenets to develop practice-specific competencies, competency statements, and/or assessment benchmarks within the structures of their respective accrediting bodies to advance the health of women, men, and sex and gender minority persons. Interprofessional collaborations are key for sharing best practices in development, curricular integration, and dissemination.

Future in Focus: One Clear Vision: The 2020 Vizient Connections Education Summit Report.

Future in Focus: One Clear Vision: The 2020 Vizient Connections Education Summit Report.

The Realization of Direct and Indirect Representative Act by the Panelists of 2019 Atlantic Education Summit

This study aims to analyze the realization of direct and indirect representative act by the panelists of 2019 Atlantic Education Summit. This study is designed as spoken discourse study with qualitative approach. The speech act analysis to discourse by Schiffrin (1994) was employed to analyze how utterances are understood and interpreted based on a certain context. The findings are as follows. In terms of frequency, there were 994 direct representative acts and eight indirect representative acts. The high number of direct representative act is related to the effectiveness and efficiency of communication between the panelists and the audiences. In terms of realization, direct representative act is versatile. It means that direct representative act was realized by the panelists to serve so many different purposes of communication, for example assertion, statement, claim, etc. On the contrary, there are several strategies that were employed to realize representative act indirectly. They are associating the certain word with similar object, using words which have non-literal meaning, and using an indirect strategy. In addition, lack of familiarity and the formality of the context are the sources that affect the realization of indirect representative act.
 Keywords: Representative act, direct, indirect, panelists

Responding to the Literacy Challenge Amidst its Resource-hungry Realities: The Case of Southern Mindanao, Philippines

Addressing the challenge of literacy is formidable for countries faced with chronic problems on finance. In Southern Mindanao, one of the most culturally diverse regions in the Philippines, scores of public school children remain with very limited access to libraries and other information infrastructures. Textbook ratio lies steadily between 1:3 to 1:7. Despite its resource-hungry realities, there are laudable moves by the local Departments of Education to boldly initiate development intervention programs at the level of the grassroots to combat the problem of illiteracy. The Province of Sultan Kudarat has the Drop Everything And Read (DEAR) and the Reading – At Reader’s Reach (REARER) Programs while South Cotabato boasts of its School and Home Advocacy Reading Program (SHARP), and the Education Summit it recently convened. These initiatives showcase the “bayanihan” spirit wherein Filipinos collectively contribute towards narrowing the local-level divide that separates those with access to technology, information and information infrastructures in the mainstream from those in far-flung portions of Southern Mindanao.

Assessment of Global Health Competence of Nursing Faculty in Prelicensure Programs.

Global Health is an emerging field that refers to the health and well-being of the world's population. It is crucial that the next generation of nurses is prepared as global health advocates. There is no prior research of self-assessed global health competencies among nursing faculty in U.S. prelicensure programs. The aim of this study was to determine the level of global health competencies (knowledge and skills) of nursing faculty in U.S. prelicensure programs. Attendees at the National League for Nursing Education Summit completed the Global Health Competencies survey. Survey participants (N = 161) reported a 66.76% confidence in their knowledge of global health and 61.4% confidence in global health skills with patients from different backgrounds. Three areas of educational needs were identified: (a) the relationship between health and access to clean water, sanitation, and nutrition; (b) cultural competency; and (c) understanding the relationship between health and human rights. Nursing faculty participants identified several areas for improvement in their knowledge of global health issues. [J Nurs Educ. 2021;60(1):20-24.].

Opportunities and challenges presented by recent pedagogical innovations in doctoral nursing education.

The demand to expand the nurse scientist pipeline over the past decade has generated numerous pedagogical innovations in nursing doctoral education. A PhD nursing education summit was held at the University of Pennsylvania in October 2019 to discuss pedagogical innovations. The main pedagogical innovations discussed by Summit attendees included: 1) the expansion of both 3-year PhD programs and BSN to PhD programs; 2) changes in learning opportunities and curricula content; and 3) the role of postdoctoral fellowships. This overview examines the numerous opportunities and challenges generated by these innovations. Opportunities include producing scholars with research careers that are potentially longer than historically seen in the nursing profession, as well as the emergence of unique educational and mentoring opportunities both during and after doctoral studies. Challenges involve the impact condensed program timelines have had on both the content and delivery of curricula, as well as the research expertise and skillsets of nursing PhD program graduates. There is a need to conduct a national coordinated evaluation of PhD program using shared metrics in order to better evaluate the effect of these pedagogical innovations on the development of nurse scientists, and ultimately, the discipline.

STATE OF DESIGN EDUCATION IN SINGAPORE – INSIGHTS FROM DESIGN EDUCATION SUMMIT 2018

AbstractThis study aims to understand the main issues in design education and discuss solutions. We conducted two workshops on the state of implementation of design in the Singaporean education system at the Design Education Summit, a conference for educators. We found that the main issues were the inclusion of design education within curriculum and change of stakeholder mindsets. Several solutions were discussed, such as ways to introduce design as part of the organization culture. We summarize results into action items and recommendations.