Teaching Activities Research Articles

CONTRIBUTIONS TO SUSTAINABILITY IN TECHNICAL EDUCATION: REUSE OF CONSTRUCTION WASTE AS A WAY TO REDUCE ENVIRONMENTAL IMPACT

This study investigates the impact of reusing solid waste generated during practical classes in the Technical Course in Civil Construction at CEFET-RJ. The main objective is to analyze how sustainable teaching practices can reduce the environmental impact of the construction sector, while simultaneously training students to face the global sustainability challenges in the sector. The research used quantitative and qualitative methods to evaluate the efficiency of reusing materials, such as 'argalama' mortar and PVC pipes, in two different laboratories: Masonry and Plumbing Installations. The results show that these practices, once obstacles are overcome, can reduce material costs and the consumption of natural resources, such as water and energy, without compromising the quality of teaching activities. The conclusions indicate that the integration of sustainable practices in technical education not only contributes to the training of professionals with greater environmental awareness, but also enables the development of solutions with this approach in real construction projects. The study highlights the relevance of technical education as an agent of transformation in the context of sustainability, in line with Sustainable Development Goals (SDGs) 4 and 12.

Making Teaching and Learning a Collaborative Process by Adopting Research Informed Teaching on Executive Education Programmes

In a current, fast changing digital environment, the fact how fast business market is changing and how society’s perceptions evolve to become more inclusive and diverse in terms of viewpoint, and overall workforce composition is a strong indication that the education system also requires a change. To remain relevant, business and management education must reflect the realities that influence its subject matter, while at the same time addressing societal needs and expectations. Especially on the Executive Education (EE) programmes, which are driven by changes in technology, the marketplace, and the demand of individual organisation for organisation change, business schools are expected to do more than simply disseminate knowledge. Having learners or clients who are coming from a diverse range of background, who are bringing a variety of learning styles, abilities, and rich learning experience is a challenge to satisfy all stakeholders. Thus, in those programmes where we are trying to bring academic rigour and real-world experience to scale up businesses and help them growth, some innovative and inclusive ways of teaching, learning and assessment are very important to ensure learners’ personal and professional development and to demonstrate a real-world impact for those involved. This article presents a reflective analysis of introduced innovative learning, teaching, and assessment methods for one of EE programmes in one of the UK’s higher education institutions. The innovative methods employed in this course were to address the above-mentioned challenge, to demonstrate a real-world impact for those involved, in addition to ensuring learners’ personal and professional development by making teaching and learning a collaborative process. This was achieved by incorporating an active and action learning strategies in flipped classroom settings. More specifically this was achieved by introducing all elements (research led/tutored teaching, research oriented or research based) of research informed teaching, which focused on real-life problems that client companies are or were facing instead of traditional case study approach. Effectiveness of this approach was acknowledged by both colleagues, who were involved in teaching and supervisory activities and learners. Colleagues reported that learners seemed to be more enthusiastic and attentive in classes after introducing this practice. On the other hand, learners indicated that having an opportunity to work with or supervised by research active staff encourage them to conduct their own research with high quality manner. In addition, it has been observed that this practice also worked well in supervisor-learner engagement and engagement with the material especially in the flipped classroom settings. Effectiveness of the introduced methods and recommendations are based on learners’ feedback and the secondary data that demonstrates the impact for the client organisation. As this study was taken purely for the pedagogical reasons and is not conceived as pure research, at this stage study didn’t go through the ethics approval, which is an acknowledged limitation of this study, however there is an intention for farther developing this limitation to strengthen the research findings and recommendations.

POLÍTICA DE VALORIZAÇÃO DOCENTE NAS REDES MUNICIPAIS DE EDUCAÇÃO DE CAMETÁ E CASTANHAL: AVANÇOS QUE INTERCRUZAM OS CRITÉRIOS DE PROGRESSÃO POR INTERSTÍCIOS E TITULAÇÃO E AVALIAÇÃO DE DESEMPENHO

The teacher appreciation policy in the municipal education networks of Cametá and Castanhal: “Advances that intersect the criteria of progression through interstices and titling and performance evaluation”, meets the requirement of TCC Course Completion Work, in pedagogy by the University Federal District of Pará. The objective of the research was to analyze the Teaching Position, Career and Remuneration Plans (PCCR’s) of the aforementioned municipalities, in particular the advances that intertwine the teaching valorization policy for functional progression by title, by interstices and by performance evaluation. Methodologically, the production is based on a qualitative approach, using the technique of documentary analysis and statements from the OBEDUC research report also applied to the category of teachers in education networks and the class entity that represents public education teachers in Pará – SINTEPP/PA. The research results showed that in terms of teaching appreciation, the category’s struggle had significant representation in the current Statutes and Career Plans – PCCRs. The salary evolution, the working day that includes active hours and career progression by title and length of service is due to the organization of the category that promoted the demand for the creation of the PSPN Law with repercussions for the municipalities of Cametá and Castanhal , whose dimensions intersect sometimes in frequency and sometimes in continuing teacher training actions. Performance evaluation is foreseen in the PCCRs of Castanhal and Cametá, however in the latter during the management of former mayor José Waldoli F.Valente this evaluation would be partially in force, due to lack of technical team. The progression through interstices presents class scales that differ between municipalities in terms of time interval and percentages, as well as the percentages of progression by degree, in particular, for master’s and doctorate degrees. It is necessary to rethink the valorization policy, especially in the performance evaluation process, to play a role in improving pedagogical actions and not just through productivist logic.

Emotions and identities in teaching in higher education: an autoethnographic approach

ABSTRACT This article is an autoethnographic study of the emotions and identities of a foreign language teacher in an Australian university while I was struggling with a heavy teaching workload due to the impact of the COVID-19 pandemic. Using self-narrative data of emotional experiences related to my teaching, I examine how my emotions and identities are related to the context of my work. My two different identities as a teacher were in conflict, which triggered clashes between those identities and my teaching actions, and negative emotions. My teacher identities were affected by ideologies espoused in university policies, as well as by my values and beliefs about teaching based on my past experience. My identities and emotions were also affected by the power of the higher management of the university and by my positioning of self.

Ideas of Coherence Between Theory and Practice in the Training of Health Professionals: A Scoping Review

The main objective of this scoping review is to collect and systematically map research literature on pedagogical strategies and activities that target the relationship between theory and practice in clinical education within undergraduate healthcare programmes. We searched the Scopus and CINAHL databases for peer-reviewed papers in English, Swedish, Norwegian and Danish, published since 2016, and specific to professional undergraduate programmes in biomedical laboratory science, midwifery, nursing, nutrition and health, occupational therapy, physiotherapy, psychomotor therapy and radiography that explicitly refer to curriculum activities aiming to bridge the theory–practice gap. The process was guided by two research questions: (1) In connection with which undergraduate healthcare programmes are there published studies on pedagogical strategies and activities designed to help students integrate academic and clinical knowledge; how are they described; and what kind of clinical activities do they address? and (2) What epistemological assumptions underpin (explicitly and implicitly) these strategies and activities, as well as the definitions and the understanding of relationships between forms of knowledge? We identified 5,693 studies and found 24 eligible for inclusion. The studies employed different methodologies, with qualitative design the most frequent across all studies (n = 15). Most studies originated from North America and Australia (n = 11), and about a third were from Scandinavian countries. The 24 papers cover pedagogical strategies and activities ranging widely from technology-based models to peer support and tools for reflective learning. The vast majority (n = 18) referred to nursing programmes. The results show that the relationship between theory and practice is addressed mainly in clinical education in connection with nursing education. Definitions of central concepts and an outline of epistemological underpinnings are lacking. The pedagogical strategies and activities identified in clinical education can provide information for managers, policymakers, and academic and clinical educators, and guide future curriculum reforms. The review identifies a knowledge gap concerning pedagogical strategies and activities in clinical education within a range of healthcare programmes that extend beyond nursing.

Promoting university students' situational engagement in online learning for climate education

Disengagement in online learning is known to pose a risk to student learning and wellbeing. In this paper, we first introduce the development and implementation process of a set of online university climate education courses aimed at enhancing student situational engagement through diverse learning activities. Second, engagement (conceptualized here as the co-occurrence of interest, skill, and challenge, i.e., optimal learning moments), and activities during the online courses were examined through ecological momentary assessment, and the relationship between them was investigated through two-level regression models. The results showed that the students were likely to experience optimal learning moments when they were formulating problems and ideating alternatives or designing solutions. Formulating problems and ideating alternatives can promote a student sense of competence, and by designing solutions, students can work with adequately challenging learning tasks. Thus, by implementing such activities in (online) teaching and learning, educators can contribute positively to student engagement.

Lessons from a Rubik's Cube to solve the biodiversity crisis.

Global biodiversity is facing unprecedented pressures, calling into question the effectiveness of existing governance systems aimed at halting extinctions. Renewed hope arose with the recent Conference of the Parties (COP) to the Convention on Biological Diversity (COP15 December 2022) and the Convention on International Trade in Endangered Species (COP19 November 2022). Yet, barriers remain that hamper biodiversity conservation. Identifying and overcoming these barriers is crucial for success. We considered previous lessons learned to show that current barriers to conservation are centered on a multidimensional array of mismatches among legal (law), ecological (science), and sociocultural (human) dimensions across the short, medium, and long term. Focusing on highly migratory marine megafauna (whales, sharks, and turtles), we used the Rubik's cube as a metaphor to conceptualize the multidimensional mismatches and devised a pathway for solutions that is highly dependent on strict alignment across all dimensions. We recommend the continuous cycling across all dimension interfaces to align the use (and update) of regulations and processes in law, improve data and experimentation methods in science, and develop education and engagement actions in the human dimension. This timely alignment across all dimensions is key to achieving biodiversity targets and avoiding further extinctions.

Development of a Sustainability Awareness Tool for High School Biology Students

In the context of classroom-based learning, the majority of students tend to acquire cognitive knowledge. It is essential for students to not only acquire cognitive knowledge but also develop awareness of sustainability as a result of teaching and learning activities. The purpose of this study was to develop an instrument to measure sustainability awareness among high school students. Developing an instrument of sustainability awareness for students is important to measure and encourage their understanding and actions in preserving the environment sustainably. The instrument developed consists of three subdimensions: economy, society, and environment. This instrument assesses awareness of the concept of sustainable development and practices, attitudes, and moral values ​​for sustainability at the individual level. This study used the Rasch modeling analysis technique. The instrument is a closed questionnaire containing 21 items using a 4-point Likert scale. The results of the Rasch modeling showed that the overall Cronbach's alpha reliability coefficient was in the "good" category, while the item reliability coefficient was in the "very good" category. However, the student reliability coefficient was in the "weak" category. The results of the instrument validity test showed four invalid items. These items showed ZSTD and Pt Mean Corr values ​​that did not meet the established criteria. However, the existence of invalid instrument items and weak student reliability coefficients did not affect the overall quality of the instrument. Therefore, it can be concluded that the developed instrument is considered appropriate for measuring the sustainability awareness profile of students.

Implementing Effective Lesson Closures in Physical Education

A lesson closure is a teaching and learning activity used to end a lesson and should be a key teaching component in the daily lesson plan. This article provides practical tips for implementing effective lesson closures.

Social and pedagogical risks of the young people’s upbringing in conditions of spreading values and manifestos of mass culture

Importance. The new educational paradigm is aimed not only at improving educational practices, but also at promoting sociocultural practices that influence students’ life orientations. The relation ship between the social institution of education and leading modern trends and attitudes is obvious, which in turn initiated the presented research. The purpose of the research is to examine the risks of the values and manifestos of mass culture influence on the formation of modes of modern youth behavior and to determine the directions of social and pedagogical activities aimed at counteract ing the deviantogenic influence of agents of mass culture.Materials and Methods. The dialectical, historical-retrospective and axiological research meth ods, as well as the method of reconstructing social reality are used.Results and Discussion. It is revealed that a set of new formations of life orientations plays a sig nificant role in the formation of an individual’s behavior and determines its development, which confirms the significance of studying personal values and orientations in order to understand hu man behavior and personality development in general.Conclusion. The complex modern social situation creates uncertainty in matters of personality formation and determining the vector of development of the younger generation in the conditions of an educational organization. To overcome this circumstance, it is necessary to develop a com prehensive pedagogical understanding of the polysystemic organization of a person (adolescent), where the main guideline will be his movement towards himself, towards self-realization and self actualization.

Features of the formation of the on-screen communicative personality of a higher school teacher

Importance. The development of audiovisual communication channels in the field of higher education pedagogy makes the issue of forming an effective on-screen image of a teacher and scientist relevant. Building a communicative personality according to screen canons becomes especially significant in the field of distance teaching activities. This study aims to identify the most significant parameters of a teacher’s on-screen communicative personality.Materials and Methods. Based on the analysis of the “Open Education” project of Moscow State University named after M.V. Lomonosov, the constant components of a communicative personality transmitted by higher education teachers and ensuring the effectiveness of communication with course students are specified. The research material is audiovisual content of 1540 project programs. The study’s chronological scope is 2023-2024. To achieve the research goals, comparative typological and textological methods, as well as the method of content analysis, are used.Results and Discussion. It is established that the on-screen communicative personality of a higher school teacher’s constant parameters include qualities that develop the status of an expert, namely: the use of dress code standards for a university teacher, exact correspondence of the content of the speech to the stated topic, dominance of the scientific style, pronounced pausing, rich intonation, moderate facial expressions and gestures. Variable attractive parameters include qualities that correlate with the characteristics of network communication: intimate communication, personification, personalisation, game implementation, and a philosophical sense of humour. The qualities that distinguish the communicative personality of a higher school teacher on the screen from the same personality in the audience include a reduction in the frequency of manifestations of the mentoring tone and the absence of edifying elements.Conclusion. The study establishes that effective modelling of an on-screen communicative personality is based on both constant and variable parameters. The former allow the teacher to develop a sense of expertise and compliance with the status of a university teacher, while the latter individualise the learning process.

Revolusi Pendidikan di Indonesia: Inovasi Pembelajaran untuk Menyiapkan Generasi Masa Depan yang Cerdas

Qualitative research is defined as a scientific approach that aims to understand a phenomenon in depth. As there are various problems faced in learning, this hinders educators and students from understanding the material presented so that teaching and learning activities every year cannot predict the results, many learning innovations are created by educators who eventually have to learn new teaching methods to improve the quality of learning. With various new learning methods, not all of them are effective at one time. It is necessary for students and educators to adapt to follow learning methods in order to create quality with new strategies. Many things need to be considered to create new learning innovations so that the developed method can be successful as well as a solution to problems in teaching and learning activities, so that the method can be used by many individuals. The problems experienced in the world of learning are learning innovations such as technology development, affective learning, flipped classrooms, inclusive education, Artificial Intelligence, and project-based learning.

ОСОБЛИВОСТІ ДЕРЖАВНОГО УПРАВЛІННЯ ТА ОРГАНІЗАЦІЙНО-ПЕДАГОГІЧНИХ УМОВ У СИСТЕМІ ПІДГОТОВКИ ФАХІВЦІВ ДО ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ І ПІДВИЩЕННЯ КВАЛІФІКАЦІЇ

The article considers approaches to determining the organisational and pedagogical conditions, features of state administration that affect the training of specialists on the example of the field of finance, their competencies in accordance with the higher education standard, the requirements for a competitive specialist, as well as existing trends in foreign and domestic practice in terms of professional training, etc. Based on the hypothesis that European integration processes affect the renewal of forms, methods and means of professional and pedagogical activity in Ukraine, and post-war recovery will require rapid training of specialists, the wider use of dual education, addressing the issue of institutional support for the introduction of a system of micro-qualifications and updating educational programmes are proposed. The author emphasises the need to follow a certain algorithm of actions and procedures based on the theory of constructive alignment in the preparation of dual educational programmes, specialised and short-term courses. The author substantiates the sequence of steps in the implementation of dual education programmes in the field of finance: development of a curriculum with a balance of time for theory and practical skills; selection of employers and vacancies; establishment of cooperation between mentors and teachers; formation of a schedule; explanation of requirements to students, criteria for evaluating their work. The necessity of including micro-qualifications in the National Qualifications System is proved. The importance of increasing the institutional capacity of universities, creating a mechanism of endowment funds and grants for students, changing the management system and granting real financial autonomy to universities, integrating them into the European educational and scientific space is emphasised. Keywords: state administration, training of specialists, organizational and pedagogical conditions, competences, sphere of finance, dual education, micro-qualifications.

Influence of perceived social support and academic self-efficacy on teacher-student relationships and learning engagement for enhanced didactical outcomes

This research explored the link between teacher-student relationships and learning engagement, considering perceived social support as a mediator and academic self-efficacy as a moderator. A total of 930 college students completed the Academic Self-Efficacy Scale, Teacher-Student Relationships Questionnaire, Multidimensional Scale of Perceived Social Support, and College Student Learning Engagement Questionnaire. Mediating and moderating effects were investigated using SPSS19.0 and one of its process plugins 3.5. The findings indicated (1) teacher-student relationships positively predicted learning engagement; (2) perceived social support mediated the link between teacher-student relationships and learning engagement; and (3) academic self-efficacy moderated the initial phase of the pathway to the mediating role of perceived social support. Moreover, the mediating effect was more significant at elevated academic self-efficacy levels. Establishing harmonious relationships between teachers and students, nurturing students’ confidence in their academic abilities , and expanding students’ access to social support were essential to boosting the educational involvement of college students. The study findings will help educators enhance college students’ engagement in learning and provide recommendations for educators to conduct educational and teaching activities.

THE USE OF INFORMATION TECHNOLOGIES BY A TEACHER FOR THE EMOTIONAL AND VALUE INVOLVEMENT OF STUDENTS IN THE EDUCATIONAL PROCESS

Psychological research into the personal and professional development of teachers is focused on the study of their involvement in teaching activities and their ability to involve students who become more successful in educational activities. Involved teachers become more effective. Purpose. The study investigates the psychological content of the resource complex “engagement – involvement”. Another goal is to identify the psychological means of resource development and actualization. Participants. Students (n=), school teachers (n=), high school students (n=) took part in the study. Methods. The study was carried out in two stages. A special methodological program was developed for each stage. Methods of statistical data processing were used. Results. The specifi c content of the complex of “engagement – involvement” has been revealed. It was determined that teachers of the developmental model (. %) are distinguished by their pronounced involvement and ability to involve students in educational activities, in contrast to teachers of the adaptive functioning model (. %) with low indicators of this complex and high indicators of professional deformations. Students (more than  %) are characterized by signs of procrastination and learned helplessness, the formation and consolidation of which occurs due to constant school failures caused by professional deformations of teachers. Psychological means that contributed to the actualization of the “engagement–involvement” complex as a resource for the personal and professional development of teachers and students were identifi ed. Digital technologies used by teachers contribute to the development of cognitive functions, provide a charge of positive emotions (gamifi cation, VR, storytelling, etc.) and support students’ involvement in the learning process. Conclusions. The results of the research showed that engagement and involvement are the resource complex that determines personal and professional development in teachers and students. A new technological solution, which has proven its effectiveness in experiments and is recommended for implementation in the educational process, has been proposed for updating this complex.

Pemanfaatan Media Pembelajaran dalam Pembelajaran SKI

History of Islamic Cultural lessons are lessons that are closely related to past events, so that in the learning process many teachers only teach SKI material by simply telling their students. Of course in teaching and learning activities, a student who is only given a story by his teacher over time experiences boredom in learning, therefore a teacher is required to be more creative, innovative and progressive in providing learning to students so as to create a learning that is fun and even impressive . Therefore, a teacher should or should be in a digital era like this, it's time to use the media in the learning process in class. learning media is very helpful for a teacher to deliver his material so that it is easier and more enjoyable for students to accept. As for the media that can be used in SKI learning, at least two of the learning media can be used, namely Visual media which is divided into visuals that are silent or not projected and motion or projected visual media. Whereas the second use of instructional media in learning SKI is audio visual media which can be in the form of historical films or documentaries on the History of Islamic Culture.

CONHECIMENTOS SOBRE RASTREIO E DIAGNÓSTICO PRECOCE DE CÂNCER DE COLO UTERINO ENTRE AS MULHERES QUE FREQUENTAM UM AMBULATÓRIO DE UM CENTRO UNIVERSITÁRIO NA CIDADE DE PORTO VELHO – RO - BRASIL

Cervical cancer (CCU) is one of the most common types among women, making early diagnosis essential for better prognoses. It is characterized by slow progression, but it is amenable to screening and rapid detection, which can lead to effective treatment and a promising prognosis. Human papiloma virus (HPV) infection, especially by subtypes 16 and 18, is a necessary but not sufficient condition for the development of cervical cancer. The oncotic cytology test (Pap smear) aims to detect precursor lesions of CCU. This study investigated the level of knowledge about cervical cancer screening and early diagnosis among women attending an outpatient clinic at a University Center in Porto Velho, RO. A qualitative and descriptive approach was used through questionnaires to assess understanding of the preventive exam (Pap smear), risk factors, and preventive practices. The results showed: (i) high adherence to the cervical cancer preventive exam among participants; (ii) non-use of condoms (70%); (iii) educational actions on the preventive exam (60%); (iv) structural and personal barriers limiting access to the preventive exam; (v) 56.7% of participants had information about HPV; (vi) 83.3% of participants reported knowledge of cervical cancer; (vii) lack of knowledge about the frequency of the preventive exam in 55% of participants; (viii) 88.3% believe that early diagnosis improves prognosis and treatment success. The results of this study may help to develop effective educational interventions that encourage the preventive exam, contributing to reducing incidence and mortality rates associated with CCU, and improving women’s health in the region.

Fostering Critical Thinking About the Critique of Religion: An Empirical Multi-Case Analysis

Having the right to criticize religion is important for healthy democracies. However, much critique of religion has led to increased levels of polarization. This article explores how religious education can help facilitate critical thinking regarding the critique of religion. By analyzing actual teaching practices about the critique of religion, this article contributes to the field of religious education research in three ways. First, it contributes empirically to the field of religious education, which to a limited degree has studied authentic classroom practices through observations. Second, it contributes theoretically to the field by analyzing which contextual dependencies of teaching facilitate critical thinking about the critique of religion. Third, this study builds on and adds to the prior research about the critique of religion within religious education, which has mainly been theoretical.

THE DEVELOPMENT OF VIRTUAL VIDEO ANIMATED BASED ON ENGLISH TEACHING MEDIA FOR THE EIGHTH STUDENTS AT JUNIOR HIGH SCHOOL FITRA ABDI PALEMBANG

This research aims to develop virtual animated video-based teaching media to increase students' interest in learning and understanding in English teaching and learning activities in class VIII SMP Fitra Abdi Palembang. The method used in this research is research and development with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Trials using a questionnaire showed that this media was very interesting with a percentage of 91.9% according to the attractiveness criteria. The results of the pre-test and post-test conducted on 30 students showed significant improvement. In the pre-test, only 7 students achieved scores according to the criteria for completeness of learning outcomes. After learning using virtual animated videos, 28 students achieved scores above the criteria for learning completeness (70), while 2 students were still below these criteria. The overall class avera1ge increased to 79.3. It can be concluded that virtual English video animation media is effective and successful in improving student learning outcomes and their interest in the learning process.

Application of clinical thinking training system based on entrustable professional activities in emergency teaching

BackgroundStandardized training for resident physicians (STRP) is essential for improving their clinical skills. The standardized training for resident physicians in emergency medicine differs from other disciplines, focusing more on knowledge related to medical emergencies and emergency care skills requiring urgency and real-time response. There are specific differences in knowledge content, teaching methods, curriculum design, and career development compared to other specialties. As a national-level teaching base for emergency medicine, our hospital continuously explores and innovates in teaching models, discovering a model more suitable for emergency medicine.ObjectiveThis study summarizes practical experience in teaching and assessment integration (TAA), evaluates teaching training effectiveness with the Clinical Thinking Training System (CTTS), and examines integrating this system with innovative teaching and assessment models' impact on resident physicians' clinical abilities.MethodsIn our study, we selected residents who rotated in our department from July-December 2023 and randomly divided them into a reform group (n = 106) and a control group (n = 104). The reform group received training using the Clinical Thinking Training System (CTTS) while the control group received standard training consistent with the existing STRP framework. We integrate innovative teaching and assessment (TAA) models and the Entrustable Professional Activities (EPAs) scale to assess students' abilities, stratifying by grade level, background, and major to evaluate students' departmental rotation examination (DRE) and EPAs scores.ResultThe DRE scores and Mini-CEX scores were significantly higher in the reformed group compared to the control group. The final assessments showed the reform group scored significantly higher in first-case documentation and overall clinical thinking decision-making. Specifically, the reform group had significantly higher scores in first-case documentation for second-year, third-year, undergraduate, and graduate students, and non-emergency specialty students. The clinical thinking decision-making scores of the reform group were significantly higher across different years, specialties, and educational backgrounds. All the EPAs results indicated the CTTS improved treatment decision-making abilities among students with different years of training, educational backgrounds, and specialties. Moreover, the ability for continuous patient management improved to some extent among students in different years and with different educational backgrounds.ConclusionThe integration of innovative teaching and assessment models with the CTTS is more conducive to improving the examination performance and confidence in professional behavior of resident physicians.