Educational Approach Research Articles

A comparative study of virtual and insite engineering service-learning implementations

The Smile project is an engineering service-learning initiative carried out through collaboration between Chouaib Doukkali University in Morocco and Pusan National University in South Korea. Since 2016, this project has been conducted annually for engineering students from both universities. Participants are selected through an oral interview, ensuring representation from different majors, years, and genders. Due to the COVID-19 pandemic, the project transitioned to an online mode starting from 2020. The objective of this article is to investigate the impact of the service-learning approach on learning and its potential for enhancing engineering education. This study aims to compare the face-to-face and online implementations of the Smile project as examples of this educational approach. The analysis demonstrates a strong positive effect of engineering service-learning as a learning approach, leading to the improvement of engineering students' skills and competencies. Notably, there is minimal difference between the two implementation modes of this learning approach.

Student Pedagogical Consultants: A Strategy for Increasing Diversity, Equity, Inclusivity, and a Sense of Belonging in Curricular Approaches in Physical Therapist Education.

Diversity within the physical therapy profession lags in comparison to the United States population. As the profession strives to diversify, faculty must pay attention to diversity, equity, inclusion, and belonging (DEI-B) in curricular approaches, including classroom materials, instruction, and assessment. With critical application, students from equity-deserving groups (EDGs) can provide unique perspectives to faculty about curricular approaches. Case study purposes were to 1) enable students from EDGs to partner with faculty, as student pedagogical consultants (SPCs), in 2 courses in a Doctor of Physical Therapy program to provide feedback on DEI-B efforts related to curricular approaches and 2) describe the outcomes of SPCs experience. Eight female students from EDGs partnered with 3 White, female, faculty members in 2 courses: pediatrics and neurorehabilitation. Two SPCs teams observed the classrooms, met with faculty, and administered two-minute papers to classmates to gather feedback on DEI-B curricular approaches. Faculty and student SPCs wrote reflective papers, postproject, documenting their experiences. Themes informed a conceptual framework describing SPCs: 1) motivation for engaging in partnership; 2) creation of a pedagogical partnership space to promote dialogue and problem-solve barriers to DEI-B; 3) deeper understanding of teaching; 4) transfer of learning from the SPC experience to future work locations; and 5) faculty modification of teaching. Students raised awareness regarding the pain of exclusion and provided suggestions for modifying curricular approaches to consider DEI-B. Curriculum redesign using innovative strategies can meet the contemporary needs of students from EDGs.

The Significance of Screening Family Members in Glaucoma: Opportunities and Challenges.

This article delves into the imperative of screening family members of patients with glaucoma due to the disease's hereditary nature. It discusses the significant risks faced by first-degree relatives, approaches for identification, and challenges in implementing effective screening strategies. Emphasizing education, targeted campaigns, community involvement, and collaborative healthcare approaches, the article highlights the potential for mitigating undiagnosed glaucoma cases through strategic interventions targeting high-risk individuals. This article underscores the importance of screening family members of glaucoma patients, emphasizing the hereditary nature of the disease and the potential for screening to allow for early intervention to help prevent unnecessary vision loss. Glaucoma, affecting over 111.8 million by 2040, is relatively asymptomatic until late in the disease. Genetics predispose to glaucoma, with up to 70% heritability. High-risk individuals, particularly first-degree relatives, exhibit substantially elevated glaucoma risks-up to 22% compared with 2.3% in controls. Family history also correlates with greater disease severity. Identifying high-risk family members through cascade screenings for causative genes or direct examinations during proband visits emerges as efficient strategies. Challenges persist, including slow progression, healthcare accessibility, and ethical dilemmas in implementing family member screening. Challenges extend to the healthcare system, socioeconomic barriers, and familial communication issues. Efforts to educate probands and the public on the hereditary nature of glaucoma are pivotal. Tailored education campaigns, leveraging clinic visits, and community screenings, complemented by optometrist collaboration, form essential strategies. Although challenges hinder family member screening, educating probands, targeted patient education, collaborative healthcare approaches, and community involvement offer promising avenues to combat undiagnosed glaucoma cases.

Eliciting the views of left breast cancer patients' receiving deep inspiration breath hold radiation therapy to inform the design of multimedia education and improve patient-centred care for prospective patients.

The currently accepted best practice radiation treatment for left breast cancer patients is Deep Inspiration Breath Hold (DIBH) where patients hold a deep breath to reduce late cardiac and pulmonary effects from treatment. DIBH can be challenging and induce or exacerbate anxiety in patients due to the perceived pressure to reduce radiation treatment side effects. This study explored the experiences of patients treated with Deep Inspiration Breath Hold Radiation Therapy (DIBH-RT) to improve patient-centred care and inform the design of multimedia educational tools for future patients undergoing DIBH. This descriptive qualitative study was underpinned by a social constructivist approach to create new educational and patient care approaches based on previous patients' experiences. Semi-structured interviews were conducted with patients who had completed DIBH-RT for breast cancer. Data was analysed with reflexive thematical analysis. Twenty-two patients were interviewed with five key themes identified: (1) informational needs, (2) care needs, (3) autonomy, (4) DIBH performance influencers and (5) other centredness. Recommendations were derived from these themes to improve future treatments of DIBH patients. These recommendations revolved around improvements to education, patient-centred care and strategies to improve self-efficacy with breath holding. Patients offer a wealth of knowledge regarding their lived experiences with treatment which can enhance future patients' experiences if incorporated into their education and care. Eliciting patients' views of their DIBH-RT treatment highlighted the need to improve patient self-efficacy with DIBH through familiarity with their planned treatment from new multimedia education, and foster patient care to enhance their experience.

Guiding Principles for the Use of Feedback in Educational and Psychosocial Interventions

<p style="text-align: justify;">Psychosocial and educational intervention approaches employ diverse treatment frameworks, most of which involve delivering some form of feedback to participants about their behavior. General conceptions of feedback are well-known to underlie mainstream therapeutic and educational approaches. Recently emerging ‘smart’ approaches also rely on feedback principles. However, little scholarship is available to stitch together evolving strands of feedback principles and no literature characterizes explicitly the diverse landscape of feedback practices employed in education or intervention science. This paper reviews intrinsic conceptions of feedback along with diverse cases of its use in intervention and education. Based on our consideration, we present a typology of feedback modalities that we hope will enrich the efforts of interventionists and educators to design treatment and educational frameworks incorporating feedback.</p>

Enhancing Smart Grid Resilience: An Educational Approach to Smart Grid Cybersecurity Skill Gap Mitigation

Cybersecurity competencies are critical in the smart grid ecosystem, considering its growing complexity and expanding utilization. The smart grid environment integrates different sensors, control systems, and communication networks, thus augmenting the potential attack vectors for cyber criminals. Therefore, interdisciplinary competencies are required from smart grid cybersecurity specialists. In the meantime, there is a lack of competence models that define the required skills, considering smart grid job profiles and the technological landscape. This paper aims to investigate the skill gaps and trends in smart grid cybersecurity and propose an educational approach to mitigate these gaps. The educational approach aims to provide guidance for competence-driven cybersecurity education programs for the design, execution, and evaluation of smart grids.

Education on the Importance of Breast Milk and Complementary Foods for Breast Milk (MPASI) as an Effort to Prevent Stunting

Stunting is a form of growth failure (growth faltering) due to the accumulation of nutritional deficiencies that last for a long time starting from pregnancy until the age of 24 months. Optimal nutritional intake for newborns by providing exclusive breast milk as the main food until the age of 6 months and then continuing until the age of 2 years accompanied by appropriate and high-quality complementary foods will prevent stunting in toddlers. One important effort to prevent stunting is by empowering the community, especially parents, to pay attention to the intake of breast milk and complementary foods for their babies. By providing knowledge to the public about the importance of correct breastfeeding and MPASI, it is hoped that the public can change their behavior to prioritize exclusive breastfeeding and correct MPASI. This community service method uses an educational approach through outreach with a total of 139 participants who live in five villages in Jatigede District, Sumedang Regency, West Java. Socialization involving experts gave results that there was an increase in participants' knowledge as measured using pre-test and post-test instruments. The percentage of participants who experienced an increase in knowledge from 139 participants, the results obtained were 118 participants (85%) experienced an increase in knowledge about breast milk and complementary foods, and 19 people (14%) had the same knowledge before and after socialization while 2 people (1%) gained The score decreased during the post-test due to several factors, including some participants who did not have time to complete the post-test questionnaire due to having to do other work

Adolescent Reproductive Health Counseling in The Framework of Stunting Prevention

Adolescents/teenagers are the age group from 10 years to before the age of 18 years. Efforts to maintain adolescent health aim to prepare adolescents to become healthy, intelligent, qualified, and productive adults and to participate in maintaining, maintaining, and improving their health. Adolescent health is very important to pay attention to because, during this period, teenagers experience significant physical, psychological, and social changes. Adolescent health efforts include positive development, accident prevention, violence prevention, reproductive health, prevention and control of infectious diseases and prevention of non-communicable diseases, nutrition and physical activity, mental health, and adolescent health in crises. This community service takes the topic of reproductive health to increase participants' knowledge about reproductive health. This community service method uses an educational approach through counselling with a total of 136 participants who are students of SMPN 2 Jatigede, Ciranggem Village, Sumedang Regency, West Java. Counselling is carried out by involving resource persons who are experts in their fields. The results of the counselling showed that there was a significant increase in participants' knowledge, as indicated by the results of the post-test. Participants in the "good" category increased in number from 3 people (2.2%) at the pre-test to 98 people (72.1%) at the time. Post-test, as well as participants who had sufficient knowledge, experienced a reduction in numbers from 73 (53.7%) to the remaining 37 people (27.2%).

Redefining the Role of Medical Affairs Professionals as Innovators and Leaders in Industry-Led Medical Education.

Medical affairs professionals are pivotal players at the intersection of medical innovation and practice in the pharmaceutical industry. They are uniquely positioned to translate complex medical knowledge into actionable insights for internal and external stakeholders. Industry-led continuing medical education (CME) programs, guided by these professionals, hold the potential to markedly improve clinicians' application of evidence-based medicine (EBM) in clinical settings, thereby elevating patient care outcomes. However, current CME techniques often overlook the integration of diverse disciplines such as educational theories, cognitive psychology, information mastery, and implementation science, which are important for effective real-time decision-making in patient care. This gap in integrating implementation science is vital, as it is key in ensuring that medical innovations are not just developed but also effectively implemented and efficiently utilized in clinical settings. In this opinion article, we aim to highlight the crucial yet often underrecognized role of medical affairs professionals in shaping robust and practical CME programs within the industry. We explore emerging trends and approaches in medical education and CME based on the principles of adult education. Additionally, we explore how medical affairs professionals can effectively drive the adoption of EBM in clinical practice. This exploration aims to provide insights into enhancing CME programs, with medical affairs professionals at the forefront of innovation and leadership in bridging gaps in clinical practice.

Equipping Teachers for Integrated Language, Science and Technology Instruction: The Design of a 4C/ID-Based Professional Development Program

Integrated language, science and technology (ILS&T) instruction is a complex task for primary school teachers that requires professional development. Task-centered educational approaches such as the four-component instructional design (4C/ID) model are well suited for the development of complex professional skills. This article describes the application of the Ten Steps approach to the 4C/ID model in the domain of teacher education. The findings describe a blueprint for a 4C/ID-based teacher professional development program aimed at equipping in-service primary school teachers with the competences for ILS&T instruction, which can support instructional designers, teacher educators and researchers in making informed instructional design decisions.

Innovativeness of business models in B2C and B2B online education segments in the USA

Aim. To conduct a comprehensive analysis of the structural and functional composition of innovative business models in the B2C and B2B online education sectors, and to identify the unique elements and factors that determine the success and novelty of these models. Objectives. To identify key development trends and current trends in online education, especially in the B2C and B2B segments; to identify and compare innovative elements of business models in the pre-university and corporate segments based on the analysis of online education project websites; to assess the degree of novelty of business models using the method of frequency analysis of business model elements based on data obtained from online sources.Methods. The study is based on the industry approach to identifying unique business models, analyzing the structuring of business models according to A. Osterwalder and I. Piñe, and assessing the innovativeness of business model elements based on frequency analysis. A comparative analysis of the two segments was performed in order to understand their specific requirements and characteristics, and to identify opportunities for cross-pollination of successful practices and strategies, which can contribute to the creation of new innovative approaches in online education. Data were collected from online education project sites and aggregated using SimilarWeb tool to assess site traffic.Results. The authors found that business models in the B2B segment show a higher level of innovativeness compared to B2C. The main elements of innovativeness are personalization of learning, integration with corporate systems, and development of specialized courses. The components contributing to innovativeness are identified, and recommendations for managing the structural components of business models in each of the segments are offered.Conclusions. The study indicates the importance of innovation in online education business models and the need to adapt them to the changing needs of learners and organizations. Ways to improve business models, including the integration of new technologies and the development of customized educational products for different market segments, are suggested.

Psychologists and Integrated Behavioral Health Simulation Training: A Survey of Medical Educators and Perspectives of Directors of Clinical Training.

It is well established that the integration of behavioral healthcare into the medical home model improves patient outcomes, reduces costs, and increases resident learning. As academic health centers increasingly integrate behavioral healthcare, targeted training for interprofessional collaboration around behavioral healthcare is needed. Simulation educational approaches potentially can provide this training. Health service psychologists are well-poised to support this because of their specialized training in integrated healthcare. The present exploratory study aimed to evaluate existing simulation programs and develop recommendations for integrated behavioral health training and evaluation. Directors of ACGME accredited residency programs that are high utilizers of the medical home model (Pediatrics, Internal Medicine, Medicine/Pediatrics, Family Medicine) as well as Psychiatry residencies and medical schools with membership in the Society for Simulation in Healthcare were recruited to complete a 26-item survey to assess program usage of psychologists as part of simulation training for integrated behavioral healthcare services. Of 79 participants who completed initial items describing their training program, only 32 programs completed the entire survey. While many academic health centers offered integrated team and behavioral health simulations, few utilized psychology faculty in design, implementation, and evaluation. Other behavioral health providers (psychiatrists, social workers) were often involved in medical school and pediatric residency simulations. Few institutions use standardized evaluation. Qualitative feedback and faculty-written questionnaires were often used to evaluate efficacy. Survey responses suggest that psychologists play limited roles in integrated behavioral healthcare simulation despite their expertise in interdisciplinary training, integrated behavioral healthcare, and program evaluation.

EXAMINE THE VIEWPOINTS OF B.ED. TEACHERS REGARDING THEATER-BASED TEACHING (TBT)

Learning is ideally a natural process for students, focusing on active involvement and practical application. Emotional involvement plays a vital role in comprehending concepts deeply and retaining them over time. Theater, acknowledged worldwide for its effectiveness in fostering such engagement, has been extensively researched in this regard. This study investigates teachers' perspectives on Theater-Based Teaching (TBT), an educational approach that incorporates theatrical elements. The research seeks to reveal teachers' opinions, convictions, and encounters with TBT.Objective: The objective of this study is to examine the perceptions of Trainee teacher’s regarding Theater-Based Teaching (TBT).Method: This quantitative study endeavored to investigate the benefits associated with integrating Theater-Based Teaching (TBT) activities into the teaching-learning process. A questionnaire utilizing the Likert Five-point rating scale was developed and administered to 54 participating educators.Result: This study demonstrates that TBT activities contribute to the development of life skills, enrich learning experiences, and broaden knowledge children. The findings suggest that integrating TBT activities into education can support children's holistic development.

Linking education and practice gaps for inclusive architecture in the AEC industry

PurposeThis study explores the opportunities for a gender-inclusive architecture, engineering and construction (AEC) industry, focussing on the gap between architectural education and practice. This study focusses on three research questions: (1) What factors influence women architects' career retention and advancement in the AEC industry? How can practice outcomes be linked with educational approaches for gender inclusion in the AEC industry? (3) What critical factors can enable structural changes in architecture education, including AEC-related subjects and practice/career pathways towards gender equity?Design/methodology/approachThis paper is based on a systematic literature review (SLR). The established timeframe for selecting papers in this study considered the last 20 years, as various seminal studies in feminism and gender inclusion in architecture emerged in the early 2000s through the definition of keywords used in two prestigious databases. The academic articles selected were filtered through a process of inclusion and exclusion, following criteria for suitability and relevance using a Preferred Reporting Items for Systematic Reviews (PRISMA) diagram.FindingsThis study revealed key trends in the literature review consistent with the research questions, including (1) the disproportionate struggles women face at individual, interpersonal and organisational levels and the gender-based bias from entry and progression in the AEC industry that also requires multi-level interventions; (2) traditional architecture education affects female students and educators who find networking, social capital and leadership opportunities to challenge gender-based stereotypes and promote workplace equity, and finally, (3) observe enablers for fostering equity in architecture and education, which should not be limited to policy-driven interventions but structural transformations through transparency, mentorship, leadership, awareness raising and empowerment of women and men, promoting inclusivity and gender equity in the AEC industry.Research limitations/implicationsThis study considers a global understanding of gender equity in the AEC industry, regional and country-specific analysis needs to be considered in future studies. The study's focus is on women’s inclusion, acknowledging the limitations of conventional binary gender concepts; future studies need to include the experiences of LGBTI + communities and other underrepresented groups. The literature review considers only academic articles; future research should also consider industry reports, government initiatives and organisational documents for a broader understanding of diversity efforts in business.Originality/valueThis paper observes the issues for gender-inclusive architecture within the context of a male-dominant AEC industry through linking architectural education and practice. Studies rarely focus on this link and address workplace issues. This study highlights this link and extends the discussion through the critical literature review, providing a new ground for geographic-specific or intersectional studies.

The Implementation Approach of Ideological and Political Education in College English Based on the Production-oriented Approach

Based on the “Production-oriented Approach”, this paper takes the textbook “New Horizon College English (Third Edition) Viewing, Listening & Speaking” as the carrier of ideological and political teaching of the course, aiming to investigate how to explore the ideological and political elements of the college English course, and how to combine the college English course with the ideological and political elements to realize the integration of the knowledge system and the value system. Methodologically, this paper conducted questionnaire surveys with 55 non-English majors in an international studies university and carried out a semester-long teaching experiment. The findings reveal that the students have a high degree of acceptance of ideological and political teaching based on the theory of “Production-oriented Approach” (POA) in college English courses. The implementation approach explored in this study is to integrate the “ideological and political education through courses” into college English teaching from the aspects of motivating, enabling, assessing, and ultimately integrating the value shaping, knowledge transfer, and ability cultivation, which not only provides more possible implementation approaches to improve college English teaching quality, but also offers more possibilities for the improvement of college English teaching. This study is expected to provide more useful inspirations and references for ideological and political education in college English courses.

Perceptions of medical students on narrow learning objectives and structured debriefing in medical escape rooms: a qualitative study

BackgroundEscape rooms are increasingly used in medical education as a complementary learning technique or even alternative to traditional educational approaches. Few studies focus on debriefing following medical escape rooms and how escape rooms can be used to achieve pre-defined learning objectives. Evaluating the use of narrow learning objectives may increase the depth of reflections and transform an engaging team event into an effective learning opportunity. This study aimed to explore participants’ experiences and perceived learning outcomes of narrow learning objectives in a medical escape room with debriefing.MethodsIn this explorative, qualitative study, participants saw a video lecture, participated in an escape room experience, and in a following debriefing. Throughout this learning session, the learning objectives concerned “exchange of information” and are therefore relatively narrow. Participants then participated in a semi-structured focus group interview and completed a demographic questionnaire. Participants were volunteer final-year medical students. Focus group interview recordings were transcribed and analysed using systematic text condensation.ResultsThirty-two students in eight groups completed the study. Five themes were described in the analysis of the focus group interviews: Experience with the narrow learning objectives, topics discussed in the debriefing, learning mechanisms, learning outcomes concerning exchange of information and influences of the learning approach.ConclusionsNarrow learning objectives and structured debriefing seem to increase perceived learning depth of medical escape room sessions. Using semi-structured debriefing still allows for discussions of other elements relevant to the students.Clinical trialsClinical.trials ID NCT04783259.

AI Based Talking Bot Using ChatGPT

The widespread adoption of voice assistants like Alexa, Siri, Google, and Cortana presents new opportunities for developers, yet the techniques required differ significantly from traditional device development. This paper advocates for integrating voice assistant app development into engineering education, addressing the gap in syllabi and preparing students for emerging demands. Focusing on Alexa due to its prevalence, we propose final projects centered on Alexa skill development. Initial student interest underscores the relevance and potential of this educational approach. Key Words: IOT, ESP32, Voice Commands, Voice to Text Conversion, Text to Voice Conversion etc.

Connecting communities through Student-led service-learning approaches: Perspectives from students in action coaches and an illustrative team case study

ABSTRACT Service-learning is an educational approach combining theoretical skills and hands-on project applications, crucial for younger generations who play an essential role in the future of their communities. Students in Action (SIA) is a program implemented within K-12 schools to foster service-learning through student-led service projects facilitated by advisors, typically teachers. SIA identified the need for a near-peer mentor role to enhance K-12 students’ service-learning experience and create a liaison between advisors and students. We addressed this need by having college students take on a mediator role as SIA coaches in four schools within the community. From our work, we aimed to create a framework by outlining our experiences, providing a multi-perspective case study, and demonstrating the utility of a University and K-12 partnership in a service-learning context for other SIA organizations nationally to replicate this role and create a stronger sense of unity within communities.

“A Life Full of Meaning”: The Lifework and Educational Approach of Malka Haas

ABSTRACT Malka Haas (1920–2021) was a key pioneer in the founding of Israeli kibbutz kindergartens, and she profoundly influenced both the curriculum and practice of early childhood education (ECE) for the entire country. The article reviews Haas’s biography, her professional development, and the main principles in her educational approach: “the kindergarten as a whole life,” based on the significant experiences of the child in connection with the community and the Jewish tradition. The article also describes the sources of inspiration from which Haas drew her ideas and the impact of her approach on educational concepts for ECE in Israel today.

Need Assessment of Education Management According to Sub-District Non-Formal and Informal Education Centre Standards for Excellence

This study aims to study the Current Conditions, Desirable Conditions, and Necessary Needs of Educational Management according to standards for Excellence of Sub – District Non – Formal and Informal Education Centre. And to study educational management guidelines according to the Sub – District Non – Formal and Informal Education Centre Standards for Excellence. There were two steps: Step 1: Study the Current Conditions, Desirable Conditions, and Needs of educational management standards of Sub – District Non – Formal and Informal Education Centre Standards for Excellence. The sample consisted of 40 school administrators and 328 of the heads of Sub – District Non – Formal and Informal Education Centre, a total of 368 attended in the academic year 2022 using Multi-stage Random Sampling. Step 2: Study the standard educational management guidelines. The informants are qualified by studying best practices from five Models of Sub – District Non – Formal and Informal Education Centres, two persons, totaling ten people, by specific sampling. The research instruments: 1) The Current Conditions and Desirable Conditions Questionnaire following educational management according to standards for Excellence of Sub–District Non–Formal and Informal Education Centre, a 5-level rating scale. 2) Semi-structured interview 3) The Educational Management Approach Assessment Form is a 5-level estimation scale with statistics used to analyze the data, including mean, standard deviation, priority sorting of PNImodified data, and content analysis. The results showed that 1) the current condition as a whole and in terms of study is at a high level; Overall desirable conditions are at the highest level. One aspect is at the highest level: six are at the highest level. Considering the necessary needs, it found that the needs of educational management according to the standards. There is a need to develop all seven areas as follows Organizational Leadership, Strategic Planning, Learner and Stakeholder Focus, Knowledge Analysis and Management Measurement, Processing Management, and Personnel Focus. 2) the suggestions were seven aspects and 135 approaches as follows Workshops, Learning from other people, Brainstorming, Operating Integration, Mentoring, and Learning from successful organizations.