Delivery Of Education Research Articles

Applications of Artificial Intelligence for Non-Psychomotor Skills Training in Health Professions Education: A Scoping Review.

This study explores uses of artificial intelligence (AI) in health professions education for non-psychomotor skills training at undergraduate, postgraduate, and continuing health professions education levels for education program development, delivery, and evaluation. This scoping review was conducted in 5 stages: (1) planning and research, (2) search strategy, (3) screening and selection, (4) review and recording data, and (5) synthesis. Seven bibliographic databases were searched using the main search terms artificial intelligence and continuing health professional education for articles that used AI for the purposes of non-psychomotor skills training for health professions education and involved health care professionals and/or trainees. Databases were searched for articles published from January 1, 2001, to March 26, 2024. The original searches were performed on July 26, 2021, and again on March 26, 2024. Two reviewers independently screened, reviewed, and extracted data. Data extraction was performed using Kern's 6-step curriculum development framework to guide analysis. In total, 9,914 studies related to AI in health professions education for non-psychomotor skills training were screened. Of these, 103 studies were identified that met inclusion criteria. Of these 103 studies, 52 (50%) were cohort studies. The most common learner population was health care professional students (67 studies [65%]). Most studies (76 [74%]) were set in nonclinical settings. Sixty-eight studies (66%) fit under step 6 of Kern's criteria (evaluation and assessment), illustrating that AI is predominantly being used for the purposes of evaluation and assessment of learners and programs. Most studies in the literature illustrate that AI is being applied in a non-psychomotor context to evaluate health professional education programs and assess learners. Additional opportunities to use AI in curriculum design and implementation could include identification of learning needs for training, personalizing learning with AI principles, and evaluating health care professional education programs.

Holistic Education Framework for Individualised Anti‐Stigma Quality Learning

ABSTRACTIn any educational setting, stigmatisation and implicit biases can stifle growth and reduce the quality of the learning experience of students from low socio‐economic status by creating invisible barriers to opportunity and achievement. Furthermore, due to the lack of monitoring and mentoring, these invisible barriers become harder to detect and overcome. Considering that human learning potential has no limits, there is a need for quality teaching and learning processes that provide fitting unstigmatized learning experience to each individual learner. To achieve the fitting learning experience and desired outcomes, understanding teaching quality is essential for continuous improvement of educational objectives, curricular contents and instructional delivery. Considering that teaching and learning are two interconnected phases of any educational process, both teaching and learning have distinctive subphases leading to desired outcomes that are tied to the long reaching educational objectives. It is evident that, at the end of any successful education process, the learning outcomes demonstrated by the constructed learning of the learner are strongly linked to the quality of the instituted educational objective, curricular contents, and quality unstigmatized delivery of the teacher to each individual learner. In fact, studies of the quality of the learning experiences show that one of the main keys to maximising learners' success is the quality of course contents and instructional activities. To ensure quality of the learning experience to all the learners in the class, these instructional activities must provide the needed monitoring and mentoring to each individual learner. In this paper, a framework for individualised unstigmatized holistic education process teaching and learning phases is discussed from quality of education perspective. The framework addresses the full learner development, the corresponding holistic teaching, and the teacher learner interface. The essential elements, subphases and key characteristics are discussed through the development of the three educational framework domains. The development and deployment of the presented framework are illustrated in higher education context.

An Evaluation of Sports Nutrition Knowledge and Influencing Factors in NCAA Division III Athletes

Introduction: This study evaluated the sports nutrition knowledge of NCAA Division III (DIII) athletes, examining the influence of demographic and sport-specific factors. Nutrition is a critical component of athletic performance, recovery, and overall health, yet prior research indicates collegiate athletes often lack adequate nutrition knowledge. Methods: A total of 412 athletes, representing 17 different sports across endurance, power, and skill categories, completed the validated Abridged Nutrition for Sport Knowledge Questionnaire (A-NSKQ). The sample included freshmen through fifth-year senior athletes, predominantly Caucasian (85%). Results: The average A-NSKQ score was 17.1 out of 35 (48.9%), indicating suboptimal knowledge. Significant differences were found across multiple variables including sex (p=0.0018), class rank (p=0.0023), sport played (p<0.0001), and previous nutrition education (p=0.0011). A multiple regression analysis identified sport played (54%), class rank (16%), sex (13%), and prior nutrition education (11%) as significant predictors of A-NSKQ scores (R2 = 0.26, p < 0.01). Conclusions: These results highlight the need for targeted, evidence-based nutrition education in DIII programs. Future research should explore how improved knowledge influences dietary practices, athletic performance, and effective delivery of nutritional education.

N17 ‘The poo and sex discussion is tough to untangle’: An international qualitative study on sexual well-being experiences of people living with IBD and a stoma

Abstract Background Previous studies have highlighted that individuals with inflammatory bowel disease (IBD) often experience concerns related to sexual well-being (SWB). For those with IBD who have undergone stoma formation, there is an overall improvement in quality of life, but the initial period is marked by significant distress, largely due to a lack of information. What remains unclear is the specific SWB concerns faced by individuals living with both IBD and a permanent stoma, as well as the level of support they receive in addressing SWB concerns.This study sought to explore the SWB concerns of people living with IBD and a permanent stoma, and to explore their support needs in relation to these concerns. Methods This international qualitative study gathered data through telephone interviews with 17 participants (11 female, 6 male) who had a permanent stoma. Interviews lasted between 20 and 130 minutes, and the data were analysed using reflexive thematic analysis. Results Four key themes were developed from the analysis. SWB after stoma formation: participants reported feeling isolated, misunderstood, and unable to discuss their concerns openly due to the taboo nature of the topic. Experiences of SWB support: many participants felt that SWB was not adequately addressed by healthcare professionals (HCPs), and when it was, it often occurred as part of a checklist or was initiated by the patients themselves. Perceived barriers from HCPs: participants noted negative attitudes from HCPs regarding stomas, with some being told they might not be desirable intimate partners if they had a stoma. This contributed to their emotional distress. Barriers to holistic care were also discussed, with an emphasis on the need to enhance HCP confidence and skills to address SWB, beyond merely focusing on sexual dysfunction.Vision for future care: Participants offered suggestions for improving care post-stoma formation, including providing more varied sources of information and patient education, and establishing buddy support systems, particularly around SWB concerns. Conclusion Individuals with IBD and a permanent stoma encounter significant challenges, especially in the immediate period of stoma formation. There is a pressing need to reshape patient education and information delivery to ensure a smoother transition to life with a stoma, reducing psychological distress caused by a lack of information and the taboo surrounding IBD, stomas, and SWB. References Fourie, S., Norton, C., Jackson, D., & Czuber-Dochan, W. (2024). Grieving multiple losses: Experiences of intimacy and sexuality of people living with inflammatory bowel disease. A phenomenological study. Journal of Advanced Nursing, 80(3), 1030–1042. https://doi.org/10.1111/jan.15879 Capilla-Díaz, C., Bonill-de las Nieves, C., Hernández-Zambrano, S. M., Montoya-Juárez, R., Morales-Asencio, J. M., Pérez-Marfil, M. N., & Hueso-Montoro, C. (2019). Living With an Intestinal Stoma: A Qualitative Systematic Review. Qualitative Health Research, 29(9), 1255–1265. https://doi.org/10.1177/1049732318820933

Comparative analysis of patient demographics and outcomes in teaching and non-teaching hospitals in Iran

ABSTRACT Aims This study investigates the differences in patient demographics and outcomes between teaching and non-teaching hospitals in Iran. By analyzing these differences, it aims to provide useful information for policymakers to optimize resource allocation, improve patient care, and balance educational and service delivery goals in teaching hospitals. Materials and Methods In this cross-sectional investigation, both teaching and non-teaching general hospitals were examined. A comprehensive analysis was carried out on 13 non-teaching and 25 teaching hospitals with homogeneity, utilizing Health Information System (HIS) data comprising 10,611,647 records through census sampling in 2019. Before employing the logistic regression models to clarify the relationship between a binary dependent variable (distinguishing teaching or non-teaching hospitals) and independent variables, we utilize the Recursive Feature Elimination (RFE) technique to select the most crucial predictor variables. Findings the optimal logistic regression model revealed that the teaching status of hospitals played a crucial role as an indirect predictor for variables including referral patients, length of stay (<24 hours), patients with partial improvement, and those who received less than 3 services. It also emerged as a direct predictor for variables such as length of stay (>30 days), patients receiving more than the mean services, death rate, and patients with complete improvement. Moreover, the teaching status had an indirect impact on variables like outpatient cases, length of stay (>30 days), and paraclinical services, while directly predicting variables such as patients with supplementary insurance and vulnerable groups insurance type, rehabilitation services, clinic wards, and length of stay (between 4-30 days). Conclusion In Iranian teaching hospitals, we observed an increase in patient numbers, extended length of stay, a rise in both the quantity and complexity of services, and more intricate patient admissions. It appears that small teaching hospitals in Iran have transitioned from being referral centers to functioning as outpatient centers with active clinics.

Understanding the determinants and outcomes of education in pulmonary rehabilitation: moving towards person-centered care.

Education and psychosocial support are essential components of pulmonary rehabilitation (PR). However, the delivery of education often follows a one-size-fits-all approach, with individual factors that influence learning rarely considered. Moreover, education-related outcomes are frequently overlooked in PR assessments, and inconsistent use of these outcomes has limited our understanding of the impact of education on people with chronic respiratory diseases. There is a clear need for practical guidance to identify key learning determinants and define which education-related outcomes in PR should be targeted to optimize the intervention and establish quality standards. Cognitive function, health literacy, psychological status, and social connection can impact an individual's ability to learn. Without proper consideration and assessment, these factors can otherwise become barriers to education and effective self-management. Education in PR should aim to a) improve individuals' knowledge, to foster informed and active participants; b) develop their skills, to enable autonomy and competence; and c) enhance their confidence, to apply this knowledge and skills in daily life. This review emphasizes the importance of person-centered education in PR, provides a framework for understanding which education-related outcomes to target, and highlights the need for future research to enhance this essential component.

Exploring the factors that influence the delivery of physical education in alternative provision schools in England

Exploring the factors that influence the delivery of physical education in alternative provision schools in England

Optimizing feedback reception: a scoping review of skills and strategies for medical learners

Background: Feedback remains essential to a learner’s professional development. Most feedback literature focuses on provision of feedback, and there is a lack of evidence-based data to support learners in developing skills to receive, evaluate and use feedback, independently of context. This scoping review mapped the literature regarding strategies and skills that optimize medical learners’ reception to feedback. Methods: Investigators conducted searches in MEDLINE, Embase, ERIC, APA PsycINFO and Web of Science Core collection from inception to May 2023. Study inclusion criteria were primary evidence sources, and strategies or skills for improved feedback reception for medical learners. Data were screened and extracted by pairs of independent reviewers. Investigators summarized study characteristics, outcomes, educational methods, and interventions. Results: Of 7692 total studies, six provided strategies and skills to improve feedback reception. Delivery of education was via workshops (n = 5 studies) that proposed cognitive, reflective and experiential learning activities, all reporting learners’ self-perceived improvement of feedback behaviour. Nine strategies and seven tools were identified, focusing on general approach, soliciting or evaluating feedback. Conclusion: The six included studies outline nine strategies and seven skills for improved learner feedback reception, focusing on overall approach and agentic behaviours without evaluation of the strategies or skills in practice. Key concepts and gaps in the literature were identified and may guide further investigation to optimize learner reception to feedback.

Do We Have Sufficient Evidence to Derive Innovative Approaches to Assessing Unmet Need, Delivering Education on Bladder and Bowel Continence Health, and Providing a Better Environment for Joint Decision-Making? ICI-RS 2024.

Improved continence outcomes are reliant on identification of unmet need, education delivery, and shared decision-making. The evidence base on which to derive innovative approaches in these areas was unclear. A debate held at the International Consultation on Incontinence-Research Society meeting, held in Bristol in June 2024, considered ways to improve research requirements to advance these areas. Artificial intelligence solutions and digital approaches to healthcare are emerging at pace and offer possibilities to improve these three key areas but this must be driven by person-centered approaches. Care must be taken to avoid increasing inequality through digital exclusion and language barriers. Research questions are highlighted to derive innovation in these three key areas.

Resilience of public administration students during the pandemic: The impacts of coping strategies and learning barriers

ABSTRACT The COVID-19 pandemic disrupted the delivery of education across the United States, giving rise to a myriad of challenges for university students. Yet, many students demonstrated tremendous resilience. Using an online survey conducted at a Hispanic-Serving Institution in May 2021, this study examines the relationship between coping strategies, learning barriers, and resilience among Public Administration students approximately one year into the pandemic while students were still taking their courses online. The regression analysis of 180 survey responses finds a positive and statistically significant correlation relationship between proactive coping strategies of Public Administration students and their resilience, while avoidant coping strategies and learning barriers are inversely correlated with student resilience. Moreover, proactive coping strategies lessened the negative effect of both learning barriers and avoidant coping on resilience. The findings imply that Public Administration programs should prioritize efforts to strengthen proactive coping strategies and reduce learning barriers to support student resilience and success.

Kotter's change management approach to transforming oral healthcare delivery: A case study.

Despite progress in research and technological advancements, the delivery of oral health care continues to be plagued by disparities in accessibility and affordability. Dental caries and periodontal disease remain major issues, and new challenges such as socioeconomic disparities and emerging public health dangers also contribute to the complexity of the issue. To address these challenges, dental education and oral healthcare delivery must shift their focus from disease treatment to disease prevention and health promotion. This paper presents the framework for implementing such a change at the UTHealth Houston School of Dentistry (UTSD) in keeping with its vision of improving both oral and overall health. To achieve this goal, the change process was guided by Kotter's 8-stage change process, which has resulted in accomplishing various objectives, including specific curricular modifications and establishing a clinical Center for Health Promotion (CHP). Overall, the change process at UTSD was a systematic and collaborative effort to move toward a comprehensive person-centered clinical care model focused on disease prevention and health promotion. This approach reflects the commitment of the institution to improve oral and overall health for its patient population and to prepare the next generation of oral health care providers who practice within a compassionate, integrated, person-centered framework.

Education and Training on Infection Prevention and Control Provided by Long-Term Care Homes to Visitors: A Scoping Review.

Objective: The objective of this study is to identify, examine, and map the literature on infection prevention and control (IPAC) education and training for visitors to long-term care (LTC) homes. Introduction: Visitor restrictions during infectious outbreaks in LTC homes aim to reduce virus transmission to vulnerable residents. The COVID-19 pandemic highlighted the negative impacts of such restrictions, prompting the need for IPAC education for visitors. Inclusion Criteria: This review includes research, narrative papers, and grey literature on IPAC education and training for LTC visitors. It focuses on intentional education aimed at preventing infection transmission. Studies not involving visitors or offered in other settings were excluded. Methods: Following the JBI methodology for scoping reviews, bibliographic databases (CINAHL, Embase, AgeLine, Medline, and ERIC) were searched from 1990 to present in English or French. Data were extracted by two reviewers, focusing on the educational content, delivery mode, frequency, timing, and qualifications of educators. A narrative summary and descriptive statistics were produced. Results: The 26 included documents contained guidelines, policies, educational resources, and opinion papers. Pre-2020, healthcare workers were responsible for educating visitors. Post-2020, more detailed recommendations emerged on the frequency, content, and delivery methods. Key topics included hand hygiene (92.3%), respiratory hygiene (80.8%), and PPE use (73.1%). Conclusions: IPAC education and training for LTC visitors is essential for safe visitation. Future research should evaluate the effectiveness of these educational interventions.

Research on the Demand for Postpartum Health Management and its Influencing Factors in Yulin

This study investigated mothers’ postpartum health management needs in Yulin City to study ways to improve maternal health management services. An electronic questionnaire survey was conducted on the postpartum follow-up of women in the First People’s Hospital of Yulin City, the Red Cross Hospital of Yulin City and the postpartum outpatient clinic of Guinan Hospital of Yulin City. The overall score of postpartum health management needs of the surveyed mothers was (4.34 ± 0.53) points. The average score of the required items was from high to low, which were (4.42 ± 0.56) points in the dimension of neonatal care needs, (4.33 ± 0.68) points in the dimensions of social support needs, and (4.27 ± 0.59) points in the dimensions of maternal physical and mental recovery needs. The main factors influencing the need for postpartum health management were education level, delivery experience, pregnancy complications/complications, and postpartum sleep (P &lt; 0.05).

Enhancing cognitive radio networks for education systems: A machine learning approach to optimized spectrum sensing in remote learning environments

The present study focuses on improving Cognitive Radio Networks (CRNs) based on applying machine learning to spectrum sensing in remote learning scenarios. Remote education requires connection dependability and continuity that can be affected by the scarcity of the amount of usable spectrum and suboptimal spectrum usage. The solution for the proposed problem utilizes deep learning approaches, namely CNN and LSTM networks, to enhance the spectrum detection probability (92% detection accuracy) and consequently reduce the number of false alarms (5% false alarm rate) to maximize spectrum utilization efficiency. By developing the cooperative spectrum sensing where many users share their data, the system makes detection more reliable and energy-saving (achieving 92% energy efficiency) which is crucial for sustaining stable connections in educational scenarios. This approach addresses critical challenges in remote education by ensuring scalability across diverse network conditions and maintaining performance on resource-constrained devices like tablets and IoT sensors. Combining CRNs with new technologies like IoT and 5G improves their capabilities and allows these networks to meet the constantly changing loads of distant educational systems. This approach presents another prospect to spectrum management dilemmas in that education delivery needs are met optimally from any STI irrespective of the availability of resources in the locale. The results show that together with machine learning, CRNs can be considered a viable path to improving the networks’ performance in the context of remote learning and advancing the future of education in the digital environment. This work also focuses on how machine learning has enabled the enhancement of CRNs for education and provides robust solutions that can meet the increasing needs of online learning.

A New English Education Model Based on 6G and Sliced Network Virtual Reality Platform

ABSTRACTThe information society has led to a shift in traditional English education methods, with the evolution of technology, particularly internet and communication network technologies, reshaping the teaching landscape. This facilitated innovative instructional approaches and enhanced the learning experience. This research introduces a novel virtual learn net architecture (VLNA) within the 6G network layers, which processes the performance of the virtual reality‐based English education system (VR‐EES) model to provide a seamless, personalized learning experience for online learners. This architecture is structured into several layers: The user equipment (UE) layer connects VR headsets to the network with ultrareliable, low‐latency links; the radio access network (RAN) layer, employing massive MIMO and beam forming, enhances connection speed, capacity, and coverage. Edge computing handles latency‐sensitive tasks like speech recognition and adaptive content delivery, reducing the load on the core network. The core network layer (CLN) manages network slices for specific learning tasks such as real‐time interaction, high‐definition multimedia, and computation‐intensive processes, with control plane and user plane separation (CUPS) optimizing network management and security through end‐to‐end encryption. Software‐defined networking (SDN) and network function virtualization (NFV) provide centralized, dynamic control, allowing real‐time resource allocation based on demand. Cloud‐edge integration supports Artificial intelligence (AI)‐driven adaptive learning, optimizing educational content delivery based on individual progress. The study results demonstrate that stimulation of VLNA achieved significant improvements in latency reduction, bandwidth utilization, throughput, packet loss rate, jitter, user engagement, learning efficiency, and user satisfaction. The integration of edge computing and network slicing led to a significant reduction in latency, while the enhanced throughput enabled seamless VR experiences. In this study, latency reduction, bandwidth utilization, and user satisfaction emerge as the most significant factors, with user satisfaction standing out as the top performer due to its substantial impact on enhancing the overall learning experience. The packet loss rate is maintained to a certain level, ensuring reliable data transmission. The VR‐EES model's experimental results also enhanced visual learning, multimedia quality, user pleasure, learning effectiveness, and user engagement.

Open distance and e-learning (ODeL) assessment indicators for quality learning

This paper is aimed at identifying indicators of open distance and e-learning (ODeL) assessment for quality learning in higher education. The demand for university education in higher learning institutions has continued to grow and hence there has been a phenomenal expansion in enrolments that are not matching with the expansion of facilities. As institutions of higher learning step up to offer their academic programmes by ODeL mode of instructional delivery, there are concerns from stakeholders about the quality of the certificates and degree awards. This can be attributed to inadequate quality assurance standards to assess the quality and value of ODeL academic programmes. The concept of quality, in general, is debated to a high extent, even though it is a common word, it is not a well-understood concept and is defined differently by different individuals in different contexts at different points in time. The implications of poorly assessed students in most cases result in half-baked graduates who may fail to grasp the concepts, skills and knowledge in their area of specialization. On the same score, it is envisaged that the process of assessment requires students’ full engagement with clearly explained criteria that includes peer-reviewing of each other’s work and the necessary support that is provided to the students on the programme. The process of assessment is an iterative process and benefits both the lecturers and students. Although assessment demands a synergetic approach by all the players in the delivery of a programme, there are other critical indicators of assessment that promote quality teaching, and these must be taken into serious considerations. Therefore, the paper contends that there are various indicators of ODeL assessment for quality learning. Additionally, the paper presents Evans’ assessment tool (EAT framework) that could be used to improve quality e-assessment feedback of ODeL and move away from the more traditional methods of providing feedback to the learners under this mode.

The influence of capitation grants on quality education delivery in Tanzania public secondary schools during the time of inflation

The influence of capitation grants on quality education delivery in Tanzania public secondary schools during the time of inflation

Delivering Patient-Centered Care with Respect to Patient Education and Health Literacy in Athletic Training Job Settings.

A patient-centered care (PCC) environment allows athletic trainers (ATs) to develop trusting relationships with patients, enabling them to make the most informed care decisions. To provide PCC, the AT should assess health literacy and deliver quality patient education. To explore the lived experiences of ATs from different job settings to identify how they deliver PCC specific to health literacy and patient education. Qualitative. Virtual interviews. 27 ATs (age=34±10 y; women=15, men=12) from the physician practice (n=10), college (n=9), and secondary school (n=8) settings. We interviewed the participants using a semi-structured interview protocol. Three researchers coded the transcripts following the consensual qualitative research process for each job setting. Trustworthiness was achieved through multi-analyst triangulation, member checking, and internal auditing. Four domains emerged from all interviews: 1) work environment, 2) essential traits and skills, 3) health literacy assessment strategies, and 4) patient education materials and delivery. In the work environment, ATs described the patient load, interprofessional relationships, and patient characteristics across settings. For essential traits and skills, ATs from the settings varied widely, and different strategies were needed based on differing patient needs. For health literacy assessment strategies, ATs did not formally assess health literacy and relied on perceptions and assumptions. Effective digital information and health informatics strategies were described for patient education materials and delivery. ATs from physician practice, college, and secondary school settings describe using various strategies to create a patient-centered environment. Participants shared their behaviors in assessing health literacy and delivering patient education from various job settings.

Contemplating on my Linking Standards to Quality Practice (LiSQuP) Journey in the Philippines: An Autoethnography

Professional development systems help teachers enhance their practice, though the impact of mechanisms with this agenda only sometimes yields positive results. In the Philippines, the Department of Education (DepEd) and the Philippine Normal University (PNU) implemented the Linking Standards to Quality Practice (LiSQup) to help its teaching workforce improve. It trains teachers to optimize their instructional delivery through rigorous training under online programs at PNU, requiring Job-Embedded Learning (JEL) tasks associated with DepEd professional assignments. This autoethnographic study was conducted to demonstrate how LiSQup influences teachers. Using the author’s reflective narrative of his experiences posted on social media, themes were developed: character projection, cognitive processing, and career progression. The findings of this study demanded considerations in the program relative to the well-being of the students. This study contributes to the present explorations on how teachers can grow through professional advancement programs, implicating similar mechanisms in the global setting.

Leveraging on Micro Teaching Lesson Study to Improve Collaborative Skills of Pre-Service Science and Math Student Teachers in Higher Educational Institutions

This study examines how the Micro Teaching Lesson Study (MTLS) framework impacts the collaborative skills of pre-service science and mathematics teachers in Nigerian higher education institutions, focusing on integrating mathematics into science education. The research assesses MTLS’s role in developing pedagogical content knowledge (PCK) tagged as instructional delivery and collaborative skills, including teamwork, communication, and problem-solving. Data were collected through questionnaires and a rating scale from 100 pre-service science and mathematics student teachers, at 300 and 400 levels, through a stratified random sampling technique. Results show mean scores from 2.73 to 3.71 which reflect moderate to high collaborative proficiency, ability and confidence to integrate mathematics into science education. While empirical evidence suggests MTLS significantly enhance instructional delivery of PSMST in science education (β = 4.481; t = 2.259; p &lt; 0.05), no significant difference in collaborative skills was found between science and mathematics pre-service student teachers. The study concludes that MTLS effectively fosters collaborative skills, improving instructional delivery and interdisciplinary teaching. Expanding MTLS implementation is recommended to enhance the collaborative abilities of pre-service teachers and benefit STEM education.