Education Model Research Articles

Innovation and integration: Analysis of research hotspots and frontiers in "Chinese + vocational skills" education—based on bibliometric analysis visualized by citespace

The "Chinese + Vocational Skills" education is a new form of education merging international Chinese education with vocational training. This paradigm has emerged as a focal point in research on international Chinese language education. This article is aimed to effectively dissect the developmental patterns and prevailing research topics on "Chinese + Vocational Skills", by employing CiteSpace, a tool for visualizing scientific data, to analyze pertinent literature spanning the last decade (2013–2023). The analysis offers insights into the overall landscape and evolutionary trajectory of research in this field. The findings therefrom indicate the followings: (1) Research on "Chinese + Vocational Skills" exhibits certain interdisciplinary characteristics, with an overall trend of rapid growth in research literature, but a relatively small volume of high-quality core literature. (2) "International Chinese Language Education", "Vocational Education", "Chinese + Vocational Skills", and the "Belt and Road" are current research hotspots in this field. "Chinese +",Chinese for Specific Purpose, demand analysis, and vocational skills serve as important turning points for research on "Chinese + Vocational Skills". (3) Research topics related to "Chinese + Vocational Skills" mainly concentrate on four aspects: international Chinese language education, vocational education, talent cultivation, as well as regions and countries, yet disparities of research endeavors exist across these fields. (4) The research frontier of the field mainly focuses on international Chinese language education, "Chinese + Vocational Skills", international vocational education on Chinese language in vocational colleges, and internationalization of Chinese language. Addressing contemporary demands, research in "Chinese + Vocational Skills" needs to align with global economic trends, cater to the actual needs for talent with such skills, and further enhance understanding from various perspectives including educational models, national demands, and internationalization efforts, thus fortifying the capacity of "Chinese + Vocational Skills" education to serve the development of industries.

Indigenous education as community of practice: a case of grassroots learning of the Manobo in the Philippines

ABSTRACT Indigenous education efforts across the world’s Indigenous communities are being implemented to address varying challenges of poverty, cultural discrimination, resource dispossession and isolation. Engaged in a decolonisation agenda, most Indigenous communities are leading diverse localised efforts that turn inwards to their own rich tapestries of knowledge, culture and relationships. In this paper, we argue for the need to broaden the conceptualisation of Indigenous education models to account for the invaluable role that social learning and practice play in sustaining grassroots efforts on how a particular Indigenous people engage with formal educational processes. This paper explores Indigenous education as a community of practice that exemplifies mutual engagement, joint enterprise and shared repertoire, as crucial elements in sustaining Indigenous education endeavours. We use Lave and Wenger’s “communities of practice” as a theoretical framework to better understand how the Manobos, an Indigenous group in the southern Philippines, have been able to successfully operate their own school. Drawing from participant-observation and key informant interviews with teachers, community leaders and missionaries, we foreground examples of how the Manobos rely upon mutual engagement, joint enterprise and shared repertoire of actors to show that they belong to an overarching community of practice. More specifically, we demonstrate that Indigenous education as practiced by the Manobos is a socially constituted enterprise that entails grassroots learning at the individual and collective level, collaborations with external groups, as well as strategic negotiation and compliance with government’s policies that ultimately help them sustain the school’s operation.

Quantification of training in educational methodology among teachers on the degree course in medicine: a pilot study

BackgroundMedical education has undergone significant changes over the last decades. Scientific and technological progress alongside contemporary society’s changing requirements have driven demand for highly trained, competent doctors. In response to this need, university faculties of medicine have sought innovative forms of teaching and evaluating the students on their degree courses. The aim of this study was to quantify the characteristics and extent of academic training in teaching methods, of participation in innovative teaching initiatives, and training in simulation and debriefing among the teaching personnel on the degree course in medicine at the University of Granada (Spain).MethodsThis transversal descriptive study was conducted among a population of 121 educators teaching on the medical degree course at the University of Granada, Spain. All responded to a specially designed CoRe-Content Representation questionnaire. This consisted of various parts: (a) demographic data; (b) teaching experience and qualifications; (c) specific information about training in teaching skills received. The Fisher test was applied whenever the dependent variable had two values (dichotomous) and the Chi-square test when it had more than two values (polytomic). Statistical significance was established with an alpha error of 5%.ResultsThe results showed that 87.60% of the educators had received no training in debriefing. There was a notable gender gap, whereby women held fewer management posts, fewer were engaged in clinical activity, and fewer had undergone training in clinical simulation. Teachers with degrees in medicine had undergone less regulated training than educators with other degree qualifications.ConclusionThe main areas of medical training that require improvement (and so present challenges to be met in the years to come) are as follows: a definitive solution to the existing gender gap, general implementation of new educational models and methods (especially learning based on clinical problem-solving and simulation), closing generation gaps, and improved training processes for educators with clinical attachment.

Impact of a Case-Based Sleep Apnoea Education on the Knowledge, Attitudes and Confidence of Dental Hygiene Students-A Multicentre Intervention Study.

This pilot study aimed to explore knowledge, attitudes and confidence levels of Obstructive Sleep Apnoea (OSA) before and after case-based education among dental hygiene students. Moreover, to give an international perspective, this study included students from the US and Scandinavia. A longitudinal multicentre study assessed dental hygiene students' OSA knowledge, attitudes and confidence through a case-based education model. Students from six dental hygiene programmes in the US, Norway and Sweden participated from 2021 to 2022. The intervention group (N = 89) received preview material, live synchronous OSA lecture, case-based screening of fictitious patients and clinical practice using the STOP-Bang screening tool. Controls (N = 70) followed the standard curriculum. The Obstructive Sleep Apnoea Knowledge and Attitudes (OSAKA) questionnaire, comprising 18 knowledge and five attitude/confidence questions, was used. Reliability was assessed and nonparametric tests determined OSAKA knowledge score differences among the baseline, 6 months and 12 months intervals. The intervention increased OSA knowledge with the largest increase in proportions of correct responses occurring between the baseline and 6 months and all single items showing a higher proportion of correct answers at 12 months compared to the baseline. Students' attitudes regarding the importance of OSAKA and confidence in managing patients increased from the baseline to both 6 months and 12 months. The case based educational intervention increased OSA knowledge and improved attitudes and confidence among dental hygiene students. The results also determined that the OSAKA questionnaire can be used in a setting with dental hygiene students to provide an overview of their knowledge, attitudes and confidence toward OSA. Current sleep medicine education in dental hygiene programmes is limited, suggesting the need for enhanced and sustained educational interventions to address this knowledge gap.

The Historical Roots of the Emergence and Development of Higher Education in Egypt

This study examines the historical roots of higher education in Egypt, highlighting its evolution from ancient times to the modern era. The origins can be traced to the rich intellectual traditions of ancient Egypt and the renowned Library of Alexandria, which served as a center for scholarship. The establishment of Al-Azhar University in the 10th century marked a significant milestone, positioning Egypt as a key hub for Islamic education and scholarship. The 19th and 20th centuries introduced Western educational models, leading to the creation of modern universities, such as Cairo University in 1908, which emphasized secular and diverse curricula. This evolution reflects broader socio-political transformations, including colonialism and national identity movements. Today, Egypt's higher education system continues to navigate the interplay between its historical legacy and contemporary challenges, striving for innovation and global integration.

Dynamics of the construction of agency and identity during the transition from primary to secondary school in students in Colombia / Dinámicas de construcción de agencialidad e identidad durante la transición de la primaria a la secundaria en estudiantes en Colombia

This study analyses the dynamics of the construction of agency and identity in one boy and one girl during the transitional period between primary and secondary school and the time when they embark on adolescence in a school in Colombia. Drawing from the principles of Grounded Theory, interviews and observations were conducted. The analysis applied a thematic and microgenetic analysis to identify issues in tension, functions, directions of change and dynamics of reflexivity and agency. The results showed a transformation of meanings and positionings in reflexivity on belonging to or being part of a social group at school, which mobilized the development of agency for both identifying and differentiating oneself. The agency<>reflexivity dynamics were articulated in identity construction processes in the midst of the challenges of school transitions and development. We discuss the findings and their implications in terms of changes and transformations to construct maps of agency development, as well as the possible discussions around the traditional Kantian educational models.

A Study on the Educational Model of Connecting Vocational and Undergraduate Education in Finance and Accounting Majors

This article studies the educational mode connecting vocational education and undergraduate education in finance and accounting majors, in response to the weak cultural foundation and poor course integration faced by current vocational school graduates after entering vocational undergraduate education. By adopting empirical research methods and selecting vocational college students majoring in finance and accounting and ordinary high school students as research objects, this study implements a series of teaching reform measures and conducts tracking surveys on the short-term and long-term effects of educational reforms. As a result, it was found that in the final survey of graduation destinations, 34 vocational and technical college students were engaged in related work in their majors, accounting for 45.9% of all vocational and technical college students. This proves that the proposed transitional education model can effectively enhance the cultural foundation of vocational college students and provide new ideas for the cultivation of talents in finance and accounting majors.

Pathways to Enhance New Quality Productivity in New Liberal Arts Education Through Artificial Intelligence

This paper explores the pathways through which artificial intelligence (AI) enhances new quality productivity in new liberal arts education. By analyzing the role of AI in personalized learning, interdisciplinary integration, and the application of virtual reality/augmented reality technologies, it reveals how AI technology promotes the development of students’ innovative capabilities and productivity in the context of new liberal arts education. The study shows that AI is not only a technical tool but also a driving force for transforming educational models and fostering knowledge innovation. Further exploration of the deep integration of AI and new liberal arts education is necessary to promote comprehensive social progress.

48 Evaluation without representation: Paediatric residents perspectives on CBME

Abstract Background Paediatrics transitioned in 2021 to Competence By Design (CBD), a postgraduate education model spearheaded by the Royal College of Physicians and Surgeons of Canada (Royal College). CBD replaced a time-based training system with one based on competencies demonstrated through regular observations of trainee performance. Although intended to be learner-centered, resident voices have been underrepresented in CBD’s design. Objectives We sought to (1) understand how paediatric residents perceived CBD as impacting their education and evaluation, and (2) explore their ideas to improve its implementation. Design/Methods We compared three Canadian postgraduate paediatric residency programs. First, we reviewed Royal College and program-specific documents regarding CBD to understand local and national priorities for its implementation. Program directors and local education leads were then interviewed to understand local priorities and implementation practices at these programs. Lastly, we conducted interviews with paediatric residents that began residency the year that CBD was launched. We used reflexive, inductive analysis to analyze their perspectives on how CBD has affected their education and develop learner-informed recommendations for improvement. Results We interviewed six program directors and CBD leads. Identified programmatic benefits included improved trainee surveillance, facilitated curriculum change, and competency committees. Challenges included untrained faculty, workplace-based assessment tensions, and administrative burden on residents and staff. Subsequent interviews with ten paediatric residents demonstrated CBD as having limited benefit to their education, leading to a checklist mentality of EPA completion and disengagement with the CBD system. These perceptions were influenced by (1) administrative burden, (2) poor quality feedback from disengaged staff with limited coaching experience, and (3) a lack of collaborative communication between the residents, their programs, and the Royal College. Residents suggested improvements, including: decreasing the number of assessments to alleviate time burden on both residents and faculty; implementing formal coaching instruction for residents and staff; and improving dialogue between Royal College, competency committees, and residents and physician evaluators to build buy-in with the system and facilitate continuing process improvement. Conclusion If we are to effectively adapt postgraduate educational systems to equip learners with the skills to meet the needs of the societies they serve, centering resident voices in curricular revision is paramount to maximize learner buy-in, minimize unintended administrative burden, and guide the development of necessary institutional supports (e.g., formal coaching) to ensure successful system transformation.

Exploration of Taxation Curriculum Construction based on OBE Concept

With the advent of the digital and information age, the traditional education model of talent cultivation is no longer able to meet market demand, and there is an urgent need for a transformation in educational philosophy and a reconstruction of the curriculum and teaching process. The article takes the core discipline of taxation in the financial system as the research object, analyzes the problems and reasons in its teaching objectives, teaching content, teaching implementation, and teaching evaluation, and based on the OBE concept, proposes suggestions for the construction of learning outcomes, curriculum objectives, curriculum content reconstruction, and evaluation methods in taxation to meet the individual growth needs of students and adapt to the market's demand for tax related talents.

The Effect of Using the Wheatley Educational Model According to Cooperative Groups to Reflective Thinking and Learning the Basic Skills of Freestyle Swimming for Students

The research aimed to identify the effect of the Wheatley model according to cooperative groups in reflective thinking and learning the basic skills of freestyle swimming for students. As for the research hypothesis, it was represented by the presence of statistically significant differences between the post-tests of the two groups (experimental and control), and the research population was determined by the intentional method of third-stage students in College of Physical Education and Sports Sciences, University of Sulaymaniyah. As for the research sample, it was randomly selected by lottery from Division (A) and consisted of (32) students. It was divided into two groups: the experimental group, which consisted of (14) students, and the control group, which consisted of (14) students. The skill tests for free swimming were relied upon to reach the results after treating them with appropriate statistical means. The researcher concluded that the Wheatley educational model according to the cooperative groups had a positive impact on reflective thinking and learning the basic skills of free swimming for the third stage students of the College of Physical Education and Sports Sciences in University of Sulaymaniyah. The researcher recommended the need to use the Wheatley educational model according to cooperative groups in learning the basic skills of freestyle swimming for different stages and age groups. The researcher also recommended the need to use the Wheatley educational model according to cooperative groups in teaching various other activities and sports.

The Role of Managerial Competencies in Higher Education: Navigating Current Transformational Trends

Objective: This study investigates the managerial competencies required in the field of higher education in response to contemporary transformational trends. The main goal is to explore how these competencies are shaped by the ongoing digital transformation, strategic management approaches, and the shift towards entrepreneurial university models. Theoretical Framework: The research draws on key concepts related to digital leadership, human capital development, and Agile management. Theories of educational management and models of intellectual capital are employed to frame the investigation and provide a comprehensive understanding of the changing dynamics in higher education. Method: A qualitative and mixed-methods approach was utilized, incorporating data from reports, surveys, and contemporary studies on digital competencies, hybrid learning, and leadership in educational institutions. The study includes both theoretical analysis and empirical data collection through case studies and expert assessments. Results and Discussion: The findings reveal that digitalization and the transition to blended learning environments are driving the need for new managerial skills. These skills include digital leadership, strategic decision-making, and the ability to balance traditional and online educational models. The discussion highlights the importance of flexible management approaches, such as Agile, in addressing these emerging challenges. Research Implications: The study provides practical and theoretical insights into how higher education institutions can adapt their leadership strategies to meet the demands of digitalization. These findings have implications for educational policy, institutional governance, and the development of leadership training programs. Originality/Value: This research contributes to the growing body of literature on higher education management by offering a fresh perspective on the evolving competencies required in today’s digital age. The value lies in its focus on the intersection of digital transformation and managerial competencies, offering practical solutions for enhancing leadership in higher education.

Driving the zero-carbon construction strategy: key barriers and enablers

PurposeIn the fast-changing field of zero-carbon construction there is a gap in understanding how zero-carbon construction strategies are experienced in practice. This paper aims to identify the key barriers and enablers to driving a zero-carbon construction strategy by industry, policymakers and educators.Design/methodology/approachThe research was conducted in two stages. The first stage used a literature review to determine thematic areas from which to develop discussion points for the second stage of the research, which gathered insights into key barriers and enablers to driving a zero-carbon construction strategy from analysing recorded discussion with industry, policymakers and educators. This study adopts a qualitative research methodological design underpinned by dialectical approach of enquiries involving 31 participants. The philosophical standpoint aligns with a constructivist participatory worldview based on multiple stakeholder perspectives. Data involving virtual and face-to-face engagement held simultaneously in Australia and India were transcribed, coded and synthesised to identify the barriers and enablers to driving zero-carbon construction strategy.FindingsThe paper identified key barriers and enablers driving zero-carbon construction strategy. Barriers included limited awareness of industry dynamics; fixed mental models of professional practice; complexities in identifying appropriate skillsets; difficulties associated with reviewing education and training models and integrating sustainable strategies at early stages of projects. Enablers included: fostering education reform and supporting frameworks and procurement strategies for developers and clients; implementing efficient building designs, construction and operationalisation of zero-carbon buildings and; utilising an industry-led integrated approach. A framework was developed to provide an illustrative view of the linkage between the research projects’ focus areas and emergent themes.Originality/valueThe paper provides zero-carbon action priorities for four significant stakeholder groups in the build environment, developers, building occupiers, educators and government. As the priorities are derived in the research from examination of current literature and analysis of stakeholder viewpoints, this paper presents a unique, realistic and timely identification of barriers and key enablers driving zero-carbon construction strategies. Methodology applied in terms of data collection involved a public discourse and a unique technology-driven collaborative approach where participants simultaneously contributed across countries and time zones in a synchronous manner across key topics related to driving the zero-carbon construction strategy.

Application of clinical case-guided, task-driven escape room teaching in nursing education: A quasi-experimental study

BackgroundIn the new era, the professional ability requirements for nursing personnel are no longer limited to traditional nursing knowledge and skills, but pay more attention to the cultivation and enhancement of their diversified abilities, such as humanistic caring ability, creative thinking, and so on. As a new type of education model that integrates gamification, flipped learning, and problem-based learning, escape room teaching plays an important role in effectively developing and stimulating students' humanistic care ability and creative thinking. PurposeTo investigate the effectiveness of an Escape Room teaching approach, clinical cases (C) as guide (G) and task (T) as driver (D) , within the CGTD model in the undergraduate Adult Nursing course. MethodUsing purposive sampling, 108 undergraduate nursing students in the class of 2020 were selected as the study subjects, and 11 innovative escape room teaching activities were conducted. Real clinical cases were selected, so that the student teams were immersed in clinical scenarios to complete the escape room game focusing on circulatory care, and the humanistic caring and creative thinking of the students in the two groups were compared before and after the intervention. ResultsNursing students' humanistic care and creative thinking scores at the end of the instruction were significantly better than those before the escape room instruction (P<0.05). ConclusionThe use of the CGTD-based escape room teaching method applied to adult nursing practice courses is an innovative teaching strategy that integrates theoretical knowledge into the game, which can significantly improve undergraduate nursing students' humanistic caring ability and creative thinking.

Enhancing legal writing skills: The impact of formative feedback in a hybrid intelligence learning environment

AbstractRecent developments in artificial intelligence (AI) have significantly influenced educational technologies, reshaping the teaching and learning landscape. However, the notion of fully automating the teaching process remains contentious. This paper explores the concept of hybrid intelligence (HI), which emphasizes the synergistic collaboration between AI and humans to optimize learning outcomes. Despite the potential of AI‐enhanced learning systems, their application in a human‐AI collaboration system often fails to meet anticipated standards, and there needs to be more empirical evidence showcasing their effectiveness. To address this gap, this study investigates whether formative feedback in an HI learning environment helps law students learn from their errors and write more structured and persuasive legal texts. We conducted a field experiment in a law course to analyse the impact of formative feedback on the exam results of 43 law students, as well as on the writer (students), the writing product and the writing process. In the control group, students received feedback conforming to the legal common practice, where they solved legal problems and subsequently received general feedback from a lecturer based on a sample solution. Students in the treatment group were provided with formative feedback that specifically targeted their individual errors, thereby stimulating internal cognitive processes within the students. Our investigation revealed that participants who were provided with formative feedback rooted in their errors within structured and persuasive legal writing outperformed the control group in producing qualitative, better legal text during an exam. Furthermore, the analysed qualitative student statements also suggest that formative feedback promotes students' self‐efficacy and self‐regulated learning. Our findings indicate that integrating formative feedback rooted in individual errors enhances students' legal writing skills. This underscores the hybrid nature of AI, empowering students to identify their errors and improve in a more self‐regulated manner. Practitioner notesWhat is already known about this topic Collaboration between humans and AI in educational settings advances learning mutually, fostering a unified developmental process. Collaborative education models advocate leveraging human and AI strengths for adaptive learning. Despite abundant theoretical research, empirical studies in HI remain limited. This gap underscores the need for more evidence‐based approaches in integrating AI into educational settings. What this paper adds Field experiment investigating the impact of formative feedback in a hybrid intelligence learning environment based on the theory of learning from errors. Comparison of a traditional legal learning environment (lecturer teaching using sample solutions) versus formative feedback in a hybrid intelligence learning environment. Implementing formative machine learning‐based feedback supports law students in producing more structured and persuasive legal texts, leading to enhanced exam performance and higher grades. Implications for practice and/or policy Our research contributes significantly to computer‐based education by presenting empirical evidence of how formative writing feedback impacts students' legal knowledge and skills in educational settings. This underscores the importance of incorporating empirical data into the development of AI‐based educational tools to ensure their effectiveness. By focusing on individual errors corrected by formative feedback, we contribute to the learning from errors literature stream. This perspective offers valuable insights into how such feedback can support students' writing and learning processes, filling a gap in empirical evidence. Our findings demonstrate the potential impact of ML‐based learning systems, particularly in large‐scale learning environments like legal mass lectures. Formative writing feedback emerges as a scalable and beneficial addition to traditional learning environments, triggering internal learning processes, fostering self‐regulated learning and increasing self‐efficacy among students. By demonstrating the effectiveness of formative feedback within the framework of HI, particularly in legal education, our research underscores the potential of combining human understanding with AI‐supported feedback to enhance learning outcomes.

Pre-vocational education as a factor in the development of human resources in the healthcare system

Pre-professional medical education in high school provides not only a more in-depth study of individual subjects of general education programs, but also expands the opportunities for self-determination of students, ensures continuity of the educational process, allows boys and girls to adapt more successfully mastering higher medical professional education programs and is the basis for a successful career.Aim. To evaluate the results of the introduction and implementation of the model of pre-professional medical and pharmaceutical education using the example of the Resource Center «Medical Sechenov Pre-University» of the Sechenov First Moscow State Medical University (Sechenov University) (hereinafter referred to as the Pre-University) as a means of developing the human resources potential of the healthcare system on the territory of the Russian Federation.Materials and methods. During the work, a theoretical analysis of domestic and foreign literature on the problem of developing the human resources potential of the healthcare system was carried out. A study was conducted in the comparative aspect of the basic readiness of students in grades 8-11 at the Pre-University and specialized medical and biological classes of regional educational institutions to the choice of medical specialties using a test questionnaire with the identification of three key aspects: readiness to master medical specialties; self-assessment of capabilities and erudition in the field of modern medicine. 1465 people took part in the survey. The reliability of the results was carried using the Mann-Whitney U test. Assessment of the statistical significance of differences between the means was carried out at a critical level of p = 0.05.Results. Studying at the Pre-University of Sechenov University allowed the majority of adolescents to achieve higher levels of formation of the main indicators of basic readiness to choose medical specialties. The share of students with a high level of readiness to master medical specialties at the Pre-University is 13.8 % higher compared to students of specialized medical and biological classes, with high erudition – 13.8 % and 6.7 % higher those who highly assess their prospects for entering a medical university.Conclusion. Pre-professional education based on close interaction between the Pre-University and Sechenov University allows students to develop motivation to choose a medical profession, as well as a clear understanding of the learning process in the chosen profession and is an important link in the system of continuous educational trajectory «pre-university–university–clinic».

Evaluating the Performance of ChatGPT, Gemini, and Bing Compared with Resident Surgeons in the Otorhinolaryngology In-service Training Examination.

Large language models (LLMs) are used in various fields for their ability to produce human-like text. They are particularly useful in medical education, aiding clinical management skills and exam preparation for residents. To evaluate and compare the performance of ChatGPT (GPT-4), Gemini, and Bing with each other and with otorhinolaryngology residents in answering in-service training exam questions and provide insights into the usefulness of these models in medical education and healthcare. Eight otorhinolaryngology in-service training exams were used for comparison. 316 questions were prepared from the Resident Training Textbook of the Turkish Society of Otorhinolaryngology Head and Neck Surgery. These questions were presented to the three artificial intelligence models. The exam results were evaluated to determine the accuracy of both models and residents. GPT-4 achieved the highest accuracy among the LLMs at 54.75% (GPT-4 vs. Gemini p=0.002, GPT-4 vs. Bing p<0.001), followed by Gemini at 40.50% and Bing at 37.00% (Gemini vs. Bing p=0.327). However, senior residents outperformed all LLMs and other residents with an accuracy rate of 75.5% (p<0.001). The LLMs could only compete with junior residents. GPT- 4 and Gemini performed similarly to juniors, whose accuracy level was 46.90% (p=0.058 and p=0.120, respectively). However, juniors still outperformed Bing (p=0.019). The LLMs currently have limitations in achieving the same medical accuracy as senior and mid-level residents. However, they outperform in specific subspecialties, indicating the potential usefulness in certain medical fields.

Retraction Note: Towards developing hybrid educational data mining model (HEDM) for efficient and accurate student performance evaluation

Retraction Note: Towards developing hybrid educational data mining model (HEDM) for efficient and accurate student performance evaluation

The interdisciplinary training academy for integrated substance/opioid use disorder prevention and health care: A qualitative look at a new remote field education model.

The opioid syndemic presents a critical need for effective interprofessional training in health care, especially in behavioral health disciplines. Addressing this need, the Interdisciplinary Training Academy for Integrated Substance/Opioid Use Disorder Prevention and Health care (ITA) was developed to provide adaptable educational experiences for emerging behavioral health professionals. This study, reflecting years 2020-2023, explored the experiences and perspectives of ITA fellows regarding interprofessional collaboration and opioid workforce development, focusing on how these elements are integrated. After conducting focus groups, we employed applied thematic analysis to qualitatively analyze the experiences of ITA fellows (11 women and six men; 41% Hispanic/Latino and 59% White; 14 Master of Social Work students and three psychology postdoctoral fellows). This method allowed for a detailed exploration of their perceptions and the nuances of their learning process within the context of opioid workforce development. The findings indicated that fellows' learning processes were adaptive, evolving over time to meet their changing needs. Initially, fellows faced challenges related to role clarity and process understanding. However, they reported significant professional growth as the program progressed, highlighting the effectiveness of the ITA's interprofessional approach in a remote learning setting. The study emphasizes the need for ongoing research to identify and overcome barriers to effective interprofessional collaboration. The results contribute insights into the role of remote field education in preparing future health care professionals to address complex health crises effectively. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Facilitating Family Carer Dementia Education: We All Need to Learn.

The importance of family carer dementia education is highlighted in research, practice guidance, and policy. Less attention is paid to how facilitators learn and prepare for their role. This research aimed to explore and describe facilitator learning experiences within a bespoke Scottish Carers' Academy designed around a theory-guided approach called Care Empathia. A healthcare and university partnership ensured integration with services and the fusion of dementia higher education know-how with clinical practice expertise. Nineteen facilitator questionnaires were completed from two Carer Academy hubs; thirteen participated in online focus groups. The questionnaire findings highlighted the learning gained from being a facilitator, observing expert facilitators in action, and listening to the testimonies of family carers. The framework analysis of the focus group data identified six themes, including safe learning approaches, the art of facilitation, emotional work, team learning, and leadership. These findings highlight the importance of facilitator preparation and the advantages of co-delivery models that combine clinical and practice education expertise. Facilitators need to understand how to walk the talk of theory-guided educational models, be open to reciprocity in learning, and be prepared for the emotional work of delivering trauma-informed practical dementia care education to family carers.