Educational Preferences Research Articles

Awareness of radiation risks by medical students & referrers requesting radiological examinations in the North of Scotland: an audit

IntroductionRadiological imaging has played an important role in diagnostic medicine for over a century, though it is known to contribute to dermatological conditions, cataracts, and cancer. The associated risk of harm has led to the introduction of protective regulations around the world. Present-day NHS clinicians are increasingly requesting and relying on diagnostic imaging. Knowledge surrounding the radiation doses of common radiological investigations and the associated risks is imperative, and on a global level has been found to be inadequate. Consequently, there is a need for the formal inclusion of teaching within training programmes.Aims/objectivesThis prospective audit aims to establish the knowledge of radiation doses and risks of common radiological investigations of both medical students and referrers within four NHS Health Boards based in the North of Scotland. It also seeks to establish prior teaching and the preference for further educational interventions.Audit standardReferrers should have adequate knowledge of radiation doses and the risks associated with common radiological investigations.Audit targetThe standard should be achieved by 90% of referrers.MethodsA 19-question online survey was devised to include subjective and objective questions on ionising radiation awareness, education preference, and respondent demographics, based on RCR (Royal College of Radiologists) audit criteria and previous studies. Data collection was conducted between the 22/02/23 to the 22/03/2023 and the questionnaire was distributed to senior medical students and radiological referrers of different grades within NHS Grampian, NHS Highland, NHS Shetland, and NHS Orkney. A descriptive analysis of the data was undertaken using Microsoft Excel Version 16.71.ResultsTwo hundred eight questionnaires were completed. 22.11% (n = 46) of the sample population had received no prior teaching on the topic of ionising radiation. Over half of the respondents (51.92%, n = 108) rated the importance of radiation risks as either important or extremely important, with 69.71% (n = 145) of participants rating their perceived knowledge as limited or average. Most correctly identified that a CT scan (n = 203), PET-CT scan (n = 199) and a chest x-ray (n = 196) exposed patients to ionising radiation. A small proportion of the participants incorrectly thought that an MRI scan (n = 21) and an ultrasound scan (n = 2) involved ionising radiation. The results obtained failed to meet the RCR audit target, which states that 90% of doctors should be aware of common radiological doses. It was observed that only 17.79% (n = 37) of survey respondents scored over 50% in the knowledge assessment, with the median knowledge score of the whole cohort being 2.5 out of 9 (27.78%).Respondents who had prior teaching on the topic performed better those who had no prior teaching, with average scores of 3.19 (35.44%) and 2.04 (22.67%) respectively. Senior clinicians performed better when compared to junior clinicians and medical students.Conclusion & future recommendationsThis audit found that the knowledge of radiation risks within the North of Scotland in the selected sample population was insufficient across all levels of the clinical team. Further, continuous education around the topic and future audit opportunities may help to optimise knowledge and training.

Health Education Resources Favored by Out-Patients Attending King Saud Medical City, Riyadh.

Background Health education, primarily through printed materials, is crucial for promoting preventive healthcare. It is essential to understand patients' preferences and ensure patient engagement in healthcare decisions. Health literacy challenges persist, and web-based platforms are expanding access. Tailoring materials to target populations, considering content, layout, and cultural appropriateness, maximizes effectiveness. This study aimed to determine the preferred health education resources for patients visiting King Saud Medical City, Riyadh. Methodology A cross-sectional study was conducted at King Saud Medical City, Riyadh, targeting adults in outpatient and staff clinic waiting areas. Data were collected using a validated questionnaire and analyzed with IBM SPSS Statistics for Windows, Version 29.0 (Released 2023; IBM Corp., Armonk, New York, United States). Results The study included 210 participants and revealed key preferences in health education. Notably, 57.6% preferred social media platforms, while 49.1% favored a doctor as their primary source. Participants prioritized pictures/photos (27.8%) and labels (56.2%) for printed materials. Most participants (91.4%) chose formats based on the comprehensive content provided. Participants sought general health guidance (26%) and preferences were significantly associated with education levels (p=0.010) and different sources (p<0.001). Additionally, students showed a significant association with receiving health education (p=0.046). Conclusion The current study revealed diverse preferences for health education resources among patients at King Saud Medical City. The most favored method was social media platforms (57.6%, n=121), with participants ranking it as their first preference. Understanding these preferences is crucial for tailored and effective health education strategies.

Higher Education in the New Reality: A Study of Students’ Preferences About Digital Learning in Mexico

ABSTRACT Due to the COVID-19 pandemic, higher education students had to switch to online classes to avoid infections, so universities had to adapt to a situation known as emergency remote education and had to provide digital content to simulate the traditional classroom experience. Now, as we transition from the pandemic, returning to in-person education has been a challenge. This period, often referred to as the “new normal,” is characterized by a mix of in-person and digital learning. Therefore, it is necessary to evaluate students’ preferences for digital education in this new educational landscape. In this exploratory empirical study, the preferences of undergraduate students at a private university in Mexico were evaluated through a survey. This survey was applied by the Directorate of Educational Innovation and Digital Learning through institutional means in September 2022. It had multiple-choice questions and an open final question. A total of 2725 responses were obtained. Student responses were analyzed using a mixed methods methodology. Responses to multiple-choice questions were analyzed quantitatively using descriptive statistics, while responses to open-ended questions were analyzed using content analysis. The results show that although students prefer academic programs with 80 to 100% in-person, they also prefer digital or remote classes. This preference is highlighted by students who work and study simultaneously. These studies show that the hybrid and flexible format (HyFlex) can take off in this new normal. However, more studies are required to demonstrate its effectiveness in learning.

Food company competitiveness determination using marketing monitoring

The study aimed to assess the market position of food enterprises and identify the key factors influencing consumer satisfaction with products. The study included a survey of 200 consumers and 50 business representatives, stratification analysis, Student's t-test and Fisher's test. The main results showed that product quality was the most important factor with a weight of 40%, while price had a weight of 25%, availability 20% and packaging 15%. Younger consumers (18-35 years old) prefer innovative and aesthetic products, while older groups value functionality and safety more. Consumers with higher education prefer environmentally friendly products, while consumers with secondary education are more likely to trust trusted brands. The analysis of professional differences demonstrated that business professionals focus on brand and price, healthcare professionals on health and safety, and educators on the value and educational impact of the product. In addition, the study found that women were significantly more likely to state that aesthetic and functional aspects of packaging were important compared to men, with average satisfaction levels of 4.5 and 3.8 respectively (p &lt; 0.05). The study also determined that consumers with higher incomes are more likely to choose products with premium packaging and additional benefits. The conclusions highlight the need to adapt marketing strategies to meet the specific needs of different demographic groups, which will help to increase the competitiveness of food companies in the market. This research provides valuable information for food producers, improving consumer awareness and tailoring products to meet the needs

Not for us? Vocational training in the social and policy space in Sierra Leone

PurposeThis paper explores the attractiveness of TVET in Sierra Leone, a post-conflict West African country. It aims to unpack structural factors which contribute to the low repute of TVET.Design/methodology/approachThe paper uses qualitative interviews with employers, government and third sector organisations, focus group discussions with young Sierra Leoneans and analysis of key government policy documents. Thematic analysis was used to analyse the data, and the empirical analysis is grounded in Social Learning Theory of Career Decision Making and Social Cognitive Career Theory. The paper is interdisciplinary, drawing on literature from economics, psychology, political science and development studies.FindingsThe paper argues that TVET is in low repute in Sierra Leone owing to low prioritisation by the national government in terms of policy focus, budgetary allocations and provision of training facilities; the proliferation and continuation of a post-war style of TVET programmes by development partners which initially targeted ex-combatants and thus carry reputational baggage; and colonial legacies of preferences for university education and white-collar jobs.Originality/valueThe research contributes to the academic and policy discourse by providing new empirical insights from an under-studied country (and region), and arguably one where evidence-based policy is much needed.

School choice and parenting strategies among Czech middle‐class parents: Implications for social segregation in public schools

AbstractResearch examining middle‐class parents' school choices often overlooks parents in post‐socialist nations, where social reproduction may occur differently than in Western urban contexts. To bridge this gap, our study illuminates the intersection of Czech middle‐class parents' school choices and parenting strategies. Drawing on 26 in‐depth interviews with parents, we depict “cultivation for wellbeing” as a distinct parenting approach prevalent within a subset of the Czech middle class that challenges prevailing Western depictions of middle‐class child‐rearing strategies in relation to school choice. We describe five areas in which the parenting approach contrasts with concerted cultivation and intensive parenting: the promotion of unstructured free time, autonomous socialization with selected peers, a propensity to avoid confronting teachers, gentle support for children's interests, and a focus on emotional and physical wellbeing. We posit that “cultivation for wellbeing” serves as a mechanism for social distinction among a segment of middle‐class parents, enabling them to distinguish themselves from other class segments by selecting and seamlessly accessing exclusive public school settings tailored to their nuanced educational preferences. The study underscores the need to reassess the dominant portrayals of middle‐class parenting strategies, highlighting the complex interplay between child‐rearing, school choice, and social reproduction in diverse cultural contexts.

A CASE STUDY ON LOSS OF HUMAN RESOURCES IN HIGHER EDUCATION: DROPPING OUT OF UNIVERSITY

The focus of studies on university dropout should be to determine why individuals drop out of university. In this study, the opinions of individuals on the reasons for dropping out of university were determined. The method of the study is qualitative research method and it is a case design study. Data were collected through focus group interviews. The study group consisted of twelve university dropouts. During the focus group interview process, the answers given by the individuals were recorded with a voice recorder. The audio recordings were transferred to the MAXQDA program and thematic analysis was conducted on these audio recordings. Ten of the participants stated that they were glad that they left the university, while two of them expressed regret. Cultural reasons for dropping out of university include the responsibilities imposed on the individual by early marriage and gaining social status. Out-of-school reasons for dropping out of university include the preference for distance education over classroom-based learning. Economic reasons include promotion at work and working due to economic inadequacies. The reasons stemming from the school include incompatibility with the school and negativities stemming from academics.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0712/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

STEPS (Study To Examine Parent, Patient/Dental Provider Systems)to Prevent Human Papillomavirus (HPV)-Related Cancers: A Piloted Dental Patient and Provider Evaluation of Current and Future HPV Education.

Oropharyngeal human papillomavirus (HPV) cancers are prevalent, but HPV education in dental clinics is uncommon. The purpose of this study was to evaluate dental provider and patient knowledge from, attitudes towards, and preferences for HPV education, then assess perceptions of existing HPV educational materials for use at dental visits. Appalachian Ohio dental patients (n = 13) and general/pediatric dental providers (n = 10) completed an initial, close-ended survey on current HPV knowledge and HPV educational attitudes, participation, and resource preferences. Select individuals reviewed existing HPV educational videos and toolkits via virtual focus groups (n = 9) or independent review surveys (n = 6). Using a discussion guide, participants responded to overall, visual, auditory, and content satisfaction statements, orally (focus groups) or with Likert scales (independent reviews). Surveys were summarized with frequencies/percentages; transcripts were qualitatively coded to identify potential material modifications. Dental providers and patients were more comfortable with HPV and oral cancer education (87% and 96%, respectively) and screening (96%) than with HPV vaccine education (74%) and referrals (61%) during dental visits. Providers were neither sharing HPV educational materials (80%) nor initiating educational conversations with dental patients (100%). The American Cancer Society videos and the "Team Maureen" toolkit were the most liked resources (i.e., fewer negative/disagree statements) by all participant groups. Findings indicate that future dentalHPV educational efforts should be informed by currently available materials. Additional interventions are needed to promote dental provider discussions and sharing of educational materials with patients to increase education and promotion of the HPV vaccine and reduce oropharyngeal cancers.

O-109 Reproductive health education: collaborative design of a learning platform for secondary school education involving reproductive health experts, pupils, and teachers

Abstract Study question Which reproductive health information do pupils miss in their education and what is the optimal way of building a learning platform to close that gap? Summary answer Teachers and students alike would welcome a novel fertility education platform. Ideally, the platform should organize information based on the educational objectives for enhanced usability. What is known already Research on fertility awareness in the general population reveals lack of understanding among young people regarding crucial aspects of reproductive health, for example the age-related impact on fertility. Literature suggests that this knowledge gap should be addressed through diverse channels, including schools. Presently, school sexual education predominantly concentrates on preventing unwanted pregnancies and sexually transmitted diseases. Notably, the updated educational objectives in Flemish Secondary Education have recently incorporated the influence of lifestyle factors on fertility. Consequently, teachers have been urged to create novel instructional materials centered on this crucial theme. Study design, size, duration This mixed-method observational study encompassed a baseline measurement with open and closed questions among 1700 third-grade secondary education pupils. Additionally, it involved focus group discussions with 6 teachers and 24 pupils. The baseline measurement occurred between February and April 2022, while the focus group interviews took place in April and May 2022. Participants/materials, setting, methods A baseline measurement examined the knowledge of secondary school pupils aged between 15 and 19 years in Flanders (Belgium), explored current sexual education topics, their evaluations, and preferences for future reproductive health education. Focus group discussions investigated optimal delivery methods and structural frameworks for fertility learning materials. Main results and the role of chance Survey results revealed that most pupils desired more information on reproductive issues, with some expressing a preference for a dedicated weekly course. Over 50% noted the absence of discussions about infertility, IVF, and egg freezing topics in school and expressed a desire for more information, a sentiment that was echoed in the focus groups with pupils. Teachers, in their focus groups, favored an online platform with structured teaching materials aligned with learning goals. With anticipated new learning goals by September 2023, teachers welcomed fertility-specific learning materials. Their preference went out to versatile resources (videos, quizzes, infographics) rather than ready-made courses or presentations, providing flexibility in lesson integration. Considering these insights, the following platform was developed: www.allesovervruchtbaarheid.be/en. Ongoing refinement occurred through workshops where teachers provided feedback for further enhancements to meet their instructional needs. Limitations, reasons for caution A limited number of motivated teachers participated in the focus group discussions. Structured feedback collection has not taken place yet but is scheduled for February 2024. Wider implications of the findings Implementing fertility education in secondary schools poses challenges due to an overloaded curriculum. The introduction of new learning goals, including one on the impact of lifestyle on fertility, provided an opportune momentum to integrate a fertility education learning platform. Trial registration number not applicable

Expressed preferences for public health education of students during COVID-19 vaccination intervention: a cross-sectional comparative study

BackgroundPublic health education is a powerful tool for improving communicable disease awareness and prevention protocols. Despite the fact that health education is crucial for the advancement of COVID-19 awareness and vaccination decisions, how a teacher approaches students to learn about health education during COVID-19 vaccination is a challenging issue. This study aimed to assess the preferences for public health education during COVID-19 vaccination intervention and compare the predictors of preferences between science and non-science university students in Bangladesh.MethodsA multi-item questionnaire was developed and an online link was conveniently sent to the encounters between 31st May, 2023 and 15th August, 2023. Binary logistic regression analysis was applied to rationalize the research objective.ResultsThe pooled preference for public health education was 71.3% (95% Confidence Interval [CI] 67.7–74.3) vs. 81.5% (95% CI 79.3–84.7) between science and non-science students. Out of twelve predictors “vaccine agreement”, “bio-safety behavior", and “disease awareness” were significantly associated (p < 0.01, p < 0.05) with the preference for public health education in both groups. Varied effects were also observed for some predictors: vaccine “safety” and “side effects” were significant (p < 0.05, p < 0.01) in science and non-science students, respectively. To address the conflict in decisions, non-science students significantly preferred “prevention alliance” whereas science students preferred “environmental health” issues (p < 0.05).ConclusionPublic health education was more preferred by non-science university students than by science students in making COVID-19 vaccine decisions . The focus of transformative public health education should be interdisciplinary, including information on communicable diseases, public health measures, and prevention alliances, as well as information about vaccines' side effects and safety.

Trainees’ perspectives on sickle cell education: a qualitative needs assessment

BackgroundSickle cell disease (SCD) exemplifies many of the social, racial, and healthcare equity issues in the United States. Despite its high morbidity, mortality, and cost of care, SCD has not been prioritized in research and clinical teaching, resulting in under-trained clinicians and a poor evidence base for managing complications of the disease. This study aimed to perform a needs assessment, examining the perspectives of medical trainees pursuing hematology/oncology subspecialty training regarding SCD-focused education and clinical care.MethodInductive, iterative thematic analysis was used to explore qualitative interviews of subspecialty hematology-oncology trainees’ attitudes and preferences for education on the management of patients with SCD. Fifteen trainees from six programs in the United States participated in 4 focus groups between April and May 2023.ResultsThematic analysis resulted in 3 themes: 1. Discomfort caring for patients with SCD. 2. Challenges managing complications of SCD, and 3. Desire for SCD specific education. Patient care challenges included the complexity of managing SCD complications, limited evidence to guide practice, and healthcare bias. Skill-building challenges included lack of longitudinal exposure, access to expert clinicians, and didactics.ConclusionsVariations in exposure, limited formal didactics, and a lack of national standardization for SCD education during training contributes to trainees' discomfort and challenges in managing SCD, which in turn, contribute to decreased interest in entering the SCD workforce. The findings underscore the need for ACGME competency amendments, dedicated SCD rotations, and standardized didactics to address the gaps in SCD education.Graphical

Educational Excellence and Societal Benefits: The Case for Supporting UK Faith Schools

This paper explores the controversial issue of government funding for religious schools in the UK, advocating for this support by studying its comprehensive impact on society and education. Firstly, the research delineates the historical evolution of faith-based education in the UK and the debates surrounding its public financing. Subsequently, the study posits three primary arguments to substantiate government support for these institutions. The first argument underscores the educational preferences of numerous UK families who desire education for their children that is congruent with their religious beliefs, supported by statistical evidence and highlighting the government’s role in ensuring religious freedom and diversity. The second argument examines how government funding for religious schools enhances social cohesion and bolsters moral values, challenging the view that such schools exacerbate social divisions. The third argument reveals that religious schools frequently achieve exemplary educational standards and outcomes. Employing a critical analysis of both proponents and critics, this paper advocates for continued government funding of religious schools to meet diverse educational needs and promote societal harmony.

Brief Aging Education Affects Continuing Education Preferences and Behaviors of Mental Health Providers.

This study examined the impact of receiving foundational information about aging on continuing education (CE) interests, preferences, and behaviors of mental health providers. Participants were practicing licensed professional counselors (N = 120) recruited from a random sampling of a state registry. The study employed a 3-group randomized controlled design with participants assigned to 1 of 3 conditions: an aging-specific reading, an opioid use disorder-specific reading, and a CE requirement-specific reading. As outcomes, participants rated their interest in aging-specific CE and selected to receive an aging-specific CE or Motivational Interviewing-specific CE program. Perceived competence for working with older adults, assessed before the experimental manipulation, predicted choice and degree of interest in the aging-specific CE across conditions. Participants in the Aging-Reading condition rated a higher interest in aging-specific CE and were marginally more likely to select the aging-specific CE option than those in the other 2 conditions. Those in the Aging-Reading condition were also more likely to register for and complete an actual CE program focused on any topic. Foundational knowledge about aging may increase practitioners' interest and behaviors toward gaining competency for working with older adults, supporting the Positive Education about Aging and Contact Experiences model (Levy, S. R. (2018). Toward reducing ageism: PEACE (positive education about aging and contact experiences) model. Gerontologist, 58(2), 226-232. https://doi.org/10.1093/geront/gnw116) of reducing ageism.

Educational needs and preferences of adult patients with acute pain: a mixed-methods systematic review.

Many patients experience acute pain, which has been associated with numerous negative consequences. Pain education has been proposed as a strategy to improve acute pain management. However, studies report limited effects with educational interventions for acute pain in adults, which can be explained by the underuse of the person-centered approach. Thus, we aimed to systematically review and synthetize current evidence from quantitative, qualitative and mixed-methods studies describing patients' needs and preferences for acute pain education in adults. We searched original studies and gray literature in 7 databases, from January 1990 to October 2023. Methodological quality was assessed with the Mixed Methods Appraisal Tool. A total of 32 studies were included (n = 1847 patients), two-thirds of which were qualitative studies of high methodological quality. Most of the studies were conducted over the last 15 years in patients with postsurgical and posttraumatic pain, identified as White, with a low level of education. Patients expressed the greatest need for education when it came to what to expect in pain intensity and duration, as well how to take the medication and its associated adverse effects. The most frequently reported educational preferences were for in-person education while involving caregivers and to obtain information first from physicians, then by other professionals. This review has highlighted the needs and preferences to be considered in pain education interventions, which should be embedded in an approach cultivating communication and partnership with patients and their caregivers. The results still need to be confirmed with different patient populations.

Medical laboratory scientist motivation to pursue graduate education.

Medical laboratory staffing shortages have persisted, with challenges in maintaining adequate medical laboratory professionals. The career trajectory for medical laboratory scientists beyond entry level is ambiguous, but advancement opportunities are enhanced with specialist certifications and advanced degrees. This study explored the motivation and preferences of medical laboratory scientists in pursuing graduate medical laboratory science education based on the importance of professional development, career advancement, recognition, and employment benefits. A quantitative, cross-sectional, and descriptive correlational study surveyed American Society for Clinical Pathology Board of Certification-credentialed medical laboratory scientists using an online questionnaire. The overall response rate was 2.5%, and 1247 complete surveys were analyzed. Educational preferences varied by respondent age and amount of laboratory experience. Professional development, career advancement, recognition, and employment benefits were all important motivators for seeking graduate degrees, but those who were younger and had less experience indicated they were more important. This study suggests several areas of improvement for educational programs, health care organizations, and professional organizations to support the motivation of medical laboratory scientists to pursue graduate education.

Role of physical therapy in adult chronic non-bacterial osteitis: patients’ and therapists’ perspectives

Objectives Chronic nonbacterial osteitis (CNO) is a rare bone disease causing pain and functional impairment. We aimed to explore the application of physical therapy (PT) for adult CNO from the patients’ and primary care therapists’ perspective. Method Cross-sectional study among the Dutch adult CNO cohort (1992–present). A survey on PT-use for axial spondylarthritis was adapted for CNO. Patients using PT in the past 2 years (recent PT-users) were asked about modalities, perceived effects, satisfaction, and preferences for provision. Their current physical therapists were invited to complete a self-developed survey covering therapy details and educational preferences. Results 80/199 invited patients and 14/16 invited therapists completed the survey respectively. 41 (51%) patients used PT for CNO in the preceding 2 years, 14 (18%) used PT >2 years back, and 25 (31%) never used PT. Recent PT-users (n=41) reported diverse treatment modalities, involving massage (61%), joint mobilizations (44%), breathing exercises (49%), muscle strengthening (32%) and counselling through of home-exercises (46%) and pain education (32%). 64% of all patients desired greater emphasis from physicians regarding the role of PT. Most therapists would appreciate referral letters with CNO-specific information (93%), and consultations with specialized therapists (86%). Conclusions In this study, two-third of adult CNO patients had -ever or recently- used PT, which involved variable therapeutic modalities. Most patients were receptive to a larger role of PT in CNO-management and most therapists preferred CNO-specific information to optimize their care. These findings provide a foundation for the development and systematic evaluation of CNO-specific PT.

Educator Competencies in Implant Dentistry among Postgraduate Prosthodontic Dental Faculty in Academic Dental Institutions of India - A Need Analysis

Background Competence-based education is increasingly recognized as essential in dental education, particularly in implant dentistry. This shift focuses on ensuring students achieve and demonstrate essential knowledge, attitudes, and skills required for independent practice. However, the competencies required for dental educators, especially in the context of implant dentistry, are not well-documented. This study aims to assess the current competencies of dental educators in implant dentistry in India and identify the need for further development. Materials and Methods A cross-sectional study was conducted using a convenience sampling strategy. Data were collected from 125 faculty members across twenty dental institutions in India between June 2022 and June 2023. A self-administered competency-based survey instrument was distributed via Google Forms. The survey included sociodemographic information and assessed perceptions and self-assessment of competencies using Likert scales. Data were analyzed statistically to determine relevance, existing competency levels, and interest in competency development. Results The study found that 90-95% of participants reported a need for an educational competency program. Participants demonstrated basic knowledge and moderate experience in competencies. Relevance of competencies was rated between 69-78%, willingness to develop skills was 80-95%, and existing competency levels were 25-35%. Variations in educational preferences were noted based on age, gender, and qualifications of respondents. Conclusion The results indicate a significant need for competency development programs in implant dentistry among dental educators in India. Such programs are essential to address current gaps in knowledge and practice, ensuring that dental educators are well-equipped to train the next generation of dental practitioners effectively.

Improving Science performance through games: An Analysis of Game-based Learning in Earth and Life Science

Game-based learning (GBL) has emerged as a promising pedagogical strategy in science education, aiming to enhance student engagement and academic performance. This study investigates the effectiveness of GBL in Earth and Life Science classes among grade 11 students. A quasi-experimental design with pre-test and post-test measurements was employed, comparing a control group with traditional instruction to an experimental group using GBL. Results indicate a significant improvement in students' academic performance in the experimental group compared to the control group. Statistical analysis revealed higher post-test scores in the experimental group, suggesting the efficacy of GBL in enhancing learning outcomes. The study underscores the importance of individualized approaches and innovative methodologies in science education, emphasizing the potential benefits of integrating GBL into the curriculum. Recommendations include integrating GBL methodologies into science curriculum, providing professional development for instructors, fostering collaboration among stakeholders, and assessing long-term effects on student performance and attitudes toward science. Overall, GBL presents a valuable supplement to traditional instructional methods, catering to diverse learning styles and preferences in science education.

Youth not engaged in education, employment, or training: a discrete choice experiment of service preferences in Canada

BackgroundPrior research has showed the importance of providing integrated support services to prevent and reduce youth not in education, employment, or training (NEET) related challenges. There is limited evidence on NEET youth’s perspectives and preferences for employment, education, and training services. The objective of this study was to identify employment, education and training service preferences of NEET youth. We acknowledge the deficit-based lens associated with the term NEET and use ‘upcoming youth’ to refer to this population group.MethodsCanadian youth (14–29 years) who reported Upcoming status or at-risk of Upcoming status were recruited to the study. We used a discrete choice experiment (DCE) survey, which included ten attributes with three levels each indicating service characteristics. Sawtooth software was used to design and administer the DCE. Participants also provided demographic information and completed the Global Appraisal of Individual Needs–Short Screener. We analyzed the data using hierarchical Bayesian methods to determine service attribute importance and latent class analyses to identify groups of participants with similar service preferences.ResultsA total of n=503 youth participated in the study. 51% of participants were 24–29 years of age; 18.7% identified as having Upcoming status; 41.1% were from rural areas; and 36.0% of youth stated that they met basic needs with a little left. Participants strongly preferred services that promoted life skills, mentorship, basic income, and securing a work or educational placement. Three latent classes were identified and included: (i) job and educational services (38.9%), or services that include career counseling and securing a work or educational placement; (ii) mental health and wellness services (34.9%), or services that offer support for mental health and wellness in the workplace and free mental health and substance use services; and (iii) holistic skills building services (26.1%), or services that endorsed skills for school and job success, and life skills.ConclusionsThis study identified employment, education, and training service preferences among Upcoming youth. The findings indicate a need to create a service model that supports holistic skills building, mental health and wellness, and long-term school and job opportunities.

Beyond numbers: the role of mathematics self-concept and spatial anxiety in shaping mental rotation performance and STEM preferences in primary education

IntroductionFactors such as low self-concept and anxiety have been shown to negatively impact mathematical achievement and spatial skills, as well as enjoyment of math-related subjects. Understanding these factors is crucial for promoting STEM interest and performance, particularly among primary school students.MethodsThis cross-sectional study examines the influence of gender, childhood development stage, maths self-concept, spatial anxiety, perceived difficulty, mental rotation performance, and STEM preferences in a sample of 144 primary school students (mean age M = 8.47), comprising 70 girls and 74 boys. Data were collected through four questionnaires and a computerized Mental Rotation Task (MRT).ResultsGirls and tweens (9-to-11-year-olds) exhibit lower maths self-concept, impacting their preference for maths as a STEM subject. Girls also demonstrate higher spatial anxiety and perceived difficulty of the MRT compared to boys. Maths self-concept is significantly associated with spatial anxiety and perceived difficulty, while gender is not. Maths self-concept shows marginal effects on students’ accuracy on the MRT, with evidence of a mediating effect of spatial anxiety.DiscussionThese findings underscore the importance of maths self-concept in shaping STEM preferences, particularly among girls and tweens. Additionally, maths self-concept serves as a mitigating factor for spatial anxiety and perceived difficulty in spatial tasks among primary school children. The study also suggests that spatial anxiety may contribute to gender disparities in mathematics and STEM-related domains. Further research is needed to explore interventions targeting maths self-concept and spatial anxiety to promote equitable STEM engagement amongst primary school students.