Education Training Research Articles

Theory of Protective Factors of Monogamy: A Game-Based Pedagogical Training Case

Theory of Protective Factors of Monogamy: A Game-Based Pedagogical Training Case

Training of future doctors in computer modeling

Rapid changes in modern medicine and the requirements for training specialists in medicine require the active use of computer modeling in medical education. The aim of this study is to study effective methods of introducing computer modeling into the educational process of medical educational institutions. To achieve this goal, the methods of analysis, synthesis, generalization and systematization were used. The results of the study revealed the key stages of computer modeling training in medical education, which include theoretical lectures, practical classes, laboratory work, specialized internships, projects and research, as well as multidisciplinary training. Theoretical lectures provide basic knowledge of the principles of computer modeling, including anatomy, physiology and mathematical principles. Practical classes and laboratory work allow students to master the skills of working with software and creating virtual models of organs. Specialized internships provide an opportunity to apply the acquired skills in a real clinical environment. Participation in projects and research is focused on the application of computer modeling in solving clinical problems, and multidisciplinary training creates a comprehensive understanding of methods in medical science. The results point to the need for a systematic and fundamental approach to teaching computer modeling in medical education and its inclusion in the curricula of medical schools on a systematic basis.

Prevalence of chemotherapy-induced peripheral neuropathy in cancer patients in a tertiary care hospital of Mexico

Objective: To determine the prevalence of chemotherapy-induced peripheral neuropathy in cancer patients in a tertiary care hospital of Mexico. Design: A retrospective, cross-sectional, observational and descriptive study conducted from January 2018, to December 2022, by review of patients' medical records. Main outcome measures: Identify the most associated oncologic diagnosis, chemotherapeutic agents, main clinical manifestations, pain intensity and the most frequently used therapeutic drugs. Descriptive data analysis was performed. Results: A total of 250 patients were enrolled in this retrospective study, representing 29.65% of those treated at the Pain Clinic.. The mean age was 59 ± 11.3 years, and 84.4% were female. The most frequent diagnosis was breast cancer (n=126, 50.4%). Paresthesia was identified as the main symptom (53.2%). Paclitaxel was the chemotherapeutic agent most commonly used (55.2%), and pregabalin was the most prescribed treatment (39.6%). Fatigue was the most frequent comorbid symptom (26.4%, n=66). Conclusion: The prevalence found was similar than reported in different studies. The distribution of sex, age, commonly used chemotherapeutic agents, and neuromodulatory treatment was similar to reports from other countries. The findings highlight the need for patient education and medical staff training to identify early signs of neuropathy and ensure timely referrals. Keywords: Cancer pain, chronic pain, chemotherapy-induced peripheral neuropathy

The Impact of Teacher Shortages on the Quality of Education and Training at the Secondary Vocational School of Transport, Kvačalova 20, 821 08 Bratislava

The shortage of qualified teaching staff has become a pressing issue within regional education in Slovakia, particularly impacting vocational institutions. This study examines the personnel challenges faced by the Secondary Vocational School of Transport in Bratislava, highlighting the persistent deficit in skilled teachers despite over 12,000 graduates from pedagogical faculties between 2021 and 2024. Many secondary vocational schools struggle to attract graduates, leading to approximately 890 unfilled teaching positions in the Bratislava Region as of July 2024. The shortage is particularly severe in vocational education, where specific qualifications are required, often unavailable through traditional pedagogical training. Consequently, schools are compelled to hire professionals from industry. Low teacher salaries and the predominance of retirees applying for teaching roles exacerbate the issue, affecting the age distribution and overall suitability of staff. These factors collectively risk undermining the quality of vocational education and training.

Medically Unexplained Behaviors and Symptoms in Consultation-Liaison Psychiatry: Biopsychosocial and Psychodynamic Considerations.

Medically Unexplained Behaviors and Symptoms in Consultation-Liaison Psychiatry: Biopsychosocial and Psychodynamic Considerations.

“As lembranças do passado surgem como um fantasma”: Currículos para Educação Étnico-Racial Crítica em Narrativas (Auto)Biográficas de Professores/as de Biologia

This article aimed to analyze training for Critical Ethnic-Racial Education based on curricula that emerge from the (auto)biographical narratives of Biology teachers in the Brazilian Northeast. To achieve the objective, we used a Systematic Literature Review in the (auto)biographical research of Biology teachers available in the online Institutional Repositories of Northeastern Federal Universities, whose data were analyzed from a comprehensive-interpretative perspective. The results enable us to argue that the Critical Ethnic-Racial Education is based, slowly, on formal curricula and in action for the training of Biology teachers, but, above all, in a more effective way on other curricula existing in non-school institutions that contribute to training for teaching Biology in Northeast Brazil. Furthermore, hidden and empty curricula have emerged as hauntings that make it impossible to train teachers to educate for Ethnic-Racial Relations in a critical and anti-racist approach to teaching Science and Biology.

A comparison of SIEVE, SORT, and START triage training effectiveness between immersive interactive 3D learning materials using virtual reality (VR-SSST) and traditional methods in mass casualty incidents

IntroductionDisaster triage is a crucial competency for paramedics. Traditional training methods, such as lectures and tabletop exercises (TTx), may not provide immersive and high-pressure experience necessary for optimal skill development. Virtual reality (VR) is innovative, allowing trainees to engage in realistic triage simulations in a controlled, interactive environment.ObjectiveThe study aimed to compare the effectiveness of VR-based triage training and traditional methods by assessing knowledge, learner motivation, and practical skills through pre-and post-tests, the ARCS model, and live simulations.MethodsThis method-oriented, randomized study was conducted over a 2-week intervention among 83 paramedic students and compared traditional lecture-based (n = 41) with VR-based (n = 42) training for MCI triage education among paramedic students at the Faculty of Medicine, Ramathibodi Hospital, Mahidol University. Both groups attended lectures. Knowledge was assessed through validated pre- and post-tests in four domains: memory, comprehension, application and analysis. Learner motivation was evaluated using the ARCS model (Attention, Relevance, Confidence, Satisfaction), and practical skills were measured during live simulations, assessing time use and a validated accuracy score that included triage steps, proper sequencing, and the correctness of triage judgment.ResultsBoth groups demonstrated significant improvements in post-test knowledge scores. The VR group scored higher across all ARCS model dimensions: attention (4.78 vs. 4.17, p < 0.001), relevance (4.79 vs. 4.37, p < 0.001), confidence (4.74 vs. 4.24, p < 0.001), and satisfaction (4.71 vs. 4.34, p < 0.001). In the practical triage assessment, the VR group achieved higher accuracy in SORT triage (14.39 vs. 12.09, p = 0.001) than the traditional group.ConclusionBoth training methods effectively improved disaster triage knowledge and skills. However, the VR-based method significantly enhanced learner motivation and SORT triage accuracy, suggesting that VR may be a valuable alternative to traditional TTx in disaster triage training.Clinical trial numberTCTR20241105003. Registration Site: Thai Clinical Trials Registry. URL: https://www.thaiclinicaltrials.org/show/TCTR20241105003.

"Do I buy my children shoes, or do I get a compression garment for my lymphoedema?" Australian stakeholder perspectives on cancer-related lymphoedema care.

To identify the experiences and challenges some cancer survivors face in managing lymphoedema and to explore how they and healthcare professionals can best address them. A qualitative participatory methodology was employed, involving two stakeholder consultation workshops (one face-to-face and one online). Sessions were audio-recorded, and thematically analysed. Workshops involved 55 participants, comprising people with lived experience of diverse cancers (n = 19) and multidisciplinary healthcare professionals (n = 36) in Australia. Participants identified three key challenges: awareness, access, and financial burden. These informed the identification of three key enablers for better consumer-centred care: patient and provider education/training, care pathway, and recognition of lymphoedema as a chronic disease. The need for a national registry system was identified as a key enabler to quantify the burden of disease to support equitable access to resources and treatment. Cancer survivors at risk of, or experiencing lymphoedema, face significant challenges that could be overcome through initiatives prioritising self-management education and clinician training, navigation, and reimbursement for care. Lymphoedema risk reduction and management remains a neglected aspect of survivorship care but survivors and healthcare providers identify a number of strategies to improve lymphoedema care that warrant examination.

Integration of artificial intelligence in radiology education: a requirements survey and recommendations from faculty radiologists, residents, and medical students

BackgroundTo investigate the perspectives and expectations of faculty radiologists, residents, and medical students regarding the integration of artificial intelligence (AI) in radiology education, a survey was conducted to collect their opinions and attitudes on implementing AI in radiology education.MethodsAn online questionnaire was used for this survey, and the participant anonymity was ensured. In total, 41 faculty radiologists, 38 residents, and 120 medical students from the authors’ institution completed the questionnaire.ResultsMost residents and students experience different levels of psychological stress during the initial stage of clinical practice, and this stress mainly stems from tight schedules, heavy workloads, apprehensions about making mistakes in diagnostic report writing, as well as academic or employment pressures. Although most of the respondents were not familiar with how AI is applied in radiology education, a substantial proportion of them expressed eagerness and enthusiasm for the integration of AI into radiology education. Especially among radiologists and residents, they showed a desire to utilize an AI-driven online platform for practicing radiology skills, including reading medical images and writing diagnostic reports, before engaging in clinical practice. Furthermore, faculty radiologists demonstrated strong enthusiasm for the notion that AI training platforms can enhance training efficiency and boost learners’ confidence. Notably, only approximately half of the residents and medical students shared the instructors’ optimism, with the remainder expressing neutrality or concern, emphasizing the need for robust AI feedback systems and user-centered designs. Moreover, the authors’ team has developed a preliminary framework for an AI-driven radiology education training platform, consisting of four key components: imaging case sets, intelligent interactive learning, self-quiz, and online exam.ConclusionsThe integration of AI technology in radiology education has the potential to revolutionize the field by providing innovative solutions for enhancing competency levels and optimizing learning outcomes.

The association between education, practice, post-professional training and physical therapists' attitudes and beliefs regarding low back pain management: A cross sectional survey study.

The association between education, practice, post-professional training and physical therapists' attitudes and beliefs regarding low back pain management: A cross sectional survey study.

Sexual Embodiment and Sexual Renegotiation Post-Cancer for LGBTQ People with a Cervix.

Lesbian, gay, bisexual, transgender, and queer (LGBTQ) people face unique challenges in the context of cancer due to cis-heterocentric constructions of sexuality in oncological care. This paper explores the impacts of these challenges for LGBTQ people with a cervix, examining embodied sexual changes and sexual renegotiation during and after cancer, and the implications for LGBTQ people's access to relevant, tailored cancer information and support. Semi-structured interviews were conducted with 57 LGBTQ people with a cervix with cancer and 14 intimate partners, representing a range of cancer types and stages. Data were analyzed using reflexive thematic analysis. Several participants positioned changes to their sexual embodiment as abject, instilling a loss of control and uncertainty. Sexual practices were misunderstood by many health-care professionals (HCPs), meaning concerns about bodily changes, sex, and intimacy were poorly addressed in cancer support resources and medical interactions. This left LGBTQ participants and their partners ill-equipped to cope with changes to sexual functioning, feeling unsupported, distressed, and as though their sexual concerns were of less importance than those of cis-heterosexual patients. However, some LGBTQ participants and partners were able to renegotiate sexual practices through engaging in non-genital intimacy and experimenting with non-penetrative sex. This was facilitated through good couple communication, where needs were openly discussed between partners. Assumptions of heterosexuality and cisgender embodiment, identity, and sexual expression have serious implications for LGBTQ people's physical and emotional well-being, agency, and sexual health decision-making. These assumptions also affect access to relevant and culturally safe sexual health information and care. Findings reinforce the need for the inclusion of LGBTQ content in HCP education and professional training curricula, and institutional support for LGBTQ-inclusive practice behaviors.

Multilevel Targets for Promoting Pediatric HPV Vaccination: A Systematic Review of Parent-Centered, Provider-Centered, and Practice-Centered Interventions in HIC and LMIC Settings

Background/Objectives: Human papillomavirus (HPV) is a predominant cause of cervical cancer globally in women. HPV-related cancers in men are also on the rise. Immunization against HPV infection is a highly effective preventative against these cancers. However, HPV vaccine programs are not easily implemented globally. The objective of this systematic review was to identify multilevel strategies associated with improved pediatric HPV vaccination in high-income countries (HICs) and low- and middle-income countries (LMICs) that target parent, provider, and practice points of interventions. Methods: Through a systematic search of electronic databases, we identified 159 peer-reviewed articles published between the years 2011 and 2023. Results: Ninety-five percent of the included studies were conducted in HICs. Just eight studies were set in LMICs. A variety of HPV vaccination outcomes were assessed including uptake, initiation of the series, continuation of the series, missed opportunities, time, and refusal. Eighty percent of studies reported improved pediatric HPV vaccination, including a third of studies with mixed findings. Parent-centered strategies included education programs and reminder/recall procedures. Provider-centered strategies also included education programs and training in communication. Practice-centered strategies included vaccine access programs, vaccine bundling protocols, provider prompts, standing orders, vaccine messaging, and lowering the initiation age to 9 years. Multilevel, multi-component programs were highly effective. Conclusions: Multilevel strategies can be adopted in a variety of settings to promote HPV vaccination among youth globally. However, this research is disproportionately conducted in high resource environments. Further work is needed in LMIC settings as more countries begin to adopt HPV immunization programs.

Exploring the Impact of Mobile Language Learning Applications on Language Proficiency: Teacher Perspectives and Implementation Challenges

This article is an exploratory study investigating teachers' perceptions of mobile language applications as a tool to increase language proficiency and their perceived challenges toward implementing the applications in the classroom. Different nationalities and linguistic specializations participated, giving each unique insight. Through a mixed-methods approach, using both focus groups and surveys, it has been proven that while less experienced instructors faced difficulties using MLAs like Duolingo, Memrise, Rosetta Stone, and Babbel, tech-savvy instructors frequently used them. Some of the chief advantages cited are flexibility, more effective individualized learning, and an increased level of student engagement. The major challenges were connected to problems in tracking success, technical issues, and coordinating MLAs with the curriculum. Teachers remarked, however, that although the MLAs often did not manage complex grammar, students' vocabulary, speaking ability, and listening skills had improved. This study therefore recommends better educational integration, institutional support, and teacher training if MLAs are to be effectively integrated into the classroom. It is through such improvements that MLAs really can become powerful tools in language teaching; otherwise, their utility is greatly dependent on careful planning and resource allocation.

THE TRANSFORMATION OF EDUCATION IN THE DIGITAL ERA FOR ARABIC LANGUAGE LEARNING: WITH DISTANCE LEARNING

The digital era has revolutionized education, paving the way for innovations such as distance learning. This study examines the transformative impact of digital technology on education, emphasizing its potential to enhance accessibility, flexibility, and inclusivity in learning. Key findings reveal that distance learning effectively bridges geographical barriers, providing equitable educational opportunities for diverse learners. Additionally, the integration of digital tools fosters personalized learning experiences, promoting self-paced progress and interactive engagement. However, challenges such as gaps in digital infrastructure, limited technological literacy, and the need for educators to adapt to digital pedagogies remain significant. To address these issues, this research recommends prioritizing investments in digital infrastructure, offering comprehensive training for educators, and developing learner-centered digital content. The findings underscore that when supported by robust strategies, distance learning not only modernizes education but also equips learners with 21st-century skills, including critical thinking, collaboration, and technological proficiency. By embracing these changes, education systems worldwide can transition toward a more equitable and sustainable future. This study concludes that distance learning is not merely a response to technological advancements but a pivotal step in reimagining education for the digital age.

Analytical Study: A Message from the Film “The Message” Integrating Selected Short Scenes from the Documentary Film “The Message” by Moustapha Al-Akkad as an Educational Tool in Micro-Teaching Processes

The research aims to integrate selected short scenes from the film "The Message" by Mustafa Akkad as an educational tool in micro-teaching processes in various educational subjects such as: communication, civilization, general culture, history, geography, social education, religion, homeland and society, rights, Arabic language, and others. The study is basically based on dividing the film "The Message" by the great Syrian-American director (Mustafa Akkad) - may God have mercy on him - into ten parts; each part is a short scene cut from the film. They were shown to student and teachers (231 in number) in an Arab College of Education for teacher training, so that they could arrange them in ascending order from (1) to (10) according to their importance, the most beautiful, the best, and the strongest - in their opinion - then explaining the reasons for this arrangement, and the students' reactions after watching the parts cut from the film. The current study also proposes another approach to how to deal with the short cinematic scenes and clips from the movie “The Message” and transform them from visual scenes into a scenario (written text) that can be integrated into “meaningful” education in the style of the micro-teaching method, taking into consideration the difficulty of the matter that it is not possible to show the entire movie “The Message” to the audience of students and the target groups, due to its long duration, which is approximately three and a half hours. 231 individuals participated in the study: 89 teachers in the complementary track and 142 fourth-year students in the regular track at an Arab college of education from all specializations: The participants in the course "Arab-Islamic Civilization" were given the task of choosing the most beautiful and best short scene they liked from the film "The Message" by Moustapha Al-Akkad to prepare model practical lessons in the style of the micro-teaching method and integrate them into various educational topics. The results of the study indicated that the teacher's integration and use of selected scenes and short clips from a documentary film, which are short films - in the style of the micro-teaching method - stimulates students' motivation in education, contributes to their perseverance, prevents their dropout and improves their academic achievement.

Place-based mathematics education: An education for sustainable development pedagogy to enhance mathematics teacher training

Mathematics education in South Africa is experiencing a crisis that disproportionately affects the majority of learners, enhancing inequality and inequity and promoting unsustainable development. Part of the problem lies in the quality and training of Mathematics teachers, as well as the pedagogy they follow. South African education, particularly Mathematics education, should contribute to the transformation of society into an equitable and sustainable one. Hence, the orientation of South African education towards Education for Sustainable Development (ESD). It is believed that ESD will contribute to equity, equality, and sustainability. One way to implement ESD is through Place-Based Education (PBE). PBE capitalises on place, community, experiences, location, and geography to create unique, authentic, meaningful, and personalised learning opportunities. Consequently, PBE expands the mathematics classroom to include the surrounding community. This empowers Mathematics teachers to make the subject relevant to learners by incorporating their local context into their pedagogy. This approach to Mathematics teaching and teacher training promotes equity and the realisation of sustainable development, as it addresses the educational needs of the majority of South Africa’s learners within Mathematics education. This desktop chapter scrutinises literature on the topic to highlight the value and relevance of ESD and PBE in Mathematics teacher training, and to situate PBE as a pedagogy within Mathematics education and teacher training. I provide an overview of Mathematics teacher training in South Africa; thereafter, I discuss ESD and its connection to Mathematics education; and finally, I reflect on PBE and its relevance and value to Mathematics teacher training.

Exploring Jadara University Students' Attitudes toward the Use of Computer-Assisted Translation (CAT) Tools in Language Instruction

The study investigates 200 Jadara University translation students' thoughts on CAT curriculum integration to the curricula. It primarily concerns English translation students and how CAT tools impact their learning and professional development of their mastery of English skills. To utilize technology effectively, instructors must understand students' pre-adoption ideas and expectations. Quantitative surveys and qualitative interviews analyze students' CAT tool expectations, concerns, and acceptance. The findings indicate enthusiasm for efficiency increases and concern about complexity and traditional translation abilities. The study shows that CAT tool integration requires technical training and detailed education to address student concerns. This study aids Jadara University and other translation instructors in CAT tool integration. When implementing essential features, such as translation memory (TM), terminology management, and alignment tools, students will be abler to understand and practice real-world translation workflows.

Public Spending in Basic Education in Colombia: Its Contribution to Economic and Social Development

Education is a fundamental tool for social transformation, strengthening democracy, and reducing socioeconomic gaps in Colombia. Despite advances in educational coverage, problems related to quality and relevance persist in the educational system, with deficits in cognitive, technical, and socio-emotional skills among graduates. These challenges are exacerbated in a globalized context, highlighting the need to improve the link between education and the labor market, as well as to enhance educational infrastructure. To address these issues, efforts are required in three key areas: increasing coverage and graduation rates, improving educational quality, and ensuring curriculum relevance. Special education for adults and ethnic groups, as well as education in rural areas, needs particular attention to ensure inclusion and equity. The development of public policies that align educational training with the demands of the labor market is crucial for the economic and social development of the country.

Project PRIME (Psychosocial Response to International Medical Electives): Results from Medical Trainees.

Background: Participation in global health (GH) training experiences is common for US medical trainees (students, residents, and fellows). However, little is known about their experience of "culture shock" (CS), which frequently occurs during these transformative cross‑cultural immersions. Objectives: The objectives of this study include: (1) quantitatively measure medical trainee psychosocial responses to short‑term GH electives, (2) identify factors that influence their CS experiences, and (3) determine if the stage‑based CS conceptual framework applies to medical trainees. Methods: Undergraduate and graduate medical education trainees (UME and GME) who participated in short‑term GH electives between 2016 and 2020 were recruited across nine US institutions. Using a longitudinal survey method, we gathered data predeparture (demographics, resilience, perceived stress (PS), and CS assessments), every 5 days during the elective (CS, PS assessments, and training site conditions), and 30 days postreturn (perceptions of CS experiences). Analyses included summary statistics, linear regressions, and a linear mixed effects model (LMM). Findings: 252 trainees were enrolled, with 140 (56%) included in the LMM. The primary outcome was a culture shock profile (CSP) score, with 96% reporting CS. The only trainee‑specific factor that significantly increased CSP score was trainee type (UME > GME (+22%)). Several GH elective site‑specific factors significantly influenced CSP score (e.g., support network [-10%], role clarity [-11%], and overwhelmed by medical needs [+10%]). CS experiences were variable and did not progress in predictable, stage‑based fashions, which is discordant from common CS descriptions. Conclusions: Culture shock was a near‑universal, diverse experience during GH electives. On‑site training conditions and elective site host factors influenced CS more than trainee factors in this prepandemic cohort. Further research is required to (1) determine the optimal CS "balance" (i.e., promoting transformative learning while mitigating negative professional and personal impacts), (2) offer insight into harmful CS thresholds, (3) identify host perspectives, and (4) inform best practices for GH electives and global partnerships.

Organizational Leaders' Views on Digital Health Competencies in Medical Education: Qualitative Semistructured Interview Study.

Digital technologies (DTs) have profoundly impacted health care delivery globally and are increasingly used in clinical practice. Despite this, there is a scarcity of guidelines for implementing training in digital health competencies (DHC) in medical schools, especially for clinical practice. A lack of sustained integration of DHC risks creating knowledge gaps due to a limited understanding of how DT should be used in health care. Furthermore, few studies have explored reasons for this lag, both within and beyond the medical school curriculum. Current frameworks to address these barriers are often specific to individual countries or schools and focus primarily on curriculum design and delivery. A comprehensive framework is therefore required to ensure consistent implementation of DHC across various contexts and times. This study aims to use Singapore as a case study and examine the perspectives of doctors in organizational leadership positions to identify and analyze the barriers to DHC implementation in the undergraduate curriculum of Singapore's medical schools. It also seeks to apply the Normalization Process Theory (NPT) to address these barriers and bridge the gap between health care systems and digital health education (DHE) training. Individual semistructured interviews were conducted with doctors in executive and organizational leadership roles. Participants were recruited through purposive sampling, and the data were interpreted using qualitative thematic analysis. A total of 33 doctors participated, 26 of whom are currently in organizational leadership roles and 7 of whom have previously held such positions. A total of 6 barriers were identified: bureaucratic inertia, lack of opportunities to pursue nontraditional career pathways, limited protective mechanisms for experiential learning and experimentation, lack of clear policy guidelines for clinical practice, insufficient integration between medical school education and clinical experience, and poor IT integration within the health care industry. These barriers are also present in other high-income countries experiencing health care digitalization, highlighting the need for a theoretical framework that broadens the generalizability of existing recommendations. Applying the NPT underscores the importance of addressing these barriers to effectively integrate DHC into the curriculum. The active involvement of multiple stakeholders and the incorporation of continuous feedback mechanisms are essential. Our proposed framework provides concrete, evidence-based, and step-by-step recommendations for implementation practice, supporting the introduction of DHC in undergraduate medical education.