Education Training Research Articles

Collaborative 360° virtual reality training of medical students in clinical examinations

ABSTRACT Simulation-based training in computer-generated environments has always played an important role in clinical medical education. Recently, there has been a growing interest in using 360° videos of real-life situations for training in health professions. Several studies report positive results from using 360° Virtual Reality for individuals, yet there are currently no studies on collaborative 360° Virtual Reality training. In this paper, we evaluate how 360° Virtual Reality can support collaborative training in clinical medical education. The study population consisted of 14 medical students in semester 5 of their Bachelor’s programme. The students were divided into three groups before watching and annotating a 360° video of an authentic learning situation inside a collaborative immersive virtual reality space. The original video shows a problem-based examination of the collateral and cruciate ligaments of the knee performed by students under the supervision of a professor. After training in collaborative 360° Virtual Reality, students then had to perform the same tests in a physical examination. The students’ performance was subsequently evaluated by a professor with expertise in knee examinations. The results show that 12 out of 14 students received a score of 2 for one or more tests, thereby meeting the required learning objective. One student received a score of 1 and one student did not perform any of the tests. The students actively use the tools provided by the software and different communicative strategies when working collaboratively in 360° Virtual Reality, which enables them to perform the tests in the physical examination by transferring their constructed knowledge. The results indicate that our pedagogical design in collaborative immersive 360° Virtual Reality can become a relevant addition to face-to-face clinical medical training.

Exploring How Lecturers Comprehend and Apply Critical Pedagogy in English Listening Class

Grounded in Freire’s (1971) critical pedagogy premise revealing that the act of listening should be active, critical, and transformative, rather than passive or merely receptive, this research explored the experience of English language lecturers who taught English listening classes with a critical pedagogy approach. This study employed a qualitative method through a case study design to explore lecturers' understanding in depth and their practices of critical pedagogy. Data were collected through in-depth interviews with four lecturers and analyzed using Braun and Clarke’s (2006) thematic analysis. The analysis identified key themes in lecturers' understanding, including their awareness of the transformative potential of listening activities, the importance of fostering student autonomy, and their understanding of listening as a dialogic process. The findings also indicate that while lecturers did not explicitly define or describe critical pedagogy, certain stages and elements of it were evident in their teaching. In practice, lecturers applied the principles of critical pedagogy by providing authentic materials, building horizontal relationships, developing critical consciousness, encouraging critical, democratic, and participatory assessment to support transformative learning, while contending with challenges like low student engagement, language proficiency, and diverse accents. This suggests that, to some extent, they incorporated aspects of critical pedagogy in their listening classes. The practical implications of this research recommend that lecturers should receive targeted training in critical pedagogy to better align their teaching practices with its principles, while institutions should provide resources and support to address the challenges.

CHURN: TRANSITIONS OUT OF HEALTH SECTOR EMPLOYMENT FOR LOW-PREPARATION WORKERS, 2017–2022

Abstract Shortages and turnover for front-line paid caregivers and support staff in long-term services and supports for older adults undermine quality of care. These workers are part of the health sector workforce, and also participate in a larger labor market of jobs requiring minimal formal education and brief training. The Brandeis Front-line Health Worker Survey queried a random sample of U.S. residents screened for holding patient-facing jobs in the health sector between the survey date (Summer 2022) and five years prior (2017), generating information on a retrospective longitudinal cross section of US health sector workers. Respondents reporting occupations in Bureau of Labor Statistics Job Zones 1 and 2 were identified as participating in low-preparation labor markets. About half of low-preparation health sector workers reported work in nursing homes, residential settings, or home care. We estimated annual rates of transition into and out of heath sector employment for all low-preparation health workers for years prior to and during the pandemic. Descriptive logistic regressions showed the relationship of job churn to gender, caregiver status, and previous employment pattern. Despite concerns about health workforce stability as the pandemic wound down, low-preparation workers exhibited about the same year-to-year transition rates out of (and back into) the health sector throughout the period. This suggests that the Great Resignation in healthcare is a continuing pattern rather than a pandemic phenomenon. Employers and public policy makers setting wages and working conditions should recognize that front-line workers have, and have always had, alternatives beyond the health sector.

Exploring the Lived Experiences of ELT Teachers: Nepali Teachers' Voices

This study explores the experiences of Nepali English language teachers teaching English in Nepal, with a special focus on the challenges and transformations they face as learners and educators. Drawing on interviews with four high school teachers from institutional schools in the Kathmandu Valley, the research employs a transformational theoretical framework to transcribe, code, and thematically analyze data. The findings highlight persistent traditional teacher roles and reveal critical challenges, including discriminatory policies, multilingual classroom dynamics, and inadequate pedagogical training. The study also emphasizes the shifting status of English from a foreign to a second language and the influence of pedagogical advancements and technological innovations, particularly during the COVID-19 pandemic. These changes have redefined teachers' roles, transforming them from knowledge dispensers to guides, mentors, and facilitators.

Crystallography and Chemistry: Enhancing Nigerian Educational Outcomes as Evidenced from a Nigerian University

Education is the best legacy a country can provide to its citizens. As a nation with over 350 distinct ethnic groups and diverse indigenous languages, Nigeria must embrace innovative changes in its education system to foster growth. This study evaluates the integration of crystallography education into the Nigerian curriculum as a transformative approach to enhancing learning outcomes. Grounded in the Technology Acceptance Model (TAM) theory, which highlights Perceived Usefulness and Perceived Ease of Use as critical drivers of technology adoption, this research adopts a quantitative methodology. Using a descriptive research design, 184 questionnaires were randomly distributed across undergraduate students in the Chemistry Education Department, Faculty of Education, Federal University Otuoke, Bayelsa State. Data were analyzed using Descriptive Statistics, One-Sample t-tests, and Paired-Sample t-tests via SPSS version 23.0. Findings underscore the significance of crystallography education in advancing chemistry studies in Nigeria. The study also identifies a substantial readiness in the Nigerian education system to adopt crystallography education, alongside notable challenges that may impede its implementation. Recommendations include the provision of standard teaching/learning materials for secondary schools and higher institutions and capacity-building initiatives to train educators in crystallography applications to support materials science and related fields in Nigeria.

A reflective study on adopting inquiry-based science teaching methods

AbstractThis paper is based on a reflection of my interest in science, views about science, science teacher education, and science teaching experiences. Using the self-study, I explored how my training in science education has influenced my interest in teaching science using inquiry-based learning. Anutoethnography approach was systematically used to describe and analyze my experiences through the transformation to identify my professional learning identity. Multiple data sources from academic learning, teaching experiences, workshops, and documents from lesson plans and curricula documents enabled me to understand my professional practice and build professional identity. The findings showed that teachers professional learning positively impacts their beliefs about IBL. Teachers with positive attitudes toward adopting IBL approach as facilitators are supported by their previous learning experiences. Teachers experiences in adopting IBL are influenced by their professional growth through their learning experiences and involvement in a collaborating learning community. in addition, teacher-reflective learning enables them to develop new PCK that allows them to use prior experiences to adopt strategies that could motivate students to engage in learning activities that enhance their thinking to solve problems in their inquiry lessons. Further, classroom discussions and reflections with students impact their understanding of concepts for knowledge construction. These findings suggest that engaging students in inquiry learning can be an effective way for teachers to develop their competencies to teach science, especially when responding to students questions. The findings highlight the need for integrating IBSE in teacher education programs focusing on the development of pedagogy, content and knowledge. Such development for teacher preparation could support the future teachers, in-service teachers for IBL induction and PCK for ongoing reflections for improvement in their science classroom practices.

Ovarian cancer risk reduction by salpingectomy during non-gynaecological surgery: scoping review.

Ovarian cancer is the leading cause of death among gynaecological cancers. The identification of the fallopian tube epithelium as the origin of most ovarian cancers introduces a novel prevention strategy by removing the fallopian tubes during an already indicated abdominal surgery for another reason, also known as an opportunistic salpingectomy. This preventive opportunity is evidence based, recommended and established at the time of gynaecologic surgery in many countries worldwide. To expand interest among surgeons in performing a salpingectomy during non-gynaecological surgery, the aim of this review is to identify knowledge gaps during those surgeries. A scoping review was performed following the PRISMA-Scoping Review (ScR) checklist. PubMed, Embase, Web of Science, Cumulative Index to Nursing and Allied Health Literature (CINAHL) database and Cochrane Library were systematically searched from inception to November 2024. Trial registers were searched for ongoing trials. All studies reporting original data on salpingectomy during non-gynaecological surgery were included. Outcomes were provided narratively. Eighteen studies were identified reporting on the implementation, surgical feasibility, patients' perspectives, physicians' knowledge and cost-effectiveness of an opportunistic salpingectomy during non-gynaecological surgery. Population-level data indicate that an opportunistic salpingectomy is rarely performed in non-gynaecological surgeries. High success rates and no complications of an opportunistic salpingectomy were observed during bariatric surgery and cholecystectomies. However, performing an additional salpingectomy appeared more time-consuming. Patients had strong interest in information on and willingness to undergo opportunistic salpingectomy. Cost-effectiveness analysis encourages opportunistic salpingectomy use, as models show reduced ovarian cancer incidence and mortality rate while being cost-effective. Opportunistic salpingectomy during non-gynaecologic surgery appears to be a promising method to prevent ovarian cancer. Implementing such a strategy will require education of multiple surgical disciplines, training and resolution of organizational issues.

Evaluating pluricultural and pluricultural awareness of pre-primary educators by means of language portraits

Developing plurilingual and intercultural awareness is an essential aspect of Early Childhood Education and Care (ECEC) teacher training programmes in countries like Poland, with its population becoming more diverse linguistically. Plurilingual and pluricultural awareness can aid teachers in teaching early foreign languages efficiently and in working with children from diverse linguistic and cultural backgrounds. To achieve this goal, language portraits have been recognised as a useful tool in transformative and multilingual pedagogy (Coffey 2015; Hopp et.al. 2020; Lau 2016) as they help educators become more aware of their linguistic repertoires and how they can use them when working with young learners (Prasad 2020; Soares et al. 2021).This study analyses language repertoires of 75 pre-primary educators utilising the techniques of language portrait presented in the PEPELINO portfolio (Goullier et al. 2015). The content analysis of data indicates a vast repertoire of languages present in the teachers’ lives; however, they are significant only in the emotional dimension and less in the cognitive and communicative ones. This finding is interpreted as a result of a solid monolingual ideology rooted in the teachers, lack of plurilingual and pluricultural awareness and thus foreseeing difficulties in teaching a foreign language or in linguistically diverse classes. Guidelines for ECEC teacher education are provided.

EVALUATING POLICY ALTERNATIVES FOR THE ECONOMIC REINTEGRATION OF UKRAINIAN VETERANS

Once the Russo-Ukrainian war comes to an end with a Ukrainian victory, millions of Ukrainian veterans will return home. Ukraine will face a unique challenge of the economic reintegration of demobilized soldiers that has not been seen since WWII, and that will be exacerbated by social tensions and economic instability. This article analyzes the traditional and modern policy approaches toward veteran reintegration, including education and certification training programs, employment programs for veterans, and the legalization of private military companies. The analysis identifies short-term and long-term impacts on economic stability, social cohesion, and the labor market. The policy alternatives are analyzed to determine their implementation feasibility, impact on social tensions and post-war reconstruction, and the approaches' effectiveness, efficiency, equity, institutional feasibility, and ethics in achieving the policy goals. Findings highlight the significant risk of economic destabilization and social tension if the reintegration process is not adequately managed. Developing a comprehensive veteran policy is integral for a post-war period, and this work provides a contribution to the field by examining approaches to the economic reintegration of demobilized veterans and setting a stage for further research. The proposed policies include modernized education initiatives, employment incentives for businesses, and regulated frameworks for PMCs, each addressing distinct facets of veteran reintegration. This study underscores the necessity of a comprehensive and multi-faceted veteran policy that aligns with Ukraine's post-war reconstruction and socio-economic goals. It provides foundational insights for policymakers and sets the stage for future research on large-scale veteran reintegration in modern conflict contexts.

Modernizing Learning Media: Educational Content Design Training Using the Canva and Flipbook Platforms

The development of digital technology has brought significant transformation in the world of education, requiring teachers to improve their abilities in innovative learning methods. This research focuses on training in using the Canva and Flipbook applications as tools in developing digital learning media. Initial observations show that many teachers still use conventional media due to limited time and knowledge in design. Through a workshop held on October 5 2024, 54 participants from various educational institutions were trained to develop digital educational content. The results of the training show an increase in teacher competence in using Canva's advanced features and techniques for creating digital interactive books using Flipbook. Participants successfully integrated multimedia elements into learning, creating a more interesting and interactive learning experience. This workshop also builds professional networks between students and teachers, and increases teacher motivation to continue developing their digital competencies. In conclusion, this activity succeeded in improving the quality of the teaching and learning process through more effective use of digital technology.

РОЗВИТОК НАВИЧОК ЕФЕКТИВНОЇ МІЖКУЛЬТУРНОЇ КОМУНІКАЦІЇ

The article discursively analyzes the skills of effective intercultural communication. It highlights the importance of developing communication skills and examines key aspects of the development of effective intercultural communication skills, which are crucial in the context of globalization. The concepts of intercultural communicative competence, which includes knowledge, skills, motivation, and empathy necessary for effective interaction with representatives of other cultures, are analyzed. The factors influencing the development of intercultural competence, such as education, immersion experience, and language training, are identified. The importance of continued research to improve strategies for teaching and developing intercultural skills is emphasized.

Ұлттық тәлім-тәрбиенің бір бағыты – дене шынықтыру және спорт қызметі

Physical education and sport are aimed at combining harmonious multidimensional education of a person. All methods and tools of national, international, international education are aimed at solving this problem. In our opinion, national, especially in the eastern nations, involves a lot of physical education, sports and physical training. In this sense, physical education and sports are similar to a common culture. The public opinion obtained during the study confirms this. In modern society, the national element of sport and physical fitness is still a distinctive feature of their development, since this is not only the nature of the engine, but also the methods and principles of organizing the educational process. The physical culture of the Kazakh people should find wide application in modern physical education. He fulfills the basic requirements of the modern process of physical education and sports, and also carries out education, training and rehabilitation of society.

EDUKASI PEMASARAN DIGITAL DAN PELATIHAN BAHASA INGGRIS BAGI SISWA SD NEGERI 2 SERANGAN

The Sanur Tourism Area, particularly Serangan Village, has significant tourism potential with its spiritual, marine, and culinary attractions. To support the development of Serangan Village it is essential to enhance the skills of the local community, especially in English language proficiency and the use of digital technology. At SD Negeri 2 Serangan, there are challenges related to the limited number of English language teachers and the students' low understanding of digital marketing. This activity aims to provide English language training and digital marketing education to students to enhance their competitiveness in the global era. The methods used include needs analysis, interviews, observations, as well as lectures and practical exercises in creating digital content. The results of this program show that digital marketing education helped students understand how to use social media to promote Serangan Village, while interactive English language training improved their language skills. Through this initiative, it is expected that the youth of Serangan Village will actively contribute to local tourism development and be better prepared for global challenges.

Decolonising Sound: The Scholarship of Teaching and Learning for 21st-Century Music Students in South Africa

South Africa’s education system, including its music curriculum, has historically been shaped by Western classical traditions, a legacy of colonial influence. Following the end of apartheid in the 1990s, efforts to decolonise higher education gained momentum, with scholars advocating for the inclusion of indigenous African musical traditions. These challenges reflect the lingering effects of colonialism on education. This article examines the importance of decolonising sound within the Scholarship of Teaching and Learning (SoTL) for 21st-century South African music students. It highlights the critical role of indigenous African music in addressing historical imbalances, reshaping music education, and ensuring cultural relevance. Using qualitative research and content analysis, the study analyses a sample of 30 articles. Thematic analysis and a triangulation approach were employed to enhance accuracy and eliminate bias. Findings indicate a growing acknowledgment of African music’s value in education, but progress is hindered by resistance to change, limited resources, and insufficient educator training. The article underscores the necessity of collaborative efforts among educators, policymakers, communities, and students to develop a more inclusive and equitable music education system. This article concludes by pointing out that integrating indigenous music into the curriculum and promoting student-centred learning are vital steps toward aligning South African music education with its diverse cultural heritage. This approach not only enriches the learning experience but also empowers future musicians, ensuring they are rooted in the nation’s rich and multifaceted identity.

Pelatihan Eduprenership Berbasis Digital dalam Meningkatkan Kreativitas dan Literasi Digital Pendidik di Sekolah Dasar

UPTD SDN Modung 1 is a school that has implemented an independent curriculum, with a limited number of students. It is difficult for educators to integrate technology and brand their schools. Demanding the need for digital-based education training at UPT SDN Modung 1 Bangkalan. The method used in this community service is through workshops and training. The stages of edupreneurship training consist of 1) Training in preparing digital-based learning tools to improve Edupreneurship for teachers, 2) Implementation of the Edupreneurship concept for elementary school students through in-class learning activities and self-development through project based learning and 3) Increasing the role of technology in Eduprenership learning through digital teaching materials and interactive multimedia. The concept of edupreneurship in this service hopes that students will be able to be creative and innovative. Through this service, it is hoped that we will be able to develop an academic atmosphere that is easy to understand, which can make UPTD SDN Modung 1 teaching staff entrepreneurial and digitally literate. This training is really needed for the needs of UPTD SDN Modung 1 teaching staff in developing personal skills to update information and creative ideas to support education and learning through Edupreneurship.

Perceptions and attitudes about advance care planning among healthcare professionals of cardiac care: A Q methodology study

AbstractAimHealthcare professionals' perspectives on advance care planning (ACP) remain unclear, particularly among those who care for cardiac patients. Therefore, this study aimed to explore perspectives on ACP among healthcare professionals who provide care to patients with cardiovascular diseases.MethodUsing Q methodology, 40‐Q sample statements were derived from an extensive literature review and an in‐depth qualitative interview. The P‐sample (Q sorters) comprised 10 physicians and 14 nurses. The P‐sample filled each grid with a statement on the Q‐sorting table. The data were analyzed using the PQMethod.ResultsFour factors with 18 Q sorters emerged and explained 71% of the variance, each contributing 5%–53%. Four factors were labeled: healthcare professional‐led, communication‐focused ACP (n = 5); early application‐weighted, burden‐reducing ACP (n = 5); prognostic uncertainty‐based, negotiation‐focused ACP (n = 5); and patient‐value‐based, comprehensiveness‐focused ACP (n = 3); six Q sorters fell into either confounded or nonsignificant categories. Common perspectives on ACP across all factors emerged, including the conceptual definition of ACP, early employment of ACP as the right time, and needs for educational support and training.ConclusionsUnique perspectives and common perspectives on ACP across factors emerged among Korean healthcare professionals of cardiac patients. The findings of this study provide initial information on perceptions of and attitudes toward ACP among Korean healthcare providers. Healthcare providers can use these findings to provide educational support and training.

Working Poverty in Kazakhstan: Causes and Solutions

Objective: To consider the causes, consequences and possible solutions to the problem of working poverty in Kazakhstan. Methods: The paper uses methods of statistical data processing, dynamic and structural analysis, and comparative analysis. Results: Working poverty in Kazakhstan means that people, having jobs, cannot provide basic needs due to low wages, unstable employment and limited access to social guarantees. The main causes of working poverty include low wages in some industries with low labor productivity, a relatively high proportion of informal employment in some industries and regions, and uneven economic, infrastructural and demographic development of the country's regions. Conclusions: The analysis of statistical data on the incomes of the population in Kazakhstan shows that the problem of working poverty has a multi-layered character and requires an integrated approach to solve it. It is necessary to regularly monitor data, develop and implement measures aimed at increasing wages, combating informal employment and improving the level of education and vocational training, and stimulating economic growth in regions with high levels of poverty. This approach will significantly reduce the level of working poverty and improve the quality of life of working citizens in Kazakhstan.

FEATURES OF TRAINING AND CERTIFICATION OF FORENSIC NURSES FOR IMPLEMENTATION OF THE SPECIALTY IN THE WORK OF THE FORENSIC SERVICE OF UKRAINE

Currently, the system of responding to cases of violence in Ukraine is not perfect, but international experience has practices that can significantly facilitate the process of working with victims of sexual or gender-based violence, in particular in wartime. One of these areas is forensic nursing. Purpose of the study: to consider the possibilities and features of the conditions for certification of forensic nurses in Ukraine based on literary sources and the existing training program for this specialty in the United States of America. Materials and methods: a selection of literary sources and the “Final Report on the Assessment of Needs in Forensic Nursing in Ukraine” of the International Association of Forensic Nurses (IAFN) were used as materials. Research methods: analytical, descriptive, bibliographic. Research results and their discussion. Forensic nurses-experts in sexual violence are the main providers of assistance to victims who have suffered from violence and harassment in the United States. They typically work closely with physicians, law enforcement, lawyers, and other providers of best practices to ensure that standards of medical and legal care are met. Training is multidisciplinary, involving forensic specialists, human rights organizations, a police service involved in providing forensic care to victims, and includes the study of many disciplines. Nurses trained in forensic medicine are able to provide a wider range of services to victims of violence: from the use of nursing skills such as: communication, questioning, empathy - to conducting biomedical investigations, coordinating an interdisciplinary team, examining and interpreting trauma, examining for sexual violence, assessing complex circumstances, and more. Conclusions: Educational training for forensic nurses involves a multidisciplinary approach. It can be carried out in the form of undergraduate and graduate programs, advanced training courses and doctoral degrees in this field. According to the experience of the United States of America in this area, the most acceptable model for obtaining the profession of forensic nurse is postgraduate education after obtaining a certificate in the specialty "Nursing".

Navigating Liminality in Evolving Forensic Anthropology Professionalism.

Emerging aspects of professionalism within forensic anthropology, while enhancing the scientific foundation and practice for the discipline, have created liminalistic spaces and experiences in education and training, employment, ethics, and identities that reflect the broader transitional status in the discipline as a whole. These liminal states and problems are discussed in terms of their creation, development, and potential for resolution. They are interpreted within a liminal framework which requires navigation through significant changes in roles, status, and identity in forensic anthropology practice. Recommendations for mitigating the identified deficiencies, ambiguities, and frustrations they produce include expansion of educational training, certification, employment options, and roles and responsibilities, as well as adherence to standards and recognition and promotion of self-care. Successful navigation of these issues will lead to a stronger future for both the discipline and the practitioner.

Comprehensive Sexuality Education in Initial Teacher Training in Chile: Perceptions of Teacher Trainers

Comprehensive sexuality education involves intentional, progressive and systematic learning about the cognitive, emotional, biological and social aspects of sexuality. To identify how this occurs within higher education contexts, this study is conducted to describe the perceptions of teacher trainers about the relationship between comprehensive sexuality education and initial teacher training. Using a qualitative, semi-structured approach, 54 teacher trainers from eight universities in Santiago, Chile, were interviewed. Data analysis was carried out through content analysis and aided by the use of NVivo software. The participants expressed positive perceptions regarding the integration of the subject into mainstream educational curricula. The findings highlight the need for training programmes that develop content and strategies for future teaching practices. We conclude that promoting and protecting sexual and reproductive rights requires understanding of the challenge of implementing comprehensive sexuality education that is supported and regulated by public educational policies.