A framework for effective mentor teacher written feedback to pre-service teachers

Obesity care education in Canadian medical schools: A multi-site qualitative study.

ABSTRACT Epistemic empathy, teachers’ ability to recognize and respond to diverse ways of thinking and meaning-making by students, remains unexplored in higher education. This study aims to develop a student-centered conceptualization of epistemic empathy, grounded in students’ perceptions of social science teaching. Drawing on the Theory of Mind, Standpoint Theory, and the Broaden-and-Build Theory, the study employed Xu and Zammit’s hybrid thematic analysis. Data were collected through semi-structured interviews with 60 participants from various educational institutes across India. The findings emphasize that epistemic empathy involves attuning to students’ thoughts, emotions, and efforts, while acknowledging and validating each meaning-making nuance as significant. The key implications include the need to encourage culturally responsive teaching, foster open classroom dialogue, and promote personalized feedback for effective teaching and learning. This study advances understanding of epistemic empathy as a pedagogical practice and underscores its role in promoting inclusive, responsive, and student-centered higher education teaching.

PurposeEarly development of the ultrasound skills relevant to a career in anesthesiology, like ultrasound-guided IV placement, is often overlooked in nationwide preclinical curricula. This single center, pilot study aims to compare the performance of preclinical medical students on their ultrasound guided vascular access skills before and after their participation in an ultrasound workshop.MethodsParticipants were administered a clinical simulation scenario for ultrasound-guided vascular access prior to undergoing an interactive educational ultrasound workshop. Students were randomized into a medical student teacher cohort or an attending physician teacher cohort. Two weeks later, the clinical scenario was re-administered. The clinical scenario involved simulation of attaining “vascular” access by cannulating an IV on a balloon within a tofu model. The clinical scenario was scored in accordance with the P-UGVA rating score; a composite score developed through a Delphi consensus study that evaluates eight elements of proficiency in ultrasound guided vascular access skills.ResultsPost-workshop performance scores from twelve medical students demonstrated increases from baseline across all eight P-UGVA domains (n=12, p<0.005) for all students. There were no statistically significant differences in post-test performance between the medical student peer-teaching cohort and the attending physician teaching cohort across any category. Following the workshop, participants reported a greater degree of confidence using ultrasound, teaching another student basic ultrasound skills and a better understanding of peripheral vasculature anatomy.ConclusionThe educational intervention of an ultrasound workshop was effective in improving preclinical student participants’ procedural efficiency and confidence in attaining ultrasound-guided vascular access on a tofu model. Medical students may be effective teachers of their peers for procedural skills. The small sample size limits the generalizability of this study.

Introduction and Problem StatementNeurology residents are often tasked with incorporating impromptu medical student teaching into their clinical workflow, yet few resources exist that combine content and pedagogical guidance in an efficient format. Residents are also learning themselves and may experience anxiety around teaching, compounded by the additional cognitive load of identifying and addressing student learning needs. We developed a guided worksheet tool to make high-yield, effective clinical neurology teaching accessible to busy residents.ObjectivesWe piloted 4 self-guided worksheets on core neurology topics and examined student learning and the resident teaching experience. We aimed to (1) demonstrate successful student knowledge acquisition, retention, and satisfaction and (2) demonstrate improved resident teacher (RT) comfort, efficacy, and/or efficiency in clinical teaching on inpatient services.Methods and Curriculum DesignFour worksheets were developed: ischemic stroke basics, reading magnetic resonance imaging of the brain, intracranial hemorrhage, and seizures. Residents were asked to guide students through filling out a partially blank version, using a completed ‘master’ version as a guide, while providing targeted teaching when knowledge gaps were apparent. Student learning was assessed using presession, postsession, and two-week postsession quizzes. Qualitative analysis was performed on semistructured interviews with RTs to understand their experience teaching with the tool.Results and Assessment DataSix RTs taught 27 medical students a total of 47 lessons. Learner knowledge scores improved immediately after lessons (1.24/3 ± 0.92 before lesson vs 2.75/3 ± 0.49 after lesson, p < 0.001) and were sustained at 2 weeks after lesson (1.24/3 ± 0.92 before lesson vs 2.47 ± 0.61 2 weeks after lesson, p < 0.001). RTs believed that the tool improved their clinical teaching, with themes of reducing stress around impromptu teaching, improving basic content delivery, the power of microlearning, and developing self-efficacy identified in qualitative interviews.Discussion and Lessons LearnedGuided worksheets offer content and can support RTs in providing effective clinical teaching while improving their comfort and self-efficacy. Expansion of these tools to additional high-yield topics may offer further support for resident teaching in the clinical setting.

Generative AI expands opportunities for embodied agents in HCI, yet a gap persists between human-centered AI principles and practical design methods, particularly for pedagogical agents’ (PAs) co-speech gestures. Automated text-to-gesture systems lack the instructional nuance needed for effective teaching. To address this, we used a Research-through-Design approach to develop a human-centered framework that translates pedagogical intent into gesture specifications for embodied AI teachers. The framework includes four iterative stages: Preparation, which analyzes gesture patterns and instructional functions; Human PA Acting, where educators and designers rehearse gestures through performance; Embodied PA Acting, which transfers human motion to agents using video-based pose estimation; and EPA-assisted Course Delivery, which evaluates student experiences through interviews. Findings indicate that these gestures enhanced students’ perception of the PA’s professionalism, approachability, and instructional rhythm, while boosting overall engagement. This work contributes a design framework and insights for pedagogical gesture design, and exploratory guidance for generative-AI prompting.

This study assessed the implementation of Special Education Needs Curriculum in lower basic schools, Federal Capital Territory Abuja. The study was carried out to ascertain the availability of instructional material, teaching strategies used for the implementation of special education needs curriculum in lower basic schools, .Descriptive survey design was used for the study. The population of the study comprised 14,705 teachers in lower basic schools in Federal Capital Territory, Abuja. Multi – stage sampling along with stratified and simple random sampling techniques was used to select 375 teachers as respondents. A modified four points rating scale questionnaire was used to gather data and the data was analyzed using descriptive statistics to answer research questions and T – test for hypotheses. The study found that the instructional materials and teaching strategies used by teachers were not adequate in the implementation of Special Education Needs Curriculum in lower basic schools in Federal Capital Territory, Abuja. Both the two hypotheses were retained. Some of the recommendations were availability of adequate instructional materials. Moreover, use of effective teaching strategies by teachers such that allows different categories of special needs students to cope with learning in special education.

This study presents a comparative analysis of interpersonal communication patterns and behavioural styles of teachers from engineering colleges and schools using the Transactional Styles Inventory–Teachers (TSI-T). It examines six key transactional styles—Nurturing, Regulating, Task-Oriented, Adaptive, Assertive, and Innovative—to understand differences in teacher–student interactions across educational contexts. The study highlights the importance of transactional styles in influencing classroom climate, student motivation, and teaching effectiveness. A descriptive quantitative methodology was adopted, with data collected through the standardized TSI-T tool and analyzed using OEQ, OK/Not-OK indicators, and score comparisons. The findings reveal both similarities and differences in behavioural patterns, particularly in areas like assertiveness, regulation, and adaptability. Overall, the study emphasizes the need for balanced transactional styles and targeted faculty development programs to enhance effective teaching–learning processes

ABSTRACT Movies, films, and TV shows have been widely adopted for business management teaching and learning. They are particularly relevant in teaching cultural topics by providing cross-cultural experiences in the classroom. This article focuses on the use of the movie Outsourced as an effective teaching tool to apply the cultural dimension frameworks of Hofstede, Trompenaars, and the GLOBE project in analyzing cultural differences, as well as to compare across three frameworks to enhance student learning and knowledge retention. An integrated exercise is presented in this study, detailing the procedures, handouts, suggested discussion focuses, a thorough discussion reference, and guides to specific sections of the film. An overview of the film is provided as well. The purpose is to allow a quick and easy adoption and adaptation of the exercise presented by other educators in teaching relevant topics.

The impact of different teaching methods on clinical reasoning and clinical decision-making of dentistry students: a systematic review. Journal of Dental Education, 2026, 90(1), pp.33-42 DESIGN: This systematic review examined evidence on educational interventions aimed at developing clinical reasoning and decision-making skills in undergraduate dental students. Searches of PubMed, MEDLINE (Ovid), Cochrane Library, and Scopus were conducted to 15 September 2023. Eighteen studies met the inclusion criteria for qualitative synthesis. Study designs included cross-sectional and case-control approaches. PRISMA guidance was followed, and a flow diagram was provided. Eligible studies were English-language reports evaluating clinical reasoning or decision making in undergraduate dental students. Studies involving qualified dentists, other healthcare professions, all review types, and non-peer-reviewed or grey literature were excluded. Two reviewers independently extracted data, resolving discrepancies by consensus. Methodological quality was assessed using the Quality Assessment Tool for Quantitative Studies. From 1118 records, 18 studies were included. Most studies originated from Asia, with limited representation from Europe. Topics spanned oral medicine, prosthodontics, restorative dentistry, and endodontics. Most studies were rated 'weak,' reflecting limitations in sampling methods, confounding, and outcome measurement. No meta-analysis was feasible; findings were synthesised narratively across the different educational approaches. The emerging evidence does however suggest that interactive, technology-enabled methods (such as virtual patients, AI-assisted modules, mobile applications, integrated curricula, and team-based learning) may enhance aspects of clinical reasoning and decision making compared with traditional lectures or small-group discussions. However, effects were inconsistent, typically based on proxy measures such as self-confidence ratings, diagnostic thinking inventories, or think-aloud assessments. Definitions of "traditional" versus "new" teaching methods were often unclear, as was the conceptual relationship between clinical reasoning and clinical decision making. The review suggests that educational strategies grounded in psychosocial rather than solely biomedical frameworks may support the development of clinical reasoning and decision-making abilities in undergraduate dental students. The overall strength of evidence is limited by heterogeneity, small sample sizes, non-validated outcomes, and variable terminology. High-quality studies employing standardised, robust measures of clinical reasoning are needed to guide future curriculum development.

Abstract This paper responds to Richard E. Mayer’s (2025) commentary on our FoRe-Squares model of technology-augmented instruction (Eitel et al., 2025), a model that builds on the foundational contributions of the Cognitive Theory of Multimedia Learning (Mayer, 2022) and Cognitive Load Theory (Sweller, 2010). We advocate for two key contributions the model makes: First, it conceptualizes cognition and motivation in a highly integrative way, aiming for a comprehensive understanding of what makes (technology-augmented) instruction effective. Second, it highlights two main predictor constructs that underlie effective instruction—focus support and reward—aiming for high parsimony and a construct-based understanding of instructional effectiveness. We position the FoRe-Squares model to guide further research by providing a complementary rationale for explaining and predicting the effects of instructional techniques and their combinations on processing and learning outcomes. In addition, we position the FoRe-Squares model to provide practitioners with a parsimonious heuristic for designing and evaluating instruction.

This study examined how school principals’ leadership practices influence teachers’ efficacy and how teacher efficacy relates to students’ academic achievement and behavior in selected public secondary schools in the First Congressional District of Bohol Division during school year 2015–2016. Anchored on transformational leadership theory and Bandura’s self-efficacy theory, the study used a descriptive-correlational research design. Respondents included 27 principals, 135 Grade 10 teachers, and 771 Grade 10 students. Data were gathered using the Leadership Practices Inventory, the Teacher Sense of Efficacy Scale, students’ grades in major subjects, and a researcher-developed questionnaire on student behavior. Weighted mean, paired-samples t-test, and Pearson correlation were used for analysis. Findings showed that principals generally practiced transformational leadership, with enabling others to act rated highest and challenging the process rated lowest. Teachers’ efficacy in instructional strategies, student engagement, and classroom management was rated high, while students showed generally good academic performance and positive behavior toward school. Significant relationships were found between principals’ leadership practices and teachers’ efficacy, and between teacher efficacy and students’ achievement and behavior. The study recommends strengthening professional development for principals and teachers to improve leadership practices, instructional effectiveness, and student outcomes. The study supports SDG 4, Quality Education, and SDG 16, Peace, Justice, and Strong Institutions, by emphasizing effective school leadership, teacher development, and institutional performance. Its sustainability impact lies in promoting long-term educational improvement, stronger school governance, and improved student learning outcomes.

The objective of this research is to examine how employing the tafsir methodology affects the proficiency in Qur'anic recitation demonstrated by attendees at the Pondok Pesantren Medan Reciting Center. Adopting a quantitative framework utilizing a descriptive-correlational design, this investigation will quantify the association and effect stemming from the implementation of the tafsir method on the pupils' level of Qur'an reading competence. Participants in this investigation comprise currently enrolled students at the facility who possess foundational skills in reading the Qur'an but encounter difficulties regarding reading speed, accurate articulation of sounds (makhraj), and correct execution of the rules of recitation tajweed. Data was collected through a Likert scale closed questionnaire that captured students' learning experiences with their interpretation methods and Qur'an reading skills. The data were analyzed using SPSS software, which included validity, reliability, normality, linearity, Pearson correlation, simple linear regression, and partial t-test. The results of the study show that the tafsir method makes a positive contribution in improving students' Qur'an reading ability. Integrating the explanation of verse meaning into the learning process supports smoother reading, more precise pronunciation of letters, and better application of tajweed. Thus, the tafsir method serves as an effective teaching strategy to improve the quality of students' Qur'an reading ability.

Abstract Cooperative learning is a widely adopted teaching method to improve academic achievement. This review synthesises existing research on the use of cooperative learning within a school setting for pupils aged 11–16 years. Such a review has not been undertaken to date and will present an evidence base for educators considering implementation. Furthermore, the review will support a wider project undertaken by a Widening Participation Unit situated within a Higher Education institution, which encourages and supports participation from underrepresented groups. The Unit seeks to support pupil attainment in schools so that the barrier of low educational attainment can be addressed. The knowledge gained from the review will inform future project plans, including the trial of evidence‐based methodologies to improve attainment in GCSE Mathematics. This review examines nine studies from an initial pool of 115 studies that used experimental, quasi‐experimental, and randomised controlled trials to assess the impact of cooperative learning on mathematics attainment. Eight of the nine studies report positive results, illustrating cooperative learning as an effective teaching strategy. However, different outcomes were observed for academic performance among ethnic minority and economically disadvantaged students. Gender differences were also apparent, with female students generally outperforming males, though both genders showed measurable improvements in academic performance in cooperative learning settings. As the findings suggest that cooperative learning can boost student outcomes, its implementation should be promoted as a key classroom technique. The review stresses the importance of conducting high‐quality, large‐scale research across diverse educational contexts to strengthen the existing evidence base.

Effective teaching and learning in classrooms are achievable only through sound classroom management. While positive attitudes and behaviors exhibited by faculty members enhance instructional quality, undesirable behaviors may impede and negatively influence the teaching–learning process. The purpose of this study is to examine the undesirable behaviors displayed by faculty members in classroom settings based on the perspectives of pre-service teachers. The study adopted a phenomenological design and was conducted with 95 pre-service teachers enrolled in the Classroom Management course at the Faculty of Education, Çanakkale Onsekiz Mart University. Data were collected through a semi-structured interview form and analyzed using content analysis. The findings revealed that undesirable faculty members’ behaviors were characterized as actions stemming from instructors’ inadequacies that negatively affect students and the overall educational process. These behaviors were categorized under four themes: instructional management, time management, communication management, and behavior management. The results indicated that undesirable behaviors predominantly originate from instructor-related factors. Pre-service teachers reported experiencing such behaviors most frequently within the theme of behavior management. These behaviors primarily diminish their motivation and negatively influence their participation and academic performance. Pre-service teachers emphasized the need for both institutional and individual measures to prevent undesirable faculty members’ behaviors.

This study examines how Information Design principles improve learning outcomes in Augmented Reality (AR)-supported history education. Conducted at Bereng Kajang I State Elementary School with grades 2–4, the research developed and tested an ARapplication incorporating clarity, hierarchy, coherence, narrative sequencing, and accessibility. Sixty students and two teachers engaged in iterative design and classroom use. Quantitative results showed a 43.7% increase in historical comprehension and a System Usability Scale (SUS) score of 81.4, indicating strong usability. Qualitative data revealed that immersive visuals and emotional engagement boosted motivation and memory retention. These findings show that Information Design provides both cognitive structure and communication within AR, turning technology into effective pedagogy. The study advances theory in educational Information Design and offers practical guidance for inclusive, culturally relevant ARresources.

Clinical teaching is increasingly recognised as a core responsibility for all radiographers within the United Kingdom, as reflected in the Health and Care Professions Council Standards of Proficiency and the College of Radiographers' Education and Careers Framework. However, workload pressures, curriculum unfamiliarity, and limited confidence present barriers to effective clinical teaching. To address this, a clinical education assessment was, novelly, introduced in the final year of BSc and MSc pre-registration diagnostic radiography apprenticeship programmes The aim of this Educational Perspective is to describe the evaluation of this innovative initiative aimed at supporting the development of clinical education skills in pre-registration radiography learners. The assessment method required learners to prepare a lesson plan and deliver a 30-minute workplace teaching session, assessed as pass/fail with structured feedback. MSc learners undertook an additional practical component to differentiate the academic level from the BSc programme The graded element comprised a reflective account encompassing planning, theoretical underpinnings, delivery, and feedback received, marked by academic staff. Evaluation of the novel assessment utilised mid- and end-of-module feedback and External Examiner commentary under the authors' Higher Education Institute's delegated review process. Mid-module feedback (51%, (n = 18) response rate) indicated learners felt more confident in clinical teaching, valued assessor feedback, and reported improved skills in delivering constructive feedback. They also highlighted increased confidence in public speaking and lesson delivery, though requested further support in lesson planning and assessment guidance. End-of-module responses (40%, n = 14) echoed these themes, with some nervousness around being assessed noted. External Examiner feedback affirmed the novelty and value of the initiative. This evaluation suggests that embedding clinical education assessments within pre-registration curricula fosters self-perception of learner preparedness for future teaching roles. Further research should explore the longer-term impact post-qualification.

Trauma-informed care (TIC) recognizes the impact of trauma on patients' responses to care. Integrating TIC into nursing curricula is essential, yet limited guidance exists on effective teaching strategies. To describe the use of tag-teaming simulation (TTS) to teach TIC to first-semester nursing students. Trauma-informed care principles were implemented using TTS, emphasizing communication as a bridge to application. Pre- and posttests assessed cognitive, affective, and psychomotor domains. Students strongly agreed (66.2%) and agreed (25.4%) that TTS enhanced their understanding of TIC and provided an engaging way to practice communication. Knowledge increases were observed regarding health consequences ( P < .001) and assessment approaches ( P = .002). Comfort communicating with angry/disruptive patients increased ( P < .001) after TTS but declined post clinical practice. Tag-teaming simulation offers a safe, experiential approach for integrating TIC into nursing education.

In a global context of increasing demands for diverse skill sets and innovative teaching, the phenomenon of out-of-field teachers (OFT) by qualification has gained attention. This study explored teachers’ experiences transitioning between elementary and high school teaching. A descriptive case study phenomenological approach was employed, involving 7 participants selected through purposive sampling. Colaizzi’s seven-step method was utilized to analyze the data. Results indicated that OFT faces challenges such as limited subject matter knowledge, staying current in evolving fields, and adapting to diverse student needs. To cope, they seek professional development, collaborate with colleagues, and understand different learning styles. Teaching outside their expertise makes educators adaptable, resilient facilitators committed to continuous professional development. Handling unfamiliar content enhances problem-solving skills and resourcefulness in discovering effective teaching strategies. The research highlights the transformative impact of transitioning between elementary and high school levels, resulting in versatile, creative, and passionate educators dedicated to continuous improvement in education.

Invited Expert Journal Club: A Novel Surgical Education Conference.