Educational Experience Research Articles

Exploring the past through coins: an outreach experience with secondary students

This paper presents an educational outreach experience in numismatic content conducted with secondary students from the educational centre 'IES El Valle' (Jaén). This experience is part of the non-university teaching and scientific outreach project 'Explora-IES' by the University of Jaén. During the initial working session of this project, an introduction to numismatic research and methodology was provided. Subsequently, a lecture-workshop was carried out using materials and equipment employed for the preservation, study, and analysis of monetary pieces. Finally, on May 3, 2023, during a concluding conference-meeting at the University of Jaén, the knowledge acquired throughout this project was presented via a poster and a brief talk delivered by the students.

An overview and evaluation of the differential attainment champion role in the North West of England GP school

ABSTRACT Background and aims In the Northwest of England, a national allocation of funding to minimise the effects of differential attainment has been used to support experienced GP educators to act as Differential Attainment Champions (DAC) since October 2021. An evaluation of the role’s impact was undertaken. Methods The evaluation was designed to gather the views and experiences of DACs and their trainees via online semi-structured interviews during the first 12 months following establishment of the intervention programme. Results Thematic framework analysis identified three main themes: DACs’ adaptive approach to support trainees; barriers to fulfilling the DAC role; and the positive impact of the DAC role on training. The following aspects of the DAC role worked well: the freedom to tailor support to the individual needs of the trainees; the targeted and proactive support early on in GP core training; the support of trainees in a wide range of areas including e-portfolio advice, examination preparation, and personal help. Trainees valued one-to-one support when needed. Reported improvements included: improved examination outcomes; portfolio engagement recognised in some cases by Annual Review of Competence Progression (ARCP) panels. Conclusions The individualised and adaptive approach works well but it does mean it is difficult to quantify how many trainees can be supported by one DAC and their workload needs to be monitored.

Importancia de las relaciones sociales y de la inteligencia general en estudiantes de Educación Secundaria Obligatoria

This study explores the relationships between emotional intelligence (EI), general intelligence (GI), and demographic factors (gender, age, grade repetition). The sample consisted of 341 secondary students (177 male students and 164 female students) aged between 12 and 17 from the province of Valladolid (Spain). Regarding gender, significant differences were identified in the correlations between EI and GI, suggesting variations in the manifestation of this relationship between male and female students. Age also influenced these correlations, highlighting the evolution of the EI-GI relationship as students grow and mature. Grade repetition was associated with differences in correlations, indicating the impact of educational experiences on the development of emotional and cognitive skills. Although the correlations found do not support concluding theories, they highlight the importance of addressing EI, especially in students repeating grades, to enhance social skills and academic well-being. These findings help to understand the EI-GI interaction in educational contexts, emphasizing the relevance of considering demographic and contextual factors in the promotion of these skills in students.

Advancing equity, diversity, inclusivity, and accessibility in primary care: The development of an integrated educational experience model.

This article presents the development of the Equity, Diversity, Inclusivity, and Accessibility (EDIA) Cross-Cutting Theme Project within the Team Primary Care (TPC) initiative, aimed at addressing systemic inequities through innovative educational strategies. Grounded in the social accountability of health professions framework, this project aims to equip primary care teams with the knowledge, skills, and attitudes necessary to promote health equity. The EDIA Integrated Educational Experience (IEE) model includes a self-assessment tool, digital learning space, and national mentorship network, providing a comprehensive approach for primary care teams to promote health equity. The IEE model utilizes a layered micro, meso, and macro approach to support cultural transformation within highly complex healthcare environments. Key lessons learned involve trust- and relationship-building processes to help dismantle historical silos and encourage open dialogue. Future efforts focus on implementation, ensuring adaptability, scalability, and sustainability, positioning the model as a catalyst for equitable primary care delivery.

AI-Powered Administration: The Role of Intelligent Tutoring Systems in Education

The integration of Artificial Intelligence (AI) into education is transforming traditional administrative processes and instructional methodologies. This paper examines the pivotal role of Intelligent Tutoring Systems (ITS) in enhancing education administration through AI-powered solutions. By automating routine tasks, providing real-time analytics, and supporting data-driven decision-making, ITS contribute to more efficient and effective management of educational institutions.We explore several models that illustrate the diverse applications of ITS in administration, including automated workflow management, data-driven decision-making, personalized learning support, resource optimization, and enhanced student support services. Each model demonstrates the potential of ITS to streamline operations, improve resource allocation, and offer personalized educational experiences, thereby reducing administrative burdens and fostering a more adaptive and responsive educational environment.Through a comprehensive analysis of current implementations and case studies, this paper highlights the transformative impact of AI-powered ITS on education administration. The findings underscore the importance of careful implementation and continuous evaluation to address challenges such as data privacy and ethical considerations, ensuring that the benefits of AI are equitably distributed among all stakeholders in the educational ecosystem.

Methods, didactic strategies, and educational experiences with ICT for pre-reading in childhood

Background: Learning pre-reading skills through formal education in early childhood is vital for a child’s future personal and professional development. In this regard, integrating appropriate teaching methods and didactic strategies with the support of information and communication technologies (ICT) can facilitate this phase in the development of reading skills.Aim: To conduct a systematic literature review (SLR) to investigate and analyse the scientific and academic production of methods, didactic strategies, and educational experiences with ICT applied to pre-reading development in children aged 3 years to 5 years.Method: This study was carried out through an SLR, involving eight steps that enabled the systematic and structured selection, evaluation, and analysis of qualitative research located in Scopus and Google Scholar, using quality criteria systematically and structurally.Results: The selected and analysed studies correspond to the period 2017–2022, responding to the research questions raised in this work. Notable methods include Global, Doman, Geempa, Montessori, and synthetic, among others. The integration of interactive stories, songs, images, role-playing, dramatisations, visual cards, and other strategies was highlighted to enhance pre-reading learning. Research demonstrates their importance in promoting pre-reading activities through the use of digital tablets, multimedia resources, e-books, and applications.Conclusion: The utilisation of suitable didactic methods and strategies, coupled with the implementation of educational practices involving ICT, enhances the pre-reading process in preschool children.Contribution: An amalgamation of methods, didactic strategies, and technological resources, transferrable to diverse contexts, facilitates the development of pre-reading skills in early childhood.

Using digital technology to engage people with varying degrees of sight loss with archives and filmmaking during COVID-19

When the Covid-19 pandemic reached Europe in March 2020, the official archive for Northern Ireland, PRONI (Public Record Office of Northern Ireland) was forced to close its doors and move all work online, including its outreach programmes. One of the people to benefit from the programme was a group with different degrees of sight loss from the Royal National Institute for the Blind (RNIB). Ten people aged 20-60s took part in Everyday is a School Day, an eight-week filmmaking project which used Zoom and smartphone filmmaking to connect them with PRONI’s archives and help them make short films about their experiences of education in 2021. A year later we brought the group back to PRONI for a second project, Music Tales, which helped them continue to develop filmmaking skills and to delve deeper into the archives and explore the role of music in their lives. In this article, we take the two projects as case studies and use a reflective methodology to analyse how Zoom technology and a participatory approach to filmmaking were used to enable the group to engage with archives and learn how to tell their stories through film.

Identified Needs in Pediatric Education for Emergency Medicine Physicians: A Qualitative Analysis.

General emergency medicine (EM) physicians provide most pediatric emergency care in the United States, yet EM physicians feel underprepared to manage pediatric emergencies. Pediatric emergency medicine (PEM) education during EM residency is variable, and learner preferences regarding educational experiences have not been widely explored through a qualitative lens. We aimed to better describe EM physicians' PEM educational needs and preferred teaching methods. In 2021, as part of a survey querying senior EM residents and recent graduates from 8 diverse EM programs regarding perceived preparedness for PEM emergencies, educational needs and content delivery methods were assessed using 2 free-text questions. Qualitative analysis included deidentification and iterative coding of the data with double coding of 100% of the comments. We performed conventional content analysis of responses to identify emerging themes. The overall response rate for the survey was 53% (N = 129 out of 242 eligible participants) with 84 distinct free-text responses. Major themes included: 1) desire for education regarding neonates, infants, and critically ill children, especially airway management and 2) need for help translating lessons from PEM rotations to community EM practice. Respondents desired more autonomy during training. Their preferred PEM educational modality was simulation, and they appreciated online clinical pathways for just-in-time decision support. This qualitative study of EM physicians proximal to training adds to a prior needs assessment by describing in detail desired pediatric content and preferred delivery. The findings can be used to better inform the development of PEM curricula for this group of EM physicians.

Introducing the Research Design of Phenomenography

AbstractThis article introduces the lesser known qualitative research design of phenomenography to medical science and health professions education researchers. Phenomenography, as distinct from phenomenology, seeks to describe and organise the different ways people experience and understand a phenomenon. Here, the origins and philosophical underpinnings of phenomenography are briefly shared, and an outline of how a phenomenographic research study may be undertaken is presented. This includes data collection tools, analytic method, and examples from the field. Overall, phenomenography is valuable for better understanding the varied experiences of students, educators, practitioners, and patients, with implications for pedagogy, practice, and related outcomes.

Focused Preceptor Feedback Assessing Student Pharmacists’ Ability to Administer Pediatric Immunizations

ObjectiveTo evaluate experiential pharmacy preceptor perceptions of student pharmacists’ ability to administer pediatric immunizations. MethodsSemi-structured, qualitative key informant interviews using the Outcomes Evaluation Framework were conducted with 10 pharmacist preceptors in outpatient community pharmacies where pediatric immunizations were provided. Interviews were audio-recorded, transcribed and deidentified prior to analysis by the research team. Qualitative analysis and thematic coding procedures were used to identify relevant themes. ResultsSaturation was met after ten pharmacists participated. All stated that it was beneficial for student pharmacists to administer pediatric vaccines if trained in proper technique. Participants acknowledged that the training students currently receive in immunization administration within the PharmD curriculum is valuable but did identify general confidence and child comforting techniques during and after vaccination as areas of improvement for students. Just-in-time training, preceptor coaching and hands on practice outside of the didactic curriculum were utilized to help build confidence. Barriers to the implementation or expansion of pediatric immunization delivered by students in community pharmacies were identified as competing priorities, time, and reimbursement. ConclusionStudent pharmacists can be helpful in easing challenges of incorporating pediatric immunization services into the community pharmacy setting. Results demonstrate that integration of student pharmacists into these services is beneficial. Pediatric immunizations are still relatively new to many pharmacists and specific training for pediatric immunization administration may not be integrated into all PharmD curriculum but the experiential education of pediatric immunization training can be beneficial to help prepare student pharmacists for hands on practice.

Genetic counselors' awareness and attitudes regarding gene therapies.

There are 10 gene therapies (GTs) for hereditary conditions that are currently approved by the Food and Drug Administration (FDA). While prior research demonstrates that the majority of healthcare providers lack knowledge regarding GTs, this has not been explored within the genetic counseling profession. The authors hypothesize that the availability of GTs impacts the genetic counseling profession and that there is variable awareness on this topic among genetic counselors (GCs). We conducted a survey to assess GCs' familiarity with, comfort with, and frequency of discussing FDA-approved GTs at the time of the survey, as well as GCs' perceived impact of and educational experiences related to GT. The survey was distributed through listservs and word of mouth from January through March 2021. One hundred of the 109 responses met eligibility criteria. Respondents were more familiar with onasemnogene abeparvovec-xioi (ZOLGENSMA; Novartis Gene Therapies, Inc., Durham, NC, USA) than voretigene neparvovec-rzyl (LUXTURNA; Spark Therapeutics, Inc., Philadelphia, PA, USA; p < 0.001). Familiarity with, comfort with, and frequency of discussing both GTs varied by specialty but not by years of experience. Fifty-nine percent of respondents (58/98) reported that GTs impact their work, with differences by specialty but not by years of experience. The majority of respondents (93%; 90/97) felt that GCs should be comfortable discussing GTs with patients, and most respondents (83%; 79/95) were interested in additional GT training. Only 38% of respondents (36/95) recalled GT being included in their genetic counseling training program's curriculum, which may be skewed by recent growth of this field. Our results suggest that GCs feel that GTs impact their practice, have discrepant awareness and comfort in this area, and desire additional training on this topic. Further investigation into the actual impact and models for addressing training is warranted and will be critical as the number of approved GTs increases.

Outcome-Based Teaching and Learning (OBTL) Practices of the Coast Guard Special Operations Force (CGSOF) Specialization Courses

The goal of outcome-based teaching and learning, or OBTL, is to provide students with explicit instructions on what they are expected to learn and how to demonstrate that learning before any instruction even begins. While the idea behind OBTL has been around for a while, the Philippine Coast Guard (PCG) has just lately included it in its training curriculum. The Coast Guard Special Operations Force (CGSOF), one of the PCG's operating units, is dedicated to integrating OBTL into its system through its training institute in order to address the current trend in education. Determining the degree of OBTL practice implementation in the CGSOF-led specialized courses is the primary goal of the research. This study used a mixed-methods research approach that used quantitative and qualitative techniques. mixed-methods research design where survey questionnaires and informal interviews were used in data gathering. There were 42 instructors and 130 trainees from the CGSOF included in the study. The findings revealed that both the instructors’ self-assessment and the trainees’ observation showed a significant extent in the implementation of OBTL practices. There is a substantial alignment between the measurable competencies that trainees should exhibit at the end of the course with respect to its three main components: the intended learning outcomes (ILOs), teaching and learning activities (TLAs), and assessment tasks (ATs). Despite several identified factors affecting the OBTL implementation, including the lack of equipment and training facilities that most affect the alignment of the ILOs, TLAs, and ATs, it was still indicated that the implementation of OBTL in the CGSOF specialization courses has been applied with a consistently high degree of satisfaction and efficacy, offering instructors and trainees a well-rounded education experience.

Informal Learning in Business Internships in Higher Education – Findings from a Diary Study

AbstractInternships offer the opportunity to gain experience and skills by working in organisations or to establish a professional network, and there is empirical evidence of the positive effects of practical experience in higher education. However, there are only a few studies on the characteristics of workplace tasks that facilitate learning during internships. In this paper, we address this research gap by conducting a diary study to examine students' work tasks at the beginning and end of an eight-week business internship period, their perceptions of the tasks, and the influence of task characteristics on self-perceived learning. Analyses of approximately 2,000 work tasks documented by 51 students show that the frequencies of different work tasks did not differ substantially between the first and last week of the business internship. At both times of data collection, many students were engaged in organisational routine and administrative tasks, especially those with a domain-specific focus. However, the values for the assessment of task characteristics (such as challenge/difficulty) were higher at the beginning of the internship than towards the end. Causal analyses revealed that task characteristics such as novelty or feedback (from colleagues or supervisors) were positive predictors of self-perceived learning during both weeks, whereas the predictive power of other task features changed. For example, help received (from colleagues or supervisors) was a significant predictor in the first week of the internship but not in the last; the opposite was the case for autonomy. From these results, we derive implications for both future research and the active design of internships in the higher education context.

Examining the educational experiences of Behvarzes from the insufficient participation of some people in preventive measures against the COVID-19 pandemic: a lesson for the future

BackgroundThis study aims to explore the experiences of Behvarzes regarding the reasons behind the insufficient participation of some individuals with the preventive protocols established during the COVID-19 pandemic.MethodsA qualitative study was conducted from July 2021 to December 2022 using the conventional content analysis method. Purposive sampling was employed to select 14 Behvarzes working in villages covered by Kashan University of Medical Sciences. Data were collected through semi-structured in-depth individual interviews and analyzed using conventional content analysis.ResultsThe study identified seven subcategories which were grouped into two main categories of reasons for inadequate compliance with health protocols by some individuals. These include: (1) Intentional non-compliance with preventive protocols, with the following subcategories: perceived obligation and adherence to social customs, denial of risk, belief in external health locus of control, and fear and distrust of prevention and treatment methods. (2) Unintentional non-compliance with preventive protocols, with the following subcategories: insufficient or contradictory information, negligence, and inevitability.ConclusionThe findings suggest that ensuring compliance with health guidelines is not a one-size-fits-all approach. providing empowerment and obstacle removal solutions to those forced to violate preventive protocols for various reasons are all critical components of successful interventions. Also, cultural familiarity can aid in the design of appropriate interventions to address these challenges.

The impact of simulation-based learning on the knowledge, attitude and performance of physiotherapy students on practice placement

BackgroundPractice placement is a crucial part of pre-registration physiotherapy education worldwide. However, educators face challenges in finding practice sites for students to undertake placement. The use of simulation-based (SBL) learning has the potential to replace some traditional placement, thereby increasing placement capacity, but the benefits have not been fully explored. This study aimed to assess the impact of SBL placement on students’ knowledge, attitude, and performance during practice placements with external providers.MethodsThis study utilised an exploratory qualitative research design using a semi-structured interview to collect data from Year 2 students of a 2-year MSc pre-registration physiotherapy programme in the UK. To be eligible to be included in the study, students must have participated in the 4-week simulation placement and have completed all their practice placements with external providers. All the interviews were conducted virtually in a 1:1 setting and recorded. The interviews lasted an average of 45 min. An inductive thematic analysis based on Braun and Clarke’s approach was utilised in this study.ResultsTwelve students consented to participate in this study. The 56 codes generated from the data were categorised into 5 themes; [1] Working together, [2] Working with Service Users, [3] Professionalism, [4] Profession-specific practical skills and [5] Generic practical skills. Participants unanimously expressed a positive view on working in groups, and they believe that engaging with service users who acted as patients enhanced the authenticity of the simulation placement. Subjective and objective assessments were considered important profession-specific skills gained during the simulation. Despite the benefits derived from the simulation placement, some participants felt that the learning experience would have been enriched by periodically changing the groups they were working in and having the opportunity for more 1:1 feedback throughout the four weeks.ConclusionsSBL has the potential to be a valuable educational experience for physiotherapy students. It may assist in better preparing students for successful integration into the dynamic healthcare environment. To enhance and improve the authenticity of this type of placementour recommendations include recruiting more service users, incorporating and encouraging more intervention-based elements, and increasing the practice educators’ and students’ contact time.

What features of education policies are effective in facilitating successful outcomes for Australian Department of Education students in out of home care?

AbstractAustralian and international research has consistently revealed that children residing in Out of Home Care (OOHC) experience low academic achievement, high rates of suspension, high rates of early school drop‐out and poor representation in post school study. To address the issues experienced by many students in OOHC, trauma informed policies have been introduced in schools and education districts, both in Australia and internationally. Informed by current research and by the Trauma Informed Approach Guidelines, developed by the US Department of Health and Human Services Substance Abuse and Mental Health Services Administration (SAMHSA), this research aimed to identify and analyse current OOHC education policies and support documents implemented by Australian State and Territory Departments of Education. Using a thematic content analysis of national and international research on the concerning educational outcomes of OOHC students, a policy analysis framework was created and used as the tool to analyse Australian OOHC education policies currently implemented by state and territory Departments of Education. Considerable variations were evident in OOHC education policies throughout Australian Departments of Education, with only the states of Queensland, New South Wales and Victoria having policies explicitly for OOHC students. Significant variations also existed in the levels and types of support provided between Australian states and territories. Australian Departments of Education, schools and teacher practitioners can do more to further enhance the educational experience of students residing in OOHC. Suggestions have been made on how this can be achieved.

Digital Competency Model Development for Public High School Teachers in Nanning

Background and Aims: With the rapid development and popularization of technology, the application of digital technology in education is increasingly widespread, and the digital competency of teachers has become the key to promoting education modernization and innovation. The objectives of this study include: 1) To study the situation of digital competency of public high school teachers in Nanning. 2) To develop a model for improving the digital competency of public high school teachers in Nanning. 3) To evaluate the model for improving the digital competency of public high school teachers in Nanning. Methodology: This study is based on the latest research results and widely adopts the opinions of experts in the field of digital education by employing the Delphi method and the focus group method. Results: The digital competency model for teachers in public high schools in Nanning was successfully developed. Important measures and suggestions have been provided to promote the improvement of the digital competency of teachers in public high schools in Nanning. Conclusion: An important development in educational practices is indicated by the development of a digital competency model for teachers in public high schools in Nanning, which was completed with success. The strategies and recommendations offered are meant to improve educators' digital literacy, promoting efficient instruction in the digital era and improving the educational experiences of students.

XR Experience in Architectural Design Studio Education: A Systematic Literature Review

Pursuing innovative methods in architectural education continually evolves in response to the profession's dynamic and changing demands. Today, Extended Reality (XR) technologies are emerging as powerful tools with the potential to transform design studio education fundamentally. Focusing on "Extended Reality (XR)" rather than individual terms like VR, AR, and MR is due to XR's encompassing nature. Using all realities collectively allows for a comprehensive evaluation of their synergies. Each reality has distinctive capabilities, and their combined use may offer a richer educational experience than focusing on them individually. This study examines the use and impact of XR technologies in architectural design studio education (ADSE), exploring how conventional components can evolve with XR from 2019 to 2024. It highlights XR's influence on design studio education and experiential learning, guiding students, educators, and researchers at the intersection of XR and ADSE. The authors conducted a systematic literature review following the PRISMA (2020) checklist (Page M.J.et al.,2021). Searches in three primary databases resulted in 183 articles. After identifying and removing duplicates, 178 abstracts were reviewed, and full texts were examined. Ultimately, three articles related to “XR Experiences in ADSE" were subjected to detailed analysis. The research found limited studies with the “the impact of the XR in architectural education" keyword. Following the systematic review, three articles remained. These articles were assessed to investigate the use of XR technologies in design studio education. The reviewed articles generally indicated positive outcomes from using XR technologies in one or more components of design studio education.

Intercultural knowledges and practices in postgraduate game design and making education: insights from a UK-based degree

ABSTRACT In this paper, I explore my experience around teaching a digital game design and making postgraduate course in an intercultural setting in the UK Higher Education. I focus on how locality and disciplinary aspects create and mediate hierarchies of knowledges and practices that shape this kind of course, and how the intercultural setting studied here affords critical interrogations about the supposed universal nature of game design, as a field and as a practice. In particular, I examine an educational approach adopted in this course centred on the critical pedagogy notion of ‘cultural work’ and on philosophy of technology, rejecting mechanistic approaches to game design and making in favour of thinking with and through tools and processes. Through interviews with former students around their expectations about learning game design and making and their (changing) perspectives during this course, I explore how such an approach can create educational experiences for both students and game educators to build different (i.e. more critical and diverse) knowledge and practice foundations for those who will be working in/with games in the future as well as developing new vistas for understanding game design and making not as universal but as practices heavily informed by specific contexts.

Developing Disability Advocates Through Deliberate Interprofessional Conversations Regarding Quality of Life After Stroke

ObjectiveStroke can result in significant mental and physical impairment. Training health care professionals on effective strategies for mitigating stroke-related quality-of-life issues is crucial in facilitating comprehensive stroke management. This study aimed to evaluate the impact of an interprofessional education (IPE) experience on students’ attitudes regarding poststroke disability. MethodsIn this pre-post interventional study, pharmacy and medical students received an electronic patient chart and a store-and-forward video depicting physical and cognitive impairment in a patient with stroke. Students were instructed to discuss the acute management and postdischarge needs of the patient from an advocacy perspective. After the IPE experience, students completed the Student Perceptions of Interprofessional Clinical Education-Revised, version 2 and an unvalidated disability attitudes survey. The surveys were analyzed using a paired t test. In addition, students reflected on the prompt, “What are some things you had NOT considered prior to this IPE?” ResultsA total of 708 students completed the surveys. After IPE, there was a significant improvement in all domains of the Student Perceptions of Interprofessional Clinical Education-Revised, version 2. On the disability survey, there was significant improvement on all statements, including “rate your comfort with…”: “discussing the expected disabilities associated with new-onset stroke” and “discussing strategies for improving the quality of life of a patient who has long-term disabilities.” On the self-reflections, 31.7% (n = 211) had not considered the need for poststroke care services before this IPE. ConclusionThis IPE experience was instrumental in improving student perspectives regarding poststroke disability.