Education Society Research Articles

Survey on Cardiologists’ Perspectives on Cardiac Point-of-Care Ultrasounds (POCUS)

Introduction: Cardiac point of care ultrasound (POCUS) has been used with increasing frequency. As a result of this trend, this study sought to characterize cardiologists’ perspectives on cardiac POCUS. Methods: An 18-question survey on demographics, cardiac POCUS clinical practice, education, and infrastructure was distributed by 16 academic medical centers. Likert scale responses were categorized into three groups: 1) “strongly agree” or “agree” 2) “strongly disagree” and “disagree” and 3) “neutral.” Results: Of the 140 survey responses collected from January to September 2021, 41% of respondents used cardiac POCUS more than twice in an inpatient week. Seventy-one percent of cardiologists believed that cardiac POCUS should be integrated more regularly into clinical practice and into cardiology fellowship education. Less than half of respondents (44%) reported easy access to POCUS devices, and more than half of respondents (56%) did not think there was appropriate institutional infrastructure to easily upload and document cardiac POCUS images (56%). Conclusions: Academic cardiologists had varying opinions on the use and impact of cardiac POCUS. However, most cardiologists believed that cardiac POCUS should be more incorporated within practice despite persisting infrastructure barriers.

The Activities of the Lithuanian Educational Society Rytas in Vilnius and Vilnius Area (1920–1939)

The subject of the article is Lithuanian education, which was carried out by the Lithuanian educational society Rytas during a politically difficult period for Lithuania. Based on the materials of the Lithuanian educational society Rytas in the Manuscripts Department of the Wroblewski Library of the Lithuanian Academy of Sciences, the aim is to reconstruct the activities of the Society in Vilnius region.

Navigating Uncharted Territory: A Qualitative Analysis of Challenges and Advantages Experienced by Early Career Medical Educators

AbstractWith the growing demand for medical educators, it is increasingly important that institutions implement practices to recruit, retain, and promote the well-being of early career medical educators (ECMEs). However, the specific needs of this group remain somewhat unclear. The current study aimed to address this gap by utilizing qualitative analysis to identify challenges and advantages associated with ECME status. An anonymous, voluntary survey was administered on forums of professional societies for medical education and on social media platforms, and emailed to professional societies. The survey collected demographic information and qualitative data regarding ECMEs’ experiences. Data were collected from 39 participants who met the ECME criteria of having less than or equal to 10 years of teaching experience since obtaining a terminal degree. Thematic analysis revealed that the challenges of early career faculty were difficulty balancing responsibilities, lack of research and educational support, perceived inadequacies as a faculty member, and development of workplace friendships. The advantages were the ability to understand students, possessing specific knowledge and skills, and the ability to innovate. ECME professional development needs focused on development of skills, networking, and support. In conclusion, ECMEs encounter similar struggles faced by all medical educators; however, they have the least amount of experience navigating the hurdles of academia. To aid ECMEs, institutions and departments can focus on the implementation of meaningful professional development opportunities, support systems, and encouraging ECMEs’ strengths.

How the Relationship of Cultural Intelligence and Social Connectedness Fosters Psychological Well-Being Among International Students in Northern India?

Studying abroad is a popular option for students, but it is unclear yet how the links between connectedness and cultural intelligence might enhance their experiences. To fill this knowledge gap, the current study develops a conceptual model based on ‘contact theory’. This study has examined the relationship between social connectedness, cultural intelligence and psychological well-being. Data were collected from 361 international students enrolled in various northern Indian universities. In the study, consistency-based structural equation modelling was used to test the proposed model. The results of the study showed that social connectedness has a significant influence on psychological well-being, and cultural intelligence partially mediated the relationship between social connectedness and psychological well-being. Additional research recommended a number of theoretical and practical conclusions to assist higher educational institutions, government and society in developing policies for international students.

Society's educational debts due to racism, sexism, and classism in introductory biology student learning

AbstractWe investigated the intersectional relationships between racism, sexism, and classism in inequities in student conceptual knowledge in introductory biology courses using a quantitative critical framework. Using Bayesian hierarchical linear models, we examined students' conceptual knowledge as measured by the Introductory Molecular and Cell Biology Assessment. The data came from the LASSO Platform database and included 6547 students from 87 introductory courses at 11 institutions. The model indicated that students with marginalized identities by race, gender, and class tended to start with lower scores than continuing‐generation, White men. We conceptualized these differences as educational debts society owed these students due to racism, sexism, and classism. Instruction added to these educational debts for most marginalized groups, with the largest increases for students with multiple marginalized identities. After instruction, society owed Black and Hispanic, first‐generation women an educational debt equal to 60–80% of the average learning in the courses. These courses almost all (85/87) used collaborative learning and half (45/87) supported instruction with near‐peer learning assistants. While research shows collaborative learning better serves students than lecture‐based instruction, these results indicate it adds to educational debts due to racism, sexism, and classism in introductory college biology courses.

No One Left Behind: The Design of Young Biomedical Science Programme (YBMS) on Medical Education for Postdoctoral Fellows

No One Left Behind: The Design of Young Biomedical Science Programme (YBMS) on Medical Education for Postdoctoral Fellows

Kepemimpinan Perempuan dalam Lembaga Pendidikan Islam

Women's leadership in Islamic educational institutions is the primary focus of this research. This study aims to delve into the contributions, challenges, and policy implications of women's leadership in the context of Islamic education. Employing a qualitative approach and literature review method, this research analyzes various theories and related studies to compile a comprehensive overview of this issue. The findings indicate that women's leadership significantly contributes to the development of Islamic education, both academically and morally. However, challenges such as gender stereotypes, lack of institutional support, and societal perceptions remain obstacles that need to be overcome. A deep discussion on the factors influencing the success or failure of women in leadership positions provides insights into strategies that can be implemented to strengthen women's roles in Islamic educational institutions. Recommendations for educational institutions, governments, and society include enhancing inclusive leadership development programs, implementing gender equality policies, and educating the public about the importance of gender inclusion in education. The implications of this research for Islamic education policies and practices highlight the need for transformation to create a more representative and inclusive learning environment. Thus, this research has the potential to provide guidance for policymakers to enhance women's participation in Islamic educational leadership more broadly.

2024 ACLP Recommendations for Training Residents in Consultation-Liaison Psychiatry

Despite rapid shifts in consultation-liaison psychiatry (CLP) training in residency, including increasing general residency training requirements from the Accreditation Council for Graduate Medical Education, greater utilization of advanced practice providers, and effects of the coronavirus-2019 pandemic, the Academy of Consultation-Liaison Psychiatry (ACLP) has not updated recommendations for residency training in CLP since 2014. A national survey of residency program directors in 2021 suggested many changes to the structure of CLP rotations at individual programs over the past decade. We convened a workgroup of 8 ACLP members holding leadership positions in residency and fellowship education on local and national levels. The project was approved by the ACLP Executive Council and conducted via a three-stage iterative process. Consensus was reached on 34 recommendations across four domains, including structural issues, faculty supervsion, formal curriculum and evaluations, and elective experiences. Residents must spend sufficient time on CLP rotations to achieve relevant milestones. Given that consultants are expected to offer unique insight, the ideal placement of core CLP rotations comes at a time in residency where residents are able to provide expert opinion and lead teams. Faculty expertise in CLP and availability to provide direct supervision and oversight to trainees is essential. A separate and formal CLP didactic curriculum should exist, and elective opportunities should be offered to supplement training. These recommendations are intended to guide residency program directors towards optimizing CLP training for all residents, including those who will eventually pursue CLP fellowship. Establishing a strong CLP foundation for all residents is essential for ensuring competency in providing psychiatric care for medically complex patients and collaborating with our colleagues in other specialties, as well as fostering trainee interest in pursuing a career in CLP.

국내 시각예술계열 일반대와 전문대 교육과정의 정합성 연구

Objectives In this study, I explored the consistency of the curricula of Universities and Colleges in the field of visu-al arts in Korea based on the educational goals of the Higher Education Act. Methods The analysis framework of the consistency study is composed of three areas: ‘suitability, interpenetration, and dynamics’. For suitability, the educational goals of cases were analyzed, for interpenetration, the interdiscipli-nary system was analyzed, and for dynamics, the trend of the times such as institutional change and major form of cases was analyzed. The scope of the study was limited to the field of visual arts, and 13 universities and 13 Colleges were selected and analyzed. Results As the results, all educational goals of cultivating ‘artists’ for Universities and ‘professional workers’ for Colleges were comprehensively suitable. However, the interdisciplinary system showed interoperability with Universities due to the ‘upgrade of degrees’ of Junior Colleges, and most Universities showed graduate school uplift by opening practical doctoral courses. And it was very dynamic in that both Cases actively reflected the con-temporary demand of fierce competition. In particular, all Cases are characterized by the revitalization of con-vergence majors and the reinforcement of multilateral support systems and systems conscious of employment rates. Conclusions Overall, the curricula of Colleges and Universities has some problems of ‘suitability’ and ‘interpenetration’. However, in terms of dynamics, this is an inevitable change in the response of both Cases to a highly educated society, social change and on-site demand, and intensifying competition. Therefore, this problem is a problem of the times that goes beyond simply diagnosing superficial consistency, and the issue of identity as a higher educa-tion institution remains a task in the future.

Institutional Examples of Applying the SHAPE Appropriate Instructional Practice Guidelines for Higher Education Physical Activity Programs

This educational brief provides examples of applications of the recently updated Society of Health and Physical Educators (SHAPE) Appropriate Instructional Practice Guidelines for Higher Education Physical Activity Programs across several institutions (SHAPE America, 2022). Research has shown that movement and physical activity are essential for managing physical and mental health; therefore, the current low level of physical activity among college students is concerning (American College Health Association, 2024; Rodríguez-Romo et al., 2022). Academic instructional physical activity programs (IPAPs) provide students with quality learning environments that promote and support opportunities for lifelong physical activity and movement. Empowering physical activity instructors with appropriate instructional practices increases the likelihood of positive experiences for both students and instructors. The intent of this brief is to demonstrate how SHAPE IPAP Guidelines are incorporated in universities today. The institutional examples can serve as models to facilitate discussions within other colleges and universities. The information provided will assist program administrators and faculty in developing, better aligning, and supporting their respective IPAP with teaching, administrative, and instructional practices as identified in the SHAPE IPAP Guidelines document.

The Phenomenon of School Dropouts in the Pujut, Mandalika SEZ: An Interpretive Phenomenological Analysis from the Perspective of Education Actors and Society

The development of the Mandalika Special Economic Zone (SEZ) in Pujut district, while driving economic growth, has raised concerns about declining school interest and high dropout rates among local students. This qualitative study, employing interpretive phenomenological methods, explores the experiences and perceptions of education actors, including the vice principal for student affairs, counseling guidance teachers, Mongge madrasah teachers, and the Head of Sukadana Village, to understand the underlying factors. Findings reveal economic constraints as a primary cause of dropout, with many students from low-income families unable to afford education. Early marriage, particularly among female students, is another significant factor influenced by economic, social, and cultural pressures. Additionally, broken homes, unsupportive social environments, the negative influence of social media, and a lack of motivation contribute to the problem. Schools have responded with counseling, parental engagement, and restrictions on mobile phone use. However, deeper issues like early marriage and broken homes necessitate broader interventions involving government policies and socio-cultural change. This research illuminates the complexity of school dropout in the Mandalika SEZ and highlights the need for a comprehensive approach engaging all stakeholders to ensure educational access and success for all students.

Exploring Barriers to Attending Zhengzhou University from the International Nursing Students’ Viewpoints in China: A Qualitative Study

Background: Developing nursing capacity worldwide includes training nurses to the doctorate level. Due to a global shortage of PhD nursing programs, many nurses are pursuing their doctorates abroad. International nurse students frequently face some barriers because of socio-cultural and other differences. As far as we are concerned, there is limited research on the barriers experienced by international nursing students. Objectives: This study aimed to explore the barriers to attending Zhengzhou University from the viewpoint of international nursing students in China. Methods: The study employed a qualitative approach among international nursing students at Zhengzhou University, China. Participants were selected using purposeful sampling, and the sample size was determined by information saturation. A semi-structured interview guide and a conventional content analysis method were used. Results: In this study, ten international nursing students were interviewed. All participants expressed their concerns regarding the barriers experienced in China. Two major categories were identified from the student data: (1) situations outside the school/university (skin color, language, and socio-cultural differences); and (2) those inside the school/university (expectations and realities of learning experiences, supervisory concerns, and lack of support). Conclusions: This study indicated that international nursing students experienced different barriers than international students at Zhengzhou University. A secure learning environment is required to adapt and flourish in an educational teaching society. The university/school should create a culturally competent and suitable environment for international nursing students.

Trainee growth vs. fixed mindset in clinical learning environments: enhancing, hindering and goldilocks factors

BackgroundDoctors in training (trainees) have higher rates of burnout, anxiety and depression than other professionals. An important psychological tool to combat this crisis is promotion of a growth mindset, which increases resilience and improves mental health outcomes. How growth mindset might be promoted within the clinical learning environment is underexplored. This study aimed to explore the factors promoting a growth mindset versus fixed mindset in trainees from the perspective of the trainees.MethodsThis constructivist study employed a novel method of encouraging trainees’ reflections on mindset adoption in the clinical learning environment. Trainees played Mindset, a tabletop simulation board game that included challenges encountered within training. This was followed by a facilitated debriefing, focusing on factors that promoted growth or fixed mindset adoption in the clinical learning environment. Debriefing transcripts were analysed using template analysis.ResultsThree groups of oncology trainees and one group of medical education fellows participated (16 participants in total). Factors promoting growth mindset adoption included passion, collaboration, diverse career and role modelling. Factors promoting fixed mindset adoption included burnout and competition. Some factors, such as grit, previous success experience and singular training location promoted a fixed mindset when too much or too little were present, and promoted a growth mindset when they were in balance (the Goldilocks principle).ConclusionsThe importance of balance versus excess of certain factors, and the ubiquitous competitive culture in medicine promoting a fixed mindset, were compelling reflections. This study may aid invested parties to reflect on what factors they can upregulate and down regulate to optimise trainees’ adoption of a growth mindset.

Variation in the social composition of the UK academic elite: The underlay of the two-or three-cultures?

In this paper, we complement a previous study of the UK natural science elite, as represented by Fellows of the Royal Society, with a comparable study of the humanities and social sciences elites, as represented by Fellows of the British Academy. We seek to establish how far similarities and differences exist in the social composition of these three academic elites and in the routes that their members have followed into elite positions. We are also concerned with the consequences of the humanities and social sciences elites being brought together in the British Academy, in contrast with the situation in most other countries where elite natural and social scientists are located in the same academy. We pursue these issues in the context of C. P. Snow's discussion of the social underlay of the cultural disjunction that he saw between the natural sciences and the humanities, while also considering how the social sciences fit in. We find that there is support for Snow's position at the time of his writing. However, a notable development in more recent years is that the growing social sciences elite is moving in its social composition away from the humanities elite and closer to the natural science elite. This is primarily due to changes in the social origins and education of Fellows in those sections of the British Academy that are on the borderline between the social and the natural sciences. A widening difference thus arises with Fellows in the humanities sections most representative of Snow's 'traditional culture'.

Tracing Some Challenges of Higher Education Historically in Nepal through Tribhuvan University

Tribhuvan University (TU) is the oldest and only central university in Nepal. It set a historical record in 2023 by convocating more than twelve thousand students at one time. Despite the presence of many regional and technical institutes and universities that contribute to Nepali society in higher education, Nepali students often prefer to study abroad after completing their school-level certificates. This trend has compelled Nepali university planners, educators, political parties, and governments to review the reasons for the brain drain among youth. The article aims to restore faith among Nepali citizens in the higher educational institutions available in the country, especially TU, and to encourage stakeholders to recognize the sensitivity of the issue so that brain drain can be reduced. To achieve this, the author selects various media writings on the higher education sector, websites, reports, and books on Gagne's psychological theory and the history of higher education in Nepal, adhering to qualitative research methods. The findings indicate that there is a need for correction and self-evaluation among TU authorities, Nepali political parties, and other stakeholders to contribute positively and help the university maintain its good image.

Successful Development and Implementation of Communication Skills Simulation Training Within Pediatric Hematology-oncology Fellowship Education.

Difficult discussions with patients and families are a primary component of pediatric oncology care. We report our experience in the development and implementation of a longitudinal simulation-based Communication Skills Curriculum within a pediatric hematology-oncology fellowship training program. A 6-session simulation curriculum was created for fellows to practice difficult oncology related discussions with a standardized patient (SP). This program was implemented in 2017 and continues presently. Throughout fellowship training the scenarios progress in content and scope. Each simulation was observed and recorded, and written and verbal feedback was provided. The Gap-Kalamazoo Communication Skills Assessment Form was used to assess communication skills in each session. A total of 15 fellows (100% of possible participants) have participated in this curriculum to date. Across all domains of communication skills assessed, the ratings given by the physician evaluators and self-evaluations improved over the course of the scenarios completed throughout fellowship training. This type of simulation-based communication skills curriculum within a pediatric hematology-oncology fellowship training program is feasible to implement. This training is useful to fellows beyond training in improving communication skills, which has the potential to directly benefit the future patients they care for.

Evolving Patterns in Inpatient Pediatric Consultations to Allergy/Immunology at an Academic Medical Center

Background: Consultations to pediatric allergy/immunology are of benefit to many hospitalized inpatients, but there is limited current information about how T-cell receptor excision circles (TREC) screening may have changed these patterns for pediatric populations. We aimed to determine the types of consults being requested and their relative frequencies for primary pediatric allergy/immunology consults under an academic fellowship program since the start of TREC screening in 2016. Information gained could help identify focal concepts for pediatric allergy inpatient training curricula for fellowship and graduate medical education programs. Methods: Under an IRB approved study of an academic allergy fellowship consultation log, we retrospectively reviewed electronic medical records of pediatric allergy and immunology consults and categorized consultations by their primary indication. Results: Three-hundred and eighty-three pediatric allergy/immunology consultations were seen between September 4, 2016 to November 24, 2022. In terms of frequency, the most common consultation was for immunodeficiency evaluation or treatment, n=205 (53.5%), followed by drug allergy n=55 (14.4%), general allergy concerns n=43 (11.2%), skin allergy n=35 (9.1%), and less commonly inflammatory syndromes, n=26 (6.8%) and food allergy, n=19 (5.0%). Questions related to TREC screening comprised 21% of all immunodeficiency consults, at n=43. Conclusion: At an academic allergy center where all allergy/immunology service lines are currently provided, the most common reason for pediatric consultations were for help with immunodeficiency evaluation/treatment and drug allergy. TREC screening is a new key indication for consultation. Fellowship programs may benefit from focusing on these content areas for the pediatric inpatient setting.

Comparison of Web-Based and On-Site Lung Simulators for Education in Mechanical Ventilation.

Training in mechanical ventilation is a key goal in critical care fellowship education. Web-based simulators offer a cost-effective and readily available alternative to traditional on-site simulators. However, it is unclear how effective they are as teaching tools. In this study, we evaluated the test scores of fellows who underwent mechanical ventilation training by using a web-based simulator compared with fellows who used an on-site simulator during a mechanical ventilation course. This was a nonrandomized controlled trial conducted as part of a mechanical ventilation course that involved 70 first-year critical care fellows. The course was identical except for the simulation technology used. One group of instructors used a traditional on-site simulator, the ASL 5000 Lung Solution (n = 39). The second group was instructed in using a web-based simulator, VentSim (n = 31). Each fellow completed a pre-course test and a post-course test by using a validated, case-based ventilator waveform examination that consisted of 5 questions with a total possible score of 100. The primary outcome was a comparison of the mean scores on the posttest between the 2 groups. The study was designed as a non-inferiority trial with a predetermined margin of 10 points. There was no significant difference in the mean ± SD pretest scores between the web-based and the on-site groups (21.1 ± 12.6 and 26.9 ± 13.6 respectively; P = .11). The mean ± SD posttest scores were 45.6 ± 25.0 for the web-based simulator and 43.4 ± 16.5 for on-site simulator (mean difference 2.2; one-sided 95% CI -7.0 to ∞; P non-inferiority = .02 [non-inferiority confirmed]). Changes in mean ± SD scores (posttest - pretest) were 25.9 ± 20.9 for the web-based simulator and 16.5 ± 15.9 for the on-site simulator (mean difference 9.4, one-sided 95% CI 0.9 to ∞; P non-inferiority < .001 [non-inferiority confirmed]). In the education of first-year critical care fellows on mechanical ventilation waveform analysis, a web-based mechanical ventilation simulator was non-inferior to a traditional on-site mechanical ventilation simulator.

8006 Feedback For Fellows: Opening The Pandora's Box Of "Confidence" In Feedback

Abstract Disclosure: S. Ananthakrishnan: None. C. Noronha: None. Background: Feedback is a key component of training at any level. Sub-specialty fellowship training has unique goals and barriers to feedback exchange, such as faculty tension with giving negative feedback to potential future colleagues, that are uncommon in other training environments. A common characteristic that may be discussed in feedback exchanges is a supervisor’s perception of a trainee’s confidence. Concerns have been raised both at the local and national level regarding the potential negative effects of the word “confidence” in medical education, due to cultural, gendered, and racial biases, which can be harmful to the learning environment in endocrinology where many trainees hail from diverse geographic and cultural backgrounds. Methods: Within our institution, ACGME annual survey data between 2015-2019 indicated that a large portion of internal medicine specialty fellows were not satisfied with the feedback they received. Pilot data from a survey administered to trainees in the Department of Medicine at our institution indicated that 66.67% (n=31) of trainees had received feedback about their confidence level as observed in the clinical setting. Over 70% of those trainees felt the feedback was actionable less than half the time. The themes of frustration and ambiguity in interpreting the feedback around “confidence” emerged from the trainee data. To address perceived deficiencies in supervisor knowledge, skills and attitudes around fellowship-specific feedback exchange, we implemented departmental workshops focused on highlighting tools related to giving feedback to fellow trainees and case-based discussions to understand how and why the word “confidence” is used in feedback and how it may be interpreted by trainees. Results: This feedback workshop has been instituted within our Department of Medicine and was piloted with a focus on fellowship education in the Endocrinology section by the time of this abstract (further data forthcoming). Following the workshop, attendees (n=13) were surveyed. 76.9% of respondents had experience delivering feedback with the word or theme of “confidence”, despite 69.2% of respondents being aware of the varied meanings of the word. Following the workshops, data from faculty attendees indicated 92% of respondents were aware of the varied meaning and 99% felt more comfortable using behavioral-based, as opposed to personality-based, language to support actionable changes in fellow skills. Conclusions: This workshop curriculum suggests further need to explore the impact of the word “confidence” in feedback exchanges. Our pilot data is a call to action for further research on the development of effective strategies on how to move past use of the word “confidence” in feedback, with the goal of providing more specific, bias-free and behavioral-based feedback that can support a more inclusive learning environment for fellowship trainees. Presentation: 6/3/2024

Bibliometric Analysis: Interactive Multimedia For Mathematics Learning

With the development of technology in the 5.0 era, it is possible for students to use technology-based learning media such as interactive multimedia which combines video, animation and audio, thus allowing users to interact and understand the material, as well as increasing learning that is more interesting and interactive. This research aims to see the trend of publication of interactive learning media in mathematics learning from 1993-2023 on Scopus, to see the most countries that study interactive multimedia articles in mathematics learning, to find out published journals regarding interactive multimedia in mathematics learning, and to find out the level of education who use interactive multimedia a lot in mathematics learning. The method used is descriptive research using bibliometrics for publication mapping with the help of VOS viewer. Data collection techniques use Scopus with the keyword’s interactive multimedia and mathematics. The amount of data retrieved from 359 articles to 38 articles regarding interactive multimedia in learning mathematics. Research results show development publication in 1993-2023 on search sqopus the highest in 2010 was 4 publications with 0.12%. Mathematics education for 29 years has increased every year. Malaysia is the country with the largest number of articles on interactive multimedia, namely 87 articles. The journal that publishes interactive multimedia articles is Educational Technology and Society with 79 articles. Writer article the highest of each is article written by (Goodwin, 2008). The level of education that often uses interactive multimedia is Junior High School (SMP) with 10 articles.