Formal Education Training Research Articles

Competency-based training in anaesthesiology: train the trainers first. A descriptive cross-sectional survey by the committee of the European Society of Anaesthesiology and Intensive Care (ESAIC) Teach the Teachers Masterclass

IntroductionThe level of competence in teaching among trainers expected to deliver training according to the European Training Requirement in anaesthesiology is unknown. The aim of this descriptive cross-sectional survey, performed from 1 September 2021 until 31 October 2021, and promoted by the European Society of Anaesthesiology and Intensive Care (ESAIC) was to establish the current level of knowledge and faculty development among European countries regarding competency-based education and training (CBMET) in anesthesia and intensive care.ResultsA total of 711 responses of anaesthesiologists working in 46 European countries were analyzed. The great majority (530/74.64%) had more than 10 years of experience in anesthesia, were experienced specialists, or held more senior positions (645/90.97%), worked in academic hospitals (451/63.5%), and claimed to be involved in teaching residents (561/79.01%). Most respondents declared either not sure or no knowledge (115/546; 21.06% and 232/546; 42.49%) about European training requirements in anaesthesiology. One-third claim to know about CBMET. Formal training in teaching has 21% of respondents. Lack of time (369/506; 72.92%) and overload with work (351/506; 69.36%) are reported as the most important obstacles in teaching residents. A disparity in the answers is present between, but within the countries too.ConclusionsThe results of the presented survey reveal that even among experienced anesthesia professionals dedicated to medical education there is still a lack of knowledge on CBMET as well as systemic support for faculty development in European countries. The differences within and between European countries regarding the perception of CBMET. Dedication to faculty development is necessary to improve European anesthesia and intensive care education.

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

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

Prioritising Competencies in Clinician Educator Training in Residency Programmes.

Although Clinician Educator Tracks (CETs) have been developed for postgraduate trainees, more clarity is needed regarding which competencies are most relevant to resident and fellow physicians (housestaff) seeking to become Clinician Educators (CEs). We used the Clinician Educator Milestones, an established framework for competencies at the faculty level, to perform a targeted needs assessment at a large academic institution from April-May 2023. Educational leaders in undergraduate (UME), graduate (GME) and senior medical education (SME) leadership roles were asked to prioritise the Clinician Educator Milestones subcompetencies for a 1-year track. Descriptive statistics and logistic regression analysis were performed; text comments underwent content analysis. Of the 285 leaders, 118 (41%) completed the survey. The average length in educational leadership was 6.9 ± 5.6 years, with 33% having formal education training, 23% representing surgical specialities and 17% in SME roles. The subcompetencies of learner assessment and feedback were prioritised highest (86%), while change management was prioritised lowest (23%). Respondents in SME roles compared to UME and GME roles or those in educational leadership ≥ 6 years compared to < 6 years prioritised professionalism. Respondents without formal education training prioritised medical education scholarship more often than those with training. Surgical respondents more often prioritised administrative skills than nonsurgical respondents. Open-ended comments were generally positive towards a CET for housestaff, suggesting a hybrid format with flexible scheduling. Teaching-oriented subcompetencies were highly prioritised for a CET targeted at housestaff. The prioritisation choices offer guidance for a CE's progression through the subcompetencies.

Penerapan Outdoor Mathematics Aktivity bagi Guru SD di KKG Gugus 1 Kecamatan Sirenja Kabupaten Donggala

Purpose: The aim of community service activities in 2023 is to help elementary school teachers in KKG Gugus 1 Sirenja sub-district Donggala district in implementing outdoor mathematics activities with elementary school students for measurement material. Methodology: This activity takes the form of teacher training with implementation methods including: (1) lecture/presentation, (2) question and answer, and (3) group work. The props used for this activity were measuring tape, rope, LKPD, and objects outside the classroom. After the activity, the teachers filled out a questionnaire to assess the achievements of the activities conducted by the Mathematics Education Study Program service team from the Mathematics and Natural Sciences Education Department at FKIP Tadulako University. Results: Based on discussions during the activity and the results of the questionnaire, information was obtained that all activity participants had never applied mathematics learning outside the classroom. The material presented provided a good understanding of the Outdoor Mathematics Activity, and the results of the activity helped teachers in carrying out activities outside the classroom. Limitations: The study may be limited by the participants' prior lack of experience with outdoor mathematics activities, and the short duration of the training may not provide a comprehensive understanding of the implementation. Contribution: This community service activity contributes to enhancing the understanding and skills of elementary school teachers in implementing outdoor mathematics activities, thereby potentially improving student engagement and learning outcomes in mathematics.

A Pilot Faculty Fellows Pipeline Program: Developing Nurse Educators in South Carolina.

Several regions across the United States, especially in the Southeast, are facing a critical nurse and nurse-faculty shortage. The College of Nursing at the University of South Carolina (USC) created the Nurse Faculty Fellow Pipeline Program (NFFPP) to increase the nursing faculty workforce. Additional faculty are needed to educate nurses to meet the state's needs. This pilot program provides a 1- to 2-year fellowship education for Doctor of Nursing Practice and Doctor of Philosophy students to become nursing faculty through intensive coaching, mentored teaching experiences, formal pedagogical training, and mentored scholarship development. The fellows are paid a competitive salary and receive health insurance to prepare 4 days a week for a future faculty role; fellows also receive a paid day per week for their doctoral studies. In its second year, the program has been successful and is expected to assist in providing additional doctorally prepared nurse educators. [J Nurs Educ. 2024;63(12):813-817.].

Medical educator teaching habits: origins, decisions, and strategies—a phenomenological inquiry (METHODS-PI)

In recent decades, medical education has been grappling with two significant challenges: the increasing prevalence of burnout among learners at all levels and the concerning trend of industry bias, low-quality evidence, and expert-based opinion driving clinical practice guidelines. To address these issues, a critical evaluation of the medical education and training system is necessary. Utilizing the Socioecological Model (SEM) as a framework, this study employed a phenomenological approach to investigate the methods, habits, decisions, origins, and strategies of medical educators. The aim was to identify the core guiding principles that shape the ecosystem of medical education and training. Semi-structured interviews were conducted with medical educators, and thematic analysis revealed three common themes. First, the irreplaceability of physician educators, found at the heart of the medical education training system, was a central theme. Second, all interviewed educators expressed a desire to enhance the educational environment, drawing upon their current and past training experiences to inform their teaching methods. Tacit knowledge gained from personal experience, years of clinical practice, peer relationships, and mentors played a significant role in shaping their teaching principles. Third, while the goal of improving the educational environment was universal, educators with more formal pedagogical training advocated for more drastic changes and system overhaul, while those without formal training focused on making improvements within the existing framework. The reliance of most physician educators on past experience as a guide for education highlights the sociocultural reproduction and pedagogical inertia prevalent in the 21st-century medical education and training system. Integrating tacit knowledge with formal pedagogy has the potential to impact each level of the hierarchy within the SEM of medical education. By operating beyond the confines of the current system, educators can foster innovation, growth, and critiques that may help alleviate burnout and provide learners with opportunities to challenge current evidence-based practices. This study emphasizes the need for a critical evaluation of the pedagogical theories at the center of the medical education system.

Mathematics Education for Students with Intellectual Disabilities: Beliefs of Chilean Special Education Teachers

ABSTRACT Teachers’ beliefs play a key role in pedagogical decision-making processes and thus in the educational practices applied in the classroom. Beliefs concerning mathematics have been a subject of research interest given their impact on teacher behaviour. However, little is known about specific teacher beliefs regarding mathematics education in students with an intellectual disability. The purpose of the present qualitative study was to explore the beliefs of 14 teachers and head of studies at eight special schools in Chile regarding mathematics education for students with an intellectual disability. Results reveal beliefs that place considerable emphasis on the functional teaching of mathematics, with a strong focus on handling money and practical activities. According to this perspective, mathematics can contribute to the development of autonomy and to occupational inclusion for people with an intellectual disability. The primary findings point to the need for formal teacher training in the discipline of mathematics.

Instilling pedagogy through the Shepherding process

Research on sessional teachers in legal education is underrepresented in the literature (Blackham, 2020). In law schools, sessional teachers are employed to develop and deliver bespoke intensive-based subjects at postgraduate level and are often classifiable as ‘outside industry experts’ (OIEs); this cohort has been described as atypical of sessional academics across the sector in many ways (Cowley, 2010). This poster presentation seeks to add to this area of knowledge, by presenting something of an auto-ethnographic snapshot of a ‘shepherding process’, implemented at MLS, from Educational Designers’ point of view. ‘Shepherding’ is a collaborative initiative for new subjects proposed to be taught at the MLS, enhancing curriculum design outcomes and pedagogical capabilities of new subject coordinators (most of whom lack formal training in teaching), as well as facilitating connection to the wider teaching and learning community and support services. When a new subject is proposed, would-be lecturers are usually not yet employed by the school. Having pitched an idea for a subject with the school, they work with an Educational Designer to refine a new subject proposal to be reviewed by a curriculum committee. As such, the shepherding process and the final deliverable of the new subject proposal form also forms part of the candidature process for prospective subject coordinators. Grounded in co-design principles, shepherding facilitates the integration of instructional design theories, particularly constructive alignment and backwards design, into the subject development workflow from the outset. The educational designer’s role is central to shepherding and begins with the collaborative formulation of subject intended learning outcomes (SILOs), development of an assessment regime and comprehensive subject mapping, with the aim to establish constructive alignment. Additionally, the shepherding process includes guidance on designing course content within the LMS, providing a structured and accessible online environment for students. In helping guide a new subject through to acceptance and by being a singular point of contact with new lecturers, the educational designer forms an ongoing relationship which can also help with ensuing curriculum development. Hitch et al. (2017) and Hattam et al. (2024) have both argued that sustainable and targeted professional development of sessional staff is a critical factor for increasing engagement and feelings of connection with their institution and to their roles, and that where this is lacking the consistency and quality of student educational experience can be undermined. Cowley (2010) argues for the creation of school-level programs of support for law schools, specifically aimed at OIEs, in lieu of one-size-fits-all programs at the institutional level. Because of the nature of the OIE cohort and subject delivery timelines, there is a limited window of opportunity to work towards ‘acculturating casual staff to the new student-focused learning agendas’ (Kift, 2003 cited in Cowley, 2010), towards improving student learning outcomes. By providing targeted support for OIE teaching staff, the shepherding process has represented a significant advance in MLS’s instructional design and curriculum development process, enhancing the alignment, consistency and quality of subject design. By aligning teaching practices with established instructional design theories, the process enhances the educational experience for both instructors and students.

Youth Unemployment and Criminality: A Study of Burglary in Otuoke Community, Bayelsa State

Background: Youth unemployment has become a pervasive issue in Nigeria, particularly in rural communities like Otuoke, where limited economic opportunities and social pressures contribute to increased rates of criminality, including burglary. This study investigates the relationship between youth unemployment and burglary in Otuoke community, Bayelsa State, aiming to shed light on the socio-economic factors driving this correlation. Aim: This study investigates the relationship between youth unemployment and burglary in Otuoke community, Bayelsa State, using Robert K. Merton's strain theory. Method: A sample of 370 participants was selected through purposive sampling, and data was collected via self-designed questionnaires. Frequency tables and simple percentage analysis revealed a significant link between youth unemployment and burglary. Result: The findings suggest that Nigeria's emphasis on goals without providing adequate means leads to deviant behavior. There was a significant correlation between youth unemployment and burglary rates in the Otuoke community, 75% of respondents reported unemployment as a primary motivator for engaging in burglary, lack of job opportunities, poverty, and inadequate education were identified as major contributing factors, 60% of respondents had no formal education or vocational training, social pressures, peer influence, and family financial burdens also played a role in criminal involvement, majority of burglars (80%) were aged 18-25, emphasizing the vulnerability of young people. Conclusion: Youth unemployment is a societal issue threatening social-economic stability.

A framework for training graduate students and campus communities in inclusive teaching.

While graduate student teaching assistants (TAs) contribute significantly to university education, many graduate programs across diverse disciplines offer limited formal pedagogical training. In turn, many researchers informally develop teaching and mentoring skills as they advance to faculty positions or related careers. This can perpetuate a lag in the implementation of inclusive educational environments despite the clear benefits demonstrated by recent pedagogical research. For instance, the integration of inclusive teaching strategies like universal design for learning, growth mindset feedback, and the use of relatable role models in curricula may help increase the persistence, success, and self-efficacy of traditionally underrepresented groups in the sciences. Additionally, research indicates that training graduate TAs in evidence-based practices may have benefits beyond teaching efficacy, such as greater confidence in research preparedness and science communication-skills applicable to any scientific field or career path. Here, we developed and implemented an inclusive teaching series for a marine science department that included: (i) campus-wide pedagogical journal article discussions and knowledge-sharing, (ii) expert-led interactive workshops on evidence-based teaching strategies, and (iii) a graduate TA professional development module on inclusive lesson planning with opportunities to teach and receive feedback. Based on our experiences, we share a framework and resources to facilitate a broader adoption of formalized TA training in inclusive teaching practices within graduate programs across a variety of fields.

Novice clinician educator professional identity formation through a longitudinal mentorship: a qualitative study

BackgroundThe professional identity of doctors is evolving with physicians now required to be ‘scholars’, facilitating the education of students and healthcare teammates as educators. Mentoring is widely practiced and is postulated to facilitate professional identity formation (PIF) through socialization.Preliminary literature review suggested few studies looking into how formal mentoring programmes affect PIF of novice clinician educators, particularly an Asian context. I hope to understand the perceived professional identity of such educators, and what changes in professional identity are observed after longitudinal mentorship, using the social cognitive career theory (SCCT) as an underpinning framework.MethodsA qualitative study explored perspectives of mentees with less than two years teaching experience and participating in a formal mentoring programme. Semi-structured interviews were conducted at the beginning and end of the programme. Thematic analysis and coding of these taped and transcribed interviews was performed and triangulated with an elite interview. Mind maps were constructed to appreciate the inter-relatedness of themes and evaluated using the SCCT framework. Methodology was anchored to the Consolidated Criteria for Reporting Qualitative Research checklist.ResultsSeven mentees were recruited. All were Chinese except for two Indians. All had less than six months experience with educational activities. None had formal training in medical education. Median duration postgraduate was six years. One was from a surgical discipline, others were from a range of medical disciplines. Themes identified included background influences, learning experiences and outcome expectations which affected self-efficacy, leading to mentees attaining goals and performing actions which effected their professional identity development, which was in-turn affected by contextual influences. Most perceived themselves as clinicians rather than medical educators. Concepts underpinning PIF included socialisation (role modelling and mentorship, communities of practice, sense of belonging), experiential learning, the hidden curriculum and reflective practice.ConclusionsNovice clinician educators mostly have a hierarchical identity. Role modelling and mentorship, active participation in communities of practice, promotion of a sense-of-belonging, experiential learning combined with reflective practice are important components for socialisation, synergistically facilitating PIF in novice clinician educators. Overcoming contextual barriers, being cognisant of cultural practices and addressing concerns in the hidden curriculum can assist educators in development of their professional identity.

Pengaruh Pendidikan, Pelatihan dan Pemahaman Akuntansi terhadap Kemampuan Mahasiswa Akuntansi Universitas 17 Agustus 1945 Surabaya dalam Mengerjakan Laporan Laba Rugi

This research aims to analyze the influence of education, training and understanding of accounting on the ability of accounting students at the University of 17 August 1945 Surabaya in preparing profit and loss reports. Through a qualitative approach, this research explores students' experiences in the accounting learning process and the challenges they face in applying this concept. Interviews were conducted with fifth semester accounting students who had received related education and training. The research results show that the majority of students feel that the process of preparing a profit and loss report is relatively easy, but challenges remain, especially in understanding accounting policies that frequently change and difficulties in managing complex information such as calculating taxes and cost of goods sold (COGS). The training provided is highly appreciated as it helps students develop analytical and practical skills, as well as deepening their understanding of accounting concepts. The combination of formal education and practical training has proven effective in improving students' ability to prepare financial reports accurately. It is hoped that this research can provide recommendations for developing curriculum and teaching methods in the field of accounting, so that students are better prepared to face the challenges of the world of work and are able to prepare financial reports properly and correctly.

Generative AI Applications in Architecture, Engineering, and Construction: Trends, Implications for Practice, Education &amp; Imperatives for Upskilling—A Review

This study investigates the current landscape of generative AI and LLM applications in architecture, engineering, and construction (AEC), focusing on trends, practical implications, educational strategies, and imperatives for upskilling. Employing a six-stage systematic review sourced from Google Scholar, Scopus and Web of Science, 120 papers were analyzed to provide a comprehensive understanding of the role of these technologies in shaping the future of the AEC industry. By addressing these objectives, the research contributes to enhancing knowledge about the potential impacts of generative AI and LLMs on the AEC industry and provides insights into strategies for leveraging these technologies effectively. This study underscores the transformative impact of AI and advanced technologies on the AEC sector and education. By enhancing learning experiences and optimizing construction processes, AI fosters personalized education and efficient project management. The study’s significance lies in its identification of necessary skills and competencies for professionals, ensuring effective AI integration. Implications include the need for continuous professional development, formal education, and practical training to leverage AI’s potential fully. This paves the way for sustainable, intelligent infrastructure and accessible, adaptive learning environments, driving innovation and efficiency in both fields.

A Case for Specific Education of Advanced Practice Providers in Allergy &amp; Immunology: Results of a Gap Analysis and Targeted Needs Assessment

Introduction Advanced practice providers (APPs) are increasingly utilized throughout the health care system. At present there is no nationally sanctioned curriculum for APPs providing Allergy &amp; Immunology (A&amp;I) care. Methods A nationwide gap analysis and targeted needs assessment was conducted to examine the current level of education/training of APPs in A&amp;I. Results At present, training in A&amp;I in NP/PA school is quite limited. The formal education and clinical training APPs receive at practice sites varies significantly with most APPs feeling only somewhat comfortable providing A&amp;I care upon completion of their training period. Conclusions Results of a nationwide gap analysis and targeted needs assessment identify the need for providing education specific for A&amp;I to APPs practicing in this field.

Pedagogical training of lecturers for higher education

The study aims to explore inadequate pedagogical training for higher education and strategies that could enhance effective teaching. The study adopted a constructivist paradigm and qualitative research design as it is qualitative in nature. Bandura’s social cognitive theory forms the basis for the study. The theory holds that learning occurs in a social context, interacts with the surroundings and actions, and applies the already stored schemata to acquire new knowledge. Data were generated from the critical review of the relevant literature. It was interpreted and analyzed thematically following Castle and Amanda’s five steps of thematic analysis. The results showed inadequate funding and wrong assumptions about the teaching abilities of lecturers with advanced degrees. In addition, there is also a lack of formal training programs, which contributes to the poor state of teacher training. The study revealed that enough funding and transparent lecturers’ pedagogical training structures can enhance lecturers’ teaching abilities. The study concludes that teacher training for higher education is insufficient. However, proper financial support for relevant and effective teacher training programmes could improve lecturers’ teaching skills and thus better students’ performance. The study recommends that all lecturers in higher education should go under formal teacher training. Universities should also source funds to enhance formal teacher training for novice lecturers. There should be frequent refresher courses on the latest teaching methods for gurus already in the field.

Lifelong Learning Center Trainers: What Are Their Perceived Curriculum Literacy and Digital Technology Usage Levels?

Education and training are crucial components of society's ever-changing nature, and having a strong understanding of curriculum literacy is necessary for trainers in adult education to successfully execute curriculum. Similarly, effective use and integration of digital technologies into educational settings is a necessary skill for trainers. These competencies are critical for K-12 and higher education educators, as well as for adult education trainers who guide the learning process in line with their assigned program. In this study, we have investigated the relationship between trainers' perceived competence in curricular literacy (CL) and their use of digital technologies in education (DTUE). This study employed a descriptive survey methodology to gather data from a total of 628 individuals. The average age of the participants was 41.7 years, and they were all employed at a lifelong learning institution in Türkiye. MANOVA and correlation analysis were executed. We examined whether there were any differences in the trainers' perceived CL and DTUE levels based on the specified variables. The results revealed a positive and weak correlation between trainers' perceived curriculum literacy levels and their use of digital technology. Also, the trainers without prior formal pedagogical training had significantly lower scores in CL and DTUE compared to the trainers who had either graduated from the Faculty of Education or earned a pedagogical formation certificate.

Transforming Islamic Education through Lesson Study (LS): A Classroom-Based Approach to Professional Development in Southern Thailand

Private Islamic schools in Southern Thailand face significant challenges, particularly in adhering to national educational standards, which impacts students’ academic outcomes. Most Islamic Studies teachers lack formal pedagogical training, resulting in a teaching approach that often fails to engage students effectively. This study employed participatory action research (PAR) involving 32 Islamic Studies teachers across 10 schools. The research was structured around the four phases of PAR: establishing relationships, collaborative design, implementation through LS and Open Approach, and reflective assessment. The implementation of Lesson Study and Open Approach led to significant improvements in teaching practices, shifting from traditional teacher-centered methods to learner-centered approaches that emphasized critical thinking, self-directed learning, and the integration of ICT. This study demonstrates that adapting LS to the context of Islamic education can enhance professional development for teachers and improve educational outcomes. This approach could serve as a model for broader educational reforms in the region.

Educational Psychology and Its Role in EFL Teachers’ Professional Development: Insights from Karachi's Private College Instructors

The evolving demands of modern education require teachers to enhance their effectiveness through professional development, with educational psychology playing a pivotal role. This study investigates the influence of educational psychology on the professional development of English as a Foreign Language (EFL) teachers in Karachi's private colleges. Data were collected through interviews with ten college teachers lacking formal educational psychology training. Using a phenomenological approach, responses were recorded, transcribed, and coded for thematic analysis. The findings highlight that knowledge of educational psychology is essential for both teachers and students, as it equips educators to understand diverse learning styles and employ psychological tools to facilitate effective learning. Furthermore, it encourages teachers to adopt appropriate strategies to cater to individual learner needs, fostering a conducive learning environment. Educational psychology enables the integration of varied teaching techniques and essential 21st-century skills, ultimately shaping teacher and student behavior to enhance educational outcomes. This study underscores the critical role of educational psychology in elevating teaching and learning experiences.

Exploring the Functionality of Technology-driven CPR Training Methodologies Among Healthcare Practitioners: A Randomized Control Pilot Study.

Cardiopulmonary resuscitation training in Malaysia has evolved from traditional to modern approaches, embracing technology for better outcomes. Smartphone-based training apps offer interactive learning with simulations and real-time feedback, improving cardiopulmonary resuscitation skills anytime, anywhere. This study evaluates the effectiveness of the smart-cardiopulmonary resuscitation application for healthcare practitioners. This randomized controlled pilot study was conducted with 30 healthcare practitioners at the University of Malaysia Sabah. Participants underwent a Cardiopulmonary Resuscitation Practical formal educational training program, and data were collected using a Basic Life Support questionnaire and skills assessment checklist sourced from the American Heart Association (2020). Data analysis was conducted utilizing repeated analysis of variance and the Cochran 'Q' test supported by Statistical Package for the Social Sciences statistical software. The control and intervention groups showed improved knowledge and skills from pre-to post-cardiopulmonary resuscitation courses; a significant increase was observed in the intervention group compared to the control group. The F-test indicated a significant time-group effect (F-stat (df) = 16.14 (2), p = 0.01). Cochran's 'Q' test also revealed significant changes in the proportion of healthcare practitioners passing their skills assessments over time (2 = 14.90, control 01). The smart-cardiopulmonary resuscitation application is convenient for refreshing cardiopulmonary resuscitation skills and maintaining proficiency. While it doesn't replace formal cardiopulmonary resuscitation courses, it saves healthcare practitioners and the community time and money. Both groups showed improved cardiopulmonary resuscitation knowledge and skills, with the intervention group using the smart-cardiopulmonary resuscitation application showing higher success rates after two months. Adopting smartphone-based cardiopulmonary resuscitation training with comprehensive content is recommended.

Teaching Statistics in Health Sciences: Incorporating Inclusive Teaching Practices into (Bio)statistics Courses

Ten years ago, there was little variation in how courses in biostatistics were taught. Professors usually delivered prepared lectures using slide decks, notes on the whiteboard or even transparencies. Biostatistics graduate programs do not always require any formal training in teaching, so assistant professors in research-focused positions may find themselves teaching courses with their main preparation being their own class¬room experiences as students. This article describes several ways to include innovative teaching practices in statistics courses.