Formal Education Training Research Articles

Anadolu Öğretmen Lisesi Mirası: Türkiye'de Öğretmen Yetiştirme Kalitesinin ve Öneminin Mezun Bakış Açısıyla Değerlendirilmesi

This qualitative research aims to delve into the practices and influence of Anatolian Teacher High Schools, which play a critical role in Türkiye's teacher training process, from the perspective of graduates who are now teacher candidates. The research was conducted using a case study design, one of the qualitative research methods, and semi-structured interviews were conducted with ten students at Hacettepe University Faculty of Education, who are currently receiving pedagogical formation training and have previously studied at Anatolian Teacher High Schools. Interviews were carried out using 20 (6 unstructured closed-ended questions and 14 semi-structured open-ended questions) comprehensive questions pre-determined by the course instructor. These questions aimed to comprehend the students' experiences, opinions, and evaluations. The data collected were examined through content analysis, and the findings obtained were analyzed with the MAXQDA 2022 analysis program. The research findings highlight the positive impact and importance of Anatolian Teacher High Schools in Türkiye's teacher training process, as perceived by the graduates. The teacher candidates emphasized the significance of receiving education in these prestigious and quality schools and suggested that this experience should be recommended to other students aspiring to the teaching profession.

Öğretmen Adaylarının “Pedagojik Formasyon Sertifika Programı Öğrencisi” Kavramına İlişkin Metaforik Algıları

TThis study aimed to determine the metaphorical perceptions of pre-service teachers participating in the pedagogical formation certificate program about the concept of pedagogical formation certificate program student. Phenomenology design was used in the data collection. The study group of the research consisted of 417 pre-service teachers participating in the pedagogical formation training certificate program at the faculty of education of a state university located in the Western Black Sea Region in Türkiye in the 2022-2023 academic year. The data of the study were collected through a form prepared by the researchers asking "pedagogical formation program student is like (1)............/similar because (2)................" to an object, a shape, an animal or a living creature (metaphor/mental image) and to state the reason (justification/logical basis) for their similes. The documents were analyzed by content analysis method. As a result of the research, 52 metaphors developed by pre-service teachers taking part in pedagogical formation certificate program about the concept of pedagogical formation program student were collected in 16 different categories named as “dough, new born baby, storage space, warrior, turtle, guided person, lucky fish, mother, light, miserables, unprocessed mine, precious metal, dreamer, intermediary person, unconscious person, lego”.

Training in basic gastrointestinal endoscopic procedures: a European Society of Gastrointestinal Endoscopy (ESGE) and European Society of Gastroenterology and Endoscopy Nurses and Associates (ESGENA) Position Statement.

This ESGE Position Statement provides structured and evidence-based guidance on the essential requirements and processes involved in training in basic gastrointestinal (GI) endoscopic procedures. The document outlines definitions; competencies required, and means to their assessment and maintenance; the structure and requirements of training programs; patient safety and medicolegal issues. 1: ESGE and ESGENA define basic endoscopic procedures as those procedures that are commonly indicated, generally accessible, and expected to be mastered (technically and cognitively) by the end of any core training program in gastrointestinal endoscopy. 2: ESGE and ESGENA consider the following as basic endoscopic procedures: diagnostic upper and lower GI endoscopy, as well as a limited range of interventions such as: tissue acquisition via cold biopsy forceps, polypectomy for lesions ≤ 10 mm, hemostasis techniques, enteral feeding tube placement, foreign body retrieval, dilation of simple esophageal strictures, and India ink tattooing of lesion location. 3: ESGE and ESGENA recommend that training in GI endoscopy should be subject to stringent formal requirements that ensure all ESGE key performance indicators (KPIs) are met. 4: Training in basic endoscopic procedures is a complex process and includes the development and acquisition of cognitive, technical/motor, and integrative skills. Therefore, ESGE and ESGENA recommend the use of validated tools to track the development of skills and assess competence. 5: ESGE and ESGENA recommend incorporating a multimodal approach to evaluating competence in basic GI endoscopic procedures, including procedural thresholds and the measurement and documentation of established ESGE KPIs. 7: ESGE and ESGENA recommend the continuous monitoring of ESGE KPIs during GI endoscopy training to ensure the trainee's maintenance of competence. 9: ESGE and ESGENA recommend that GI endoscopy training units fulfil the ESGE KPIs for endoscopy units and, furthermore, be capable of providing the dedicated personnel, infrastructure, and sufficient case volume required for successful training within a structured training program. 10: ESGE and ESGENA recommend that trainers in basic GI endoscopic procedures should be endoscopists with formal educational training in the teaching of endoscopy, which allows them to successfully and safely teach trainees.

Association of white matter hyperintensity burden and cognitive performance in young‐aged, middle‐aged and old‐aged participants: Results of the population‐based 1000BRAINS study

AbstractBackgroundSome individuals seem less susceptible to the effect of high white matter hyperintensity (WMH) load on cognition reflecting differences in individual cognitive reserve (CR). Little is known about young‐ or middle‐aged participants. The aim of the present study was to examine (1) the effect of WMH on global cognition in three different age groups and (2) if education (as proxy for CR) moderates this association.MethodWe included 707 healthy participants (18‐85 years) without evidence of cardiovascular/neurological disease (young‐aged: 18‐44 years (Ø33.5±6.7): n = 108; middle‐aged: 45‐65 years (Ø57.9±5.5): n = 341; old‐aged: >65 years (Ø72.0±4.1): n = 258) from the population‐based 1000BRAINS study. An extensive cognitive assessment was conducted. The sum of all cognitive domain z‐scores defined the global score. Education was classified according to the International Standard Classification of Education as total years of formal education, combining school and vocational training. Magnetic resonance imaging (MRI) was carried out on a 3‐Tesla‐MR‐scanner (Tim‐TRIO, Siemens Medical Systems, Erlangen, Germany). WMH volume was determined using the Brain‐Intensity‐Abnormality‐Classification‐Algorithm. The associations of global cognition as outcome with WMH volume (in cm3) as predictor were analyzed using linear models (PROCESS v4.1 macro for SPPS) stratified by age group resulting in regression coefficient b with 95% confidence intervals (CI; adjusted for age, sex, depression, diabetes mellitus). To examine moderation effects of education, all models contained an interaction term (WMH x education).ResultHigher WMH volume was associated with lower global cognition in middle‐aged participants (b:‐0.27 (‐0.52 to ‐0.03, all reported results are fully adjusted). This effect was moderated by education (interaction term: b:‐0.07 (‐0.014 to ‐0.01)). In the young‐aged group, the association between WMH load and cognition was ‐1.27 (‐3.30 to 0.77). No association was found in the old‐aged group (b: ‐0.03 (‐0.20 to 0.14)).ConclusionHigher WMH load was associated with lower cognitive performance only in middle‐aged participants and was moderated to a small degree by education. Overall, the influence of WMH on global cognition in our cohort of healthy participants seems limited. Future analyses will focus on specific cognitive domains that might be more vulnerable to higher WMH load and will examine participants with certain cardiovascular risk profile.

Exploring interactive video learning: Techniques, applications, and pedagogical insights

Multimedia, interaction, and customized content make interactive video learning a popular and effective teaching tool. This pedagogical technique uses movies, animations, and graphics to create engaging and attractive instructional materials. Interactive aspects such as quizzes, simulations, and decision-making encourage active learning and critical thinking. Personalization is critical because it allows the educational process to be tailored to individual needs and preferences. This is done through adaptive learning systems and AI algorithms. This review examines interactive video-based learning methods, applications, and educational effects. This study examines how interactive video learning is impacting education in many sectors and locations. This technique allows students to view interactive videos at their convenience, accommodating different learning styles and schedules. The study also examines how interactive video-based learning affects knowledge, motivation, and participation in formal education and corporate training. This review analyzes existing studies and trends to assess the usefulness and future of interactive video learning in modern education. Interactivity, personalization, and multimedia help provide effective, learner-centered instruction. This study shows that interactive video learning can improve pedagogy and educational outcomes.

Revalue, reintegrate and reempower seniors: Educational level and continuing training make a difference

AbstractIn recent years, the proportion of the active population over 55 years of age has increased and, with it, early retirement, unemployment of older workers and senior “push” entrepreneurs. Given the repercussions at a social and economic level, the debate about the need to recover and keep seniors in the labour market is becoming increasingly rife. The aim of this study is to evaluate the evolution and European tendency towards the training and reintegration of seniors and demomstrate how formal education and continuous training can make a difference when it comes to prolonging their working life and subordinate their conditions and employment opportunities. Data from the European Working Conditions Survey between 2010 and 2021 are used and a descriptive statistical analysis and a hypotheses contrast are carried out using the Student's t test. The results show: (1) a greater effort to train and revalue seniors; and (2) that educational level and training generate significant differences in terms of the type of tasks to be performed and some variables that condition job satisfaction.

Advocating for mediation as a way to de-escalate conflict, with a focus on medico-legal claims: The anatomy of human conflict

The incidence and extent of medico-legal claims in South Africa has increased exponentially over the past number of years. Conventionally, medical negligence claims follow the civil litigation route, while alternative, perhaps better-suited, dispute resolution techniques and mechanisms are seldom considered. Where the occasional disputant does opt for mediation instead of civil litigation, mediators are not adequately versed in the human behavioural factors of conflict, even though these are crucial in establishing an appropriate strategy to de-escalate conflict and achieve settlement. Paying particular attention to medical negligence claims, this article draws on interdisciplinary sources to propose practical guidelines for mediators, whether existing or aspirant, to develop their mediation styles and strategies with regard to the thought processes and psychological factors behind disputes. This occurs against the backdrop of the current failure by formal legal education and vocational training curriculums to equip lawyers and mediators with even a basic understanding of the anatomy of human conflict. Incorporating such teaching into our curriculums could go a long way towards greater and more effective use of mediation to settle disputes, instead of summarily opting for the adversarial, costly and time-consuming route of civil litigation.

A STUDY ON CLASSROOM MANAGEMENT IN DISTANCE EDUCATION DURING EARTHQUAKE PROCESSES

Following the earthquake centered in Kahramanmaraş on February 6, 2023, the Council of Higher Education throughout Turkey decided to carry out education and training activities through distance education. In the study, the perceptions of classroom management in distance education of the students who received pedagogical formation training after the earthquake process and the effects of the earthquake in online courses were measured. The research was prepared in qualitative research type and designed in accordance with descriptive and content analysis. The data were provided with two sections consisting of personal and theoretical information and a semi-structured form containing a total of 8 statements, and the opinions of 163 participants were used. In line with the results obtained, "distance education" was found to be moderately efficient. According to the classroom management after the earthquake process, the positive situations encountered in distance education courses were determined as "motivation", "positive classroom atmosphere and interaction", "course presentation forms of the instructors", and the negative situations emerged as "inability to focus on the course during the course" and "worrisome attitudes". After the earthquake process, the positive effects of distance education on online courses were stated as "recording of the courses and being traceable afterward", "course content and documents are already in the system", "being economical in terms of money and time", and the negative effects were "the intensity of the courses on the same days", "internet and systemic problems". It was observed that there were significant differences between the students who were exposed to the earthquake and those who were not. At the end of the research, some suggestions were made to reduce the possible effects of the earthquake on lecturers and university students and to increase the effectiveness of online courses.

A Case Study of Curriculum Co-creation During a Seminar-Style Course for Senior Medical Students.

Opportunities to learn about education theory underpinning medical education are limited in both undergraduate and graduate medical education and predominantly focus on "student as teacher." Key components of education theory relevant to medical education, including learning theory, curricular design, and assessment design, are rarely included in student-as-teacher training. Opportunities for medical students to co-create curricula with faculty are scarce. We present the case study of a month-long, seminar-style course titled, Applications and Foundations of Education in Medical Education. We describe the course, report student feedback, and identify the value of curriculum co-creation expressed in student reflections. The course was designed by a faculty member with formal medical education training; students co-created their own learning outcomes through self-selected articles and personal reflections on the topics: How do people learn; what is the best way to teach; what is a curriculum; and how should students be assessed? Forty-seven post-clinical students completed the course; 28 completed course evaluations. They strongly agreed that the class met its stated goals (4.89/5) and that faculty teaching (4.93/5) and supervision (4.93/5) were appropriate. Themes from student reflections expressed that the co-creation process was insightful about the profession itself, from the perspective of their own participation in learning how to become a member of the profession. This course offered a unique opportunity for medical students to learn medical education beyond the skill of teaching. The course allowed deep immersion into current literature and offered the chance to plan and execute one's own learning.

Teaching Trainees to be Effective Mentors: A Needs-Based Assessment in Radiation Oncology

Mentorship plays a critical role in the training and career development of medical trainees. Teaching-the-teacher workshops for residents translate to higher long-term job satisfaction and improved patient communication skills. Further, near-peer mentorship has been associated with increased job satisfaction and patient care experience. Resident-as-mentors can add benefit to the mentorship networks of students, particularly in resource-limited environments, while benefiting residents' own mentorship relations and career satisfaction. We hypothesized that residents would desire to be a mentor, but would lack specific skills needed for effective mentoring of students in radiation oncology. A multi-institution, cross-sectional study was conducted among residents in the Radiation Oncology Education Collaborative Study Group (ROECSG) Graduate Medical Education working group from 06/2022-10/2022. Participants completed the Mentorship Competency Assessment (MCA), a validated 26-item questionnaire, scored on a Likert scale from 0-7 (0: most unprepared with mentorship skill, 7: most prepared with mentorship skill). The primary endpoint was the average score in individual mentorship skills among participants. Kruskal-Wallis test assessed associations between total MCA score (range 0-182) and demographics. A total of 36 of 39 participants (92% response rate) responded. A majority were male (58%), from a residency size >10 (75%), and P Gy-2/3 (52%). Most had no formal training in teaching (86%) or mentorship (89%). Many believed they would be a good mentor to students on a rotation (89%), but most felt they would benefit from a formal mentorship program (92%). From the MCA, the mentorship skills residents felt most unprepared for were: coordinating effectively with other mentors (3.4/7), helping mentees acquire resources (3.6/7), negotiating a path to professional independence with mentees (3.6/7), helping mentees network effectively (3.7/7), and working with mentees to set clear expectations of the mentoring relationship (3.9/7). The mentorship skills residents felt most prepared for were: acknowledging mentees' professional contributions (5.6/7), establishing a relationship based on trust (5.6/7), active listening (5.5/7), building mentees' confidence (4.9/7), and working effectively with mentees with personal backgrounds differing from one's own (4.8/7). Higher MCA scores were associated with former training in mentorship (p = 0.0143), and a trend for former training in teaching (p = 0.0525), but was not associated with sex (p = 0.5986), residency size (p = 0.1415), or P Gy-year (p = 0.9747). Residents are interested in mentorship training and report unpreparedness in several important skills. Future work should focus on formal training and assessment of mentoring skills for residents.

Motivation, inclusivity, and realism should drive data science education

Data science education provides tremendous opportunities but remains inaccessible to many communities. Increasing the accessibility of data science to these communities not only benefits the individuals entering data science, but also increases the field's innovation and potential impact as a whole. Education is the most scalable solution to meet these needs, but many data science educators lack formal training in education. Our group has led education efforts for a variety of audiences: from professional scientists to high school students to lay audiences. These experiences have helped form our teaching philosophy which we have summarized into three main ideals: 1) motivation, 2) inclusivity, and 3) realism. To put these ideals better into practice, we also aim to iteratively update our teaching approaches and curriculum as we find ways to better reach these ideals. In this manuscript we discuss these ideals as well practical ideas for how to implement these philosophies in the classroom.

Emily Is an Egg: An Example of a Narrative Analysis Approach to Identifying the Antecedents of Critical Language Teacher Cognition

This article presents a theoretically grounded methodological approach to investigate the interplay between language teacher cognition and critical language teacher identity development. To answer the question as to what social, cultural, historical, and political aspects lead teachers to position themselves as language teachers for social justice, positioning analysis (Bamberg, 1997) is used to identify the antecedents of a critical language teacher’s cognition in discourses vis-a-vis their development of critical consciousness. Positioning analysis can help us better understand critical language teacher cognition, their processes of becoming critical language teachers, and their development of critical language teacher identity and social positionings because it comprises not only the analysis of the content of a narrative, but also the interaction, as well as the social, cultural, political, and economic context in which such a narrative is constructed. To account for the long-term aspects of critical language teacher cognition, the analysis focuses on the narratives from the period before formal teacher training and how teachers position themselves and others within the story world, the storytelling world, and amidst dominant discourses. Followed by its report, I address a key pedagogical implication for the development of critical language teachers.

Skills for the aspiring surgeon in Australia: A needs assessment

Introduction: The increasing duration of time before the commencement of formal surgical education training (SET) in Australia has emphasised the need for pre-SET “aspiring” surgical trainees to develop greater competency in both generic and specialty-specific skills to fulfil these public hospital positions, however there is no formalised curriculum or guide. This paper investigates current inconsistencies in the training of Australian pre-SET aspiring surgical trainees and attempts to define which skills are required. Methods: We conducted semi-structured interviews with pre-SET supervisors in general and specialty surgery fields at a large tertiary teaching hospital in Sydney, Australia, to assess expectations and competencies of pre-SET surgical trainees. A mixed-method analysis was used with inductive content analysis used for the rich interview data and quantitative analysis of 5-point Likert scale scores for the essential skills syllabus and eligibility requirements. Results: Eighteen interviews were conducted. Three major themes arose from inductive content analysis: participants perceived that pre-SET trainees met basic expectations, significant variability in skill level exists between trainees, and simulation was suggested as a potential solution to address gaps in training. Quantitative analysis of Likert scores suggests that trainee competency was inadequate (or not required) for several skills. For general surgery, trainee competency was deemed inadequate for proctoscopy, rigid sigmoidoscopy and appendicectomy. Conclusions: There is a critical need to clearly define the skills expected of pre-SET trainees and their role within the healthcare system. This study provides insights into the content of that skillset, which could be used to design relevant and useful training programs for pre-SET trainees. The value of simulation training was universally noted by participants. They believed that this could improve competency for pre-SET trainees in technical and non-technical skills.

How Did We Get Here and Where Are We Going? Career Trajectories of United States General Surgery Residency Program Directors

To develop the future of United States (US) surgical education leadership, surgical trainees and early career faculty who aspire to become program directors (PDs) must understand the potential career pathways and requisite skills and experience to become a general surgery residency PD. The objective of this study was to understand the demographics, career experiences, and professional satisfaction of US PDs in general surgery. An anonymous, cross-sectional survey utilizing a novel instrument. An electronic survey distributed to US general surgery PDs between June and November 2022 PARTICIPANTS: PDs of US general surgery residency programs. A list of the Accrediting Council for Graduate Medical Education (ACGME)-accredited general surgery PDs was created from the ACGME list from the 2022 to 23 academic year. The survey achieved a response rate of 46.2% (159/344). Only 32.1% of PDs identified as female and 67.3% identified as male with 1 respondent preferring not to identify their gender. PDs were White or Caucasian (68.6%), Asian (13.8%), and Black (3.7%); 4.4% were Hispanic or Latino. Only 83.7% of PDs completed fellowship training. PDs have been in the role for an average of 5.5 ± 4.9 years. The PDs were compensated for an average of 54.7% (±14.9% SD, 0%-100% range) of their time towards clinical duties. They were compensated on average for 35.7% (±12.6%, 0%-100%) of effort for residency-related administrative duties. Only 5% of PDs had obtained or were enrolled in an education-related degree. Only 55.4% of PDs had received formal surgical education training in teaching and assessment. 54.1% of PDs were interested in obtaining a more senior leadership position in the future. Most PDs (38.4%) expect to serve as PD for 5 to 8 years in total. Overall, the majority of PDs were very satisfied (29.6%) or satisfied (51.6%) professionally; similarly 28.9% were very satisfied and 48.4% satisfied personally. This study represents the most up-to-date characterization of the personal, academic, and career-related features of current surgical residency PDs across the US. PDs enjoy a high degree of professional and personal satisfaction and most aspire to increasing leadership within their organizations. Compared to prior data, PDs have become more diverse in terms of both gender and race over time. Opportunities exist for increased mentorship of aspiring and current PDs as well as increased training in teaching and assessment.

Language Assessment Literacy: Cases of Pre-Service English Teachers

Language assessment literacy is a key area for researchers or anyone with an interest in improving the quality of teaching. A good understanding of the development of assessment instruments is very important in the learning process. The aims of the study are to analyze to what extent of pre-service English teachers are academically and professionally prepared to carry out tasks related to assessing students' language skills and to analyze to what extent and how pre-service English teachers perceive language assessment literacy in their teaching practice. This study uses a qualitative method in which interviews are used to collect data. Interviews were conducted with to 20 pre-service English teachers from the Jenderal Soedirman University, English Education Department. The interview questions were developed to incorporate the eight dimensions of language assessment literacy. The results of the study show that academic experience in terms of attending formal education and professional training is very necessary for pre-service teachers. In addition, it is important for prospective English teachers to understand not only the concept of assessment in the teaching process, but understanding the skills to achieve learning objectives through an assessment process using technology.

Participants' Experience of Completing Trauma and Critical Skills Training in a Resource-Limited Environment

Introduction:Global Emergency Care Skills, an Irish-based NGO, provided a five-day intensive training course to 24 local healthcare professionals in Nyabondo, Kenya in November 2022, in advance of the opening of a new major trauma center which will serve the greater Kisumu region. The pre-participation knowledge, experience and skills base was surveyed. Following the completion of didactic, workshop and simulation-based training, the perceived acquired competence and applicability of skills were surveyed. The ability to provide ongoing teaching of skills acquired within local healthcare settings was evident.Method:Nine emergency medicine and two anesthesia doctors currently working in the Irish healthcare system traveled to Nyabondo in the Kisumu region in Kenya for one week in November 2022. A five-day course based on providing practical training addressing comprehensive trauma and acute deteriorating patient knowledge and skills was provided. This included extensive focus on the primary survey approach. A quantitative survey of 22 questions with binary answering options was used. 19 participants completed the survey, and qualitative data on the applicability of the training provided to the local healthcare resource environment was gathered.Results:Following surveying participants we found that the majority of participants had no previous experience or knowledge of simulation based learning. Further, a vast majority had no formal skills or educational training post completing their medical qualification.Conclusion:The overwhelming majority of participants felt that this training improved their confidence and competence in managing trauma and assessment of the critically unwell adult and child. 100% of participants stated they gained new skills and were confident in their ability following this training to deliver local training on an ongoing basis in their own healthcare settings.

Effectiveness of Implementing Synchronous and Asynchronous Blended E-Learning in Stunting Prevention and Treatment Training Programs

The Covid 19 pandemic has had such a big impact on the education system, especially the National education system. In the conditions of the Covid 19 pandemic, national learning is carried out online, both formal and non-formal education (training). Related to this, the authors conducted a study on the application of asynchronous and synchronous blended learning in Stunting Prevention and Handling Training held at the Ministry of Social education and training institutions. The purpose of this study is to find out the effectiveness and constraints of implementing asynchronous blended learning and synchronous training. The method used in this study is a literature study. The results of the study show that the implementation of asynchronous and synchronous blended online learning Training on Stunting Prevention and Handling is not yet effective. This is due to the asynchronous setting being carried out only with independent asynchronous (AM) without the presence of a facilitator. The existence of a facilitator can play an important role in maintaining and maintaining the level of student learning motivation and facilitating relationships between training participants and with the facilitator. Then in the implementation of synchronous online learning Training on Stunting Prevention and Handling is also considered less effective. The main obstacle is the internet network which is not accessible to participants, especially from remote areas. So that it is very difficult for participants to follow synchronous learning as a whole.

Getting connected: establishing direct communication between learning developers and PhD Students with teaching responsibilities

Many PhD researchers have the opportunity to take up teaching responsibilities during their doctoral studies to enhance their employability and interest in academia. Aside from their formal teaching training, little is known about the types of resources and support from professional services that PhD students (PhDs) use to fulfil their teaching responsibilities. On the other hand, learning development is a relatively new profession within higher education. As such, there are varied perceptions on the necessity for PhDs with teaching responsibilities to engage with learning development support. This opinion piece shares the experience of a STEM UK PhD student with teaching responsibilities and a learning development practitioner when establishing support for modules taught by PhDs. Through a dialogue, the authors explore the challenges faced in the interaction between learning developers (LDs) and PhDs, in two different UK universities, and recommend how to further develop the relationship. Through this dialogue possible solutions like increasing the visibility of available LD support for PhDs with teaching responsibilities within higher education institutions (HEIs) and including LD support in PhDs teaching training were identified.

University teachers as versatile masters: Evaluating the effectiveness of a professional development programme on student-centred teaching competencies

In the ever-changing higher education climate, university teachers often rely on traditional, teacher-centred educational practices. While universities worldwide attempt to improve teaching quality by investing in professional development, many university teachers do not receive formal teaching training – even though teaching is often the largest part of their job responsibility. This study explores the effects of an evidence-based professional development programme dealing with student-centred, active learning on the teaching competencies of university teachers. A total of 189 Polish university teachers participated in a five-day study visit at Ghent University (Belgium). The university teachers were invited to complete a pre- and post-questionnaire. The results reveal that, after the study visit, the participants do not only feel more capable in their roles as (a) educational designer, (b) classroom manager, (c) assessor, (d) educational technologist, (e) differentiator, (f) lifelong learner/innovator, and (g) quality guard, but also effectively plan to change their behaviour regarding these roles and believe significantly more in their importance. The results show that professionalisation initiatives have the potential to change university teachers’ behaviour, capabilities and beliefs concerning more student-centred teaching for the better. The article concludes, however, by implying that contextual factors, such as the institution’s professionalisation policy, too impact the success of professional development initiatives.

An Assessment of Community Pharmacists' Competence and Involvement in Adolescent Sexuality Education and Reproductive Health Services.

Background: Provision of sexuality education and reproductive health (SERH) services for the adolescent population has been inadequate. Increasing access to adolescent SERH through the community pharmacy is a viable option in bridging this gap. Objective: The study objectives were to assess community pharmacists' involvement, self -reported competence, confidence and comfort level regarding provision of adolescent SERH services and explore barriers to service delivery. Method: A pre-tested questionnaire was distributed to 200 community pharmacists by simple random sampling. Self-reported competency and confidence were measured on a Likert scale ranging from 1-5, midpoint 3. Continuous data was expressed as mean and standard deviation while categorical data was expressed as frequencies and percentages. Results: Community pharmacist' self-reported competence, confidence and comfort levels were high, 4.09 ± 0.14; 3.2±0.75; 4.17± 0.18 respectively on a Scale of 1-5. Majority of the pharmacists, 130 (81.3%) claimed to have had formal training in sexuality education and nearly three quarters, 105 (65.6%) had recently updated their knowledge. Although product availability was adequate, 118 (73.6%), availability of educational materials was low, 37 (23%). Schools were the most frequent place where pharmacists had distributed sexuality education materials 96 (60%). Lack of time and religious objection were the major barriers to service delivery 99(61.9%); 63(39.4%) respectively. Conclusion: Pharmacist' self-reported comfort, competency and confidence levels in delivering adolescent SERH services were high. The major barriers to service delivery were lack of time and religious objection. These findings suggest that community pharmacists have a potentially major impact on improving access to adolescent SERH service. Therefore, the option of delivering SERH services through pharmacies is worth exploring in order to improve access and service delivery to the adolescent population.