Achievement Gap Research Articles

Enhancing medical imaging education: integrating computing technologies, digital image processing and artificial intelligence

AbstractThe rapid advancement of technology has brought significant changes to various fields, including medical imaging (MI). This discussion paper explores the integration of computing technologies (e.g. Python and MATLAB), digital image processing (e.g. image enhancement, segmentation and three‐dimensional reconstruction) and artificial intelligence (AI) into the undergraduate MI curriculum. By examining current educational practices, gaps and limitations that hinder the development of future‐ready MI professionals are identified. A comprehensive curriculum framework is proposed, incorporating essential computational skills, advanced image processing techniques and state‐of‐the‐art AI tools, such as large language models like ChatGPT. The proposed curriculum framework aims to improve the quality of MI education significantly and better equip students for future professional practice and challenges while enhancing diagnostic accuracy, improving workflow efficiency and preparing students for the evolving demands of the MI field.

Reaching gender equity in the classroom

The present study explores the impact of the choice of language in tests for girls’ academic performance at monolingual primary and secondary schools in Sub-Saharan Africa. For that purpose, students in grades 3, 6, and 10 (140 girls and 139 boys) from schools in rural Senegal were given a test consisting of three mathematics problem-solving tasks. They were randomly divided into an experimental group if they received the test in a local language, their mother tongue (Sereer for grades 3 and 6, and Joola for grade 10), and into a control group if they received the test in French, the unique language of instruction in the traditional Senegalese public education system. The findings suggest that using a local language familiar to students may contribute to girls’ attainment at school: Girls in the experimental group in grades 3, 6 and 10 outperformed girls in the control group, therefore narrowing the existing gender gap in education. The present study also explores the application of Cummins’ (1979, 2009) theories of language acquisition: The data shows that girls might take advantage of bilingual education systems that promote the transfer of language skills and knowledge. The results presented in this paper show the benefit of introducing local languages familiar to students in the education system of Senegal and other Sub-Saharan countries where only a European language is employed as the language of instruction, especially for girls, by improving their academic performance and contributing to gender equity in education.

Enacting anti-bullying procedures in dynamic school environments: insights from primary school principals in the Republic of Ireland

ABSTRACT This paper explores how primary school principals in the Republic of Ireland engage with the Anti-Bullying Procedures for Primary and Post-Primary Schools (DES 2013b). Informed by theoretical literature on policy enactment, the paper illustrates the complex, context-dependent process of enactment. Through qualitative interviews with ten primary school principals, the research uncovers the challenges they face in enacting standardised anti-bullying procedures in their unique school environments. The findings highlight the crucial role of principals in cultivating a positive school culture and managing the expectations of various stakeholders, including parents and teachers. Although distributed leadership is encouraged, the paper reveals that principals often carry the primary burden of responsibility, leading to feelings of isolation and significant pressure. Additionally, the research identifies considerable gaps in teacher education and professional learning. The paper advocates for more flexible, context-sensitive policies that provide better support for school leaders and recommends improved professional learning, shared leadership, and parental engagement to enhance the effectiveness of anti-bullying efforts. As the Department of Education in Ireland revises its anti-bullying procedures, this paper offers critical insights that can guide the development of more effective, supportive policies tailored to the complex realities faced by school leaders.

Is the information provided by large language models valid in educating patients about adolescent idiopathic scoliosis? An evaluation of content, clarity, and empathy : The perspective of the European Spine Study Group.

Large language models (LLM) have the potential to bridge knowledge gaps in patient education and enrich patient-surgeon interactions. This study evaluated three chatbots for delivering empathetic and precise adolescent idiopathic scoliosis (AIS) related information and management advice. Specifically, we assessed the accuracy, clarity, and relevance of the information provided, aiming to determine the effectiveness of LLMs in addressing common patient queries and enhancing their understanding of AIS. We sourced 20 webpages for the top frequently asked questions (FAQs) about AIS and formulated 10 critical questions based on them. Three advanced LLMs-ChatGPT 3.5, ChatGPT 4.0, and Google Bard-were selected to answer these questions, with responses limited to 200 words. The LLMs' responses were evaluated by a blinded group of experienced deformity surgeons(members of the European Spine Study Group) from seven Europeanspine centers. A pre-established 4-level rating system from excellent to unsatisfactory was used with a further rating for clarity, comprehensiveness, and empathy on the 5-point Likert scale. If not rated 'excellent', the raters were asked to report the reasons for their decision for each question. Lastly, raters were asked for their opinion towards AI in healthcare in general in six questions. The responses among all LLMs were 'excellent' in 26% of responses, with ChatGPT-4.0 leading (39%), followed by Bard (17%). ChatGPT-4.0 was rated superior to Bard and ChatGPT 3.5 (p = 0.003). Discrepancies among raters were significant (p < 0.0001), questioning inter-rater reliability. No substantial differences were noted in answer distribution by question (p = 0.43). The answers on diagnosis (Q2) and causes (Q4) of AIS were top-rated. The most dissatisfaction was seen in the answers regarding definitions (Q1) and long-term results (Q7). Exhaustiveness, clarity, empathy, and length of the answers were positively rated (> 3.0 on 5.0) and did not demonstrate any differences among LLMs. However, GPT-3.5 struggled with language suitability and empathy, while Bard's responses were overly detailed and less empathetic. Overall, raters found that 9% of answers were off-topic and 22% contained clear mistakes. Our study offers crucial insights into the strengths and weaknesses of current LLMs in AIS patient and parent education, highlighting the promise of advancements like ChatGPT-4.oand Gemini alongside the need for continuous improvement in empathy, contextual understanding, and language appropriateness.

Bridging the Education and Research Gap in Transfusion Medicine

Bridging the Education and Research Gap in Transfusion Medicine

Impact of English Language Coaching Classes in Pakistan: Bridging Educational Gaps and Socioeconomic Challenges

The education system in Pakistan faces challenges in effectively teaching English as a second language, prompting students to seek external support through coaching classes. This research explores the impact and implications of coaching classes on English language learning, examining their influence on academic performance and their emergence as a parallel education system. A mixed-method approach was adopted, utilizing surveys of 300 participants, in-depth interviews with 30 students, teachers, and parents, and classroom observations conducted in 10 schools and coaching centers. Quantitative analysis revealed that 75% of students attended coaching classes, with significant academic improvements in English performance noted for coached students compared to non-coached students (p &lt; 0.05). Qualitative findings highlighted both the benefits and challenges: while coaching classes offer personalized attention and enhance exam preparation, they also impose a financial burden on families and reflect inadequacies in formal education. The research concludes that while coaching significantly enhances students’ English skills, it underscores the need for improvements within schools to provide more comprehensive language education. Addressing gaps in formal education could reduce over-reliance on coaching classes, ensuring more equitable access to language learning opportunities.

Assessment of parental self-efficacy in managing child food-induced anaphylaxis and using adrenaline autoinjectors.

Anaphylaxis is a life-threatening allergic reaction, associated with mental health burden in patients and caregivers. Intramuscular adrenaline via autoinjector (AAI) is the recommended treatment for the management of anaphylaxis in non-hospital settings; however, AAIs are underused. This study aimed to assess parental self-efficacy in managing child's anaphylaxis and administering AAI to understand how to effectively support families. Seventy-five parents of children with severe food allergy completed a questionnaire to measure parental self-efficacy in managing child food-induced anaphylaxis (PSEMA). We conducted an exploratory factor analysis with 12 items, using principal axis factoring as the extraction method. We used Cronbach's alpha to assess the internal consistency of the factors. We used the Anderson-Rubin approach to estimate the factors' scores and provide a kernel density estimate of their distributions. An assessment through linear regression between the total factors' score and total score was performed. A five-factor model was identified. The factors that emerged were conceptually related to "F1. Manage Injection," "F2. Manage AAI Device," "F3. Manage Anaphylaxis," "F4. Manage Emergency," and "F5. Manage Emotions." The questionnaire demonstrated high internal consistency, with a Cronbach's alpha of 0.91 (95% CI: 0.87-0.94) The variation in the total score explained 90% of the variation in the factor score. The PSEMA questionnaire promises to be an easy and effective tool for measuring parents' self-efficacy in managing anaphylaxis and AAI, allowing clinicians to identify gaps in education and provide effective training.

Approaches to Digital Humanities Pedagogy: a systematic literature review within educational practice

Abstract Over the years, Digital Humanities Pedagogy has swiftly evolved, with a growing emphasis on the intersection between Computing and Humanities. However, in the associated literature, a lack of clarity has been found regarding the adoption of diverse approaches to DH pedagogy in different educational settings. This study tackles this research gap by analyzing the current state of knowledge in the field through a Systematic Literature Review. The aim of this review is to investigate the topic and provide an overview of the approaches currently being employed within educational practice, while also identifying areas that require additional investigation. The time frame of the reviewed studies spans from 2012 to 2022. After distinguishing between studies that deal with DH as a subject of study and those that deal with DH as a field of application, the analysis will focus on the latter category. Specifically, the review will examine the level of education and courses that employ DH educational practice, the types of technology used and their intended purpose, the literacies involved, and the aspects of digital resources and practices that are critically studied. By shedding light on the diverse practices employed in different educational settings, the findings reveal a notable gap in primary and secondary education and a lack of critical analysis toward digital resources and practices, suggesting important new directions for future research.

Enhancing nursing students' communication skills with deaf patients: Workshop impact on nursing education programs

BackgroundNursing students require education on effective communication with patients to fulfill their roles as future healthcare providers. Ensuring inclusive patient care requires addressing this educational gap. PurposeThis study assesses the impact of workshops on nursing students' communication strategies with Deaf and hard-of-hearing patients. MethodA cross-sectional survey was conducted among nursing students before and after participating in workshops conducted by Deaf instructors from the non-profit association Maagalei Shema. Data was collected from January 2023 to March 2024 and analyzed using SPSS software. FindingsResults indicate that the workshops significantly improved participants' communication strategies, with 82.48% reporting enhanced abilities post-workshop. The use of communication tools, including professional interpreters, increased following the workshops. DiscussionWorkshops offer an effective approach to enhancing healthcare workers' communication with Deaf and hard-of-hearing patients. These findings underscore the importance of incorporating experiential learning opportunities into nursing education to optimize patient interactions and improve healthcare outcomes.

Translanguaging for learning in selected English First Additional Language secondary school classrooms

Background: The unequal learning outcomes and achievement gaps in language and literacy, particularly affecting poor and working-class children in South African schools, are longstanding issues. These disparities were highlighted once again in the poor literacy results of PIRLS 2021, indicating systemic challenges within the education system.Objectives: This article emanates from a Languaging-for-Learning (L4L) project, which holistically used approaches to integrate isiXhosa home language and English to validate and engage with the learners’ linguistic repertoires to open more opportunities to learn and read multilingually.Method: The research was conducted in two Western Cape township high schools with bilingual isiXhosa and English-speaking teachers and emergent bilingual learners. Five Grade 9 teachers’ English First Additional Language (EFAL) lessons were observed and recorded in 2023. The case study focused on shifts in teachers’ take-up of translanguaging strategies in EFAL lessons and their effective pedagogical use, especially in written form.Results: The findings revealed that bilingual teachers creatively incorporated teaching practices that allowed learners to transition between languages while learning EFAL. The study further indicates that bilingual education has the potential to be a valuable pedagogical strategy in contexts where exclusive use of English impedes effective learning.Conclusion: Yet again, the findings of this study accentuate the importance of incorporating and utilising learners’ home languages into the education process. A bilingual or multilingual pedagogical approach not only enriches the learning experiences but also acknowledges the linguistic diversity within the classroom, thereby making way for more effective and inclusive education practices.Contribution: This study contributes to the understanding of how a bilingual or multilingual teacher intervention can impact English teachers’ classroom practices positively. It emphasises the importance of recognising and embracing the language resources that learners bring to the classroom, highlighting the value of a bilingual pedagogical approach in promoting effective learning outcomes.

Crafting innovative paths in non-linear professional learning for bilingual education: the role of connectivism in the age of AI

ABSTRACT This study introduces a novel Connectivist model for professional development (PD) aimed at enhancing AI literacy among bilingual/ESL teachers in K-12 education. As AI technologies rapidly reshape educational landscapes, effective PD programs are essential to equip educators with the skills to integrate AI responsibly and equitably. Grounded in Connectivism, which emphasizes non-linear learning and dynamic knowledge networks, this research explores how PD can transform educators’ perceptions of AI from apprehension to empowerment. The study involved a two-phase PD program with 30 elementary teachers and administrators, incorporating in-person AI training sessions, asynchronous tutorials, and collaborative activities. Data were collected through a phenomenological approach to capture educators’ lived experiences, with triangulation methods using surveys, interviews, observations, and Q&A sessions. The analysis revealed significant improvements in participants’ attitudes toward AI and their openness to integrating it into their teaching practices. The Connectivist model developed in this study fosters ongoing collaborative learning networks and equips educators to leverage AI in addressing resource gaps in bilingual education. This model offers a transformative, sustainable, and adaptive framework for integrating AI into K-12 education, providing a forward-looking approach to professional development in the digital age.

보편적 학습설계와 증거기반교수를 적용한 수학 수업이 초등학생의 곱셈·나눗셈 성취도와 수학적 학습 태도에 미치는 효과

Objectives The purposes of this study was to examine the effects of mathematics instruction, incorporate Universal Design for Learning(UDL) and evidence-based instruction, on the multiplication and division achievement and mathematical learning attitudes of 4th grade elementary school students with typical or low achievement in mathematics. Methods The study involved 46 subjects, comprising students from two 4th-grade classes in a public elementary school in Seoul. The subjects were divided into experimental and control groups, with each group further subdivided based on their level of mathematics achievement. The experimental design employed a pretest-posttest control group design along with a repeated measures design. Improvements in students’ multiplication and division achievements were analyzed using a hierarchical linear growth model, while differences in attitudes towards mathematical learning were assessed using paired samples t-tests and analysis of covariance(ANCOVA). Results First, the rate of change in multiplication and division achievement among students with typical math performance in the experimental group was statistically significantly higher than that in the control group. Second, the rate of change in multiplication and division achievement among students with low math performance in the experimental group was significantly higher than that in the control group. Third, within the experimental group, students with low math performance demonstrated a significantly greater rate of improvement in achievement compared to students with typical math performance. Fourth, students in the experimental group showed statistically significant improvement in most areas of mathematical learning attitudes. Finally, there was no statistically significant difference in mathematical learning attitudes between the two subgroups of the experimental group, except for their level of confidence in multiplication and division. Conclusions First, mathematics instruction incorporating Universal Design for Learning (UDL) and evidencebased instruction was effective in improving multiplication and division achievement as well as mathematical learning attitudes among 4th grade elementary students. Finally, it can be inferred that this approach could be an effective method for ensuring foundational academic skills and bridging achievement gaps in general education settings with diverse student characteristics.

Using text-scrolling to increase student engagement in the STEM classroom: a collaboration

The benefits of using active-learning approaches to increase student engagement and participation in the HE classroom are well known (Allsop et al., 2020). In STEM disciplines specifically, active-learning approaches can contribute to a reduction in achievement gaps for underrepresented students by promoting self-efficacy and a sense of belonging (Kovarik, Robinson and Wenzel, 2022). Despite these benefits, academics in those disciplines may be reluctant to adopt active learning for reasons such as lack of familiarity or more time spent in traditional, lecture-style delivery (Arnaud, 2021). This presentation reported on the outcome of a small-scale pedagogical innovation in one tutorial of a first-year undergraduate theory module in Chemistry. The aim was to increase students’ classroom engagement in the tutorial by using a text-mapping activity with scrolled research papers (Abegglen et al., 2019), with the additional benefit of introducing tutors to this active-learning technique. The transcript of a professional conversation between a Chemistry lecturer and Learning Developer discussing the approach along with slides outlining a typical session were circulated to tutors a week prior to the timetabled tutorial. Qualitative feedback from tutors was presented to indicate the success of the text-mapping activity as a way of increasing student engagement in the tutorial. Insights were also gained about tutors’ own perceptions of pedagogical value and confidence in adopting such approaches in future. Implications were presented for how the first-year tutorials might be redesigned to include more active learning, as well as how Learning Developers can work in collaboration with academic colleagues in STEM programmes.

Project WINGS: Word-Banking to Address Gaps in Science Education

The COVID-19 pandemic has caused students to fear for their health and their studies. It has created gaps that educators need to fill when they return to formal education. The main purpose of this research was to evaluate the effectiveness of word banking in science for improving the proficiency levels of seventh-grade students. The study aims to address gaps in science education arising from new-normal circumstances. It also seeks to assess students' proficiency in science before and after the implementation of Project WINGS. The research found that implementing Project WINGS, which incorporated the SPURN strategy (Spelling, Pronunciation, and Usage of words, Reading, and Numeracy), significantly improved seventh-grade students' proficiency levels in science. The quasi-experimental design, utilizing pre-test and post-test data, indicated a notable enhancement in students' performance, suggesting that daily word banking effectively addressed educational gaps exacerbated by the COVID-19 pandemic.

Empowering Veterinary Herd Health Management: Insights into Education, Implementation, and Regulation Across Europe

In recent years, integrated veterinary herd health management (VHHM), improving animal health, welfare, food safety, public health, farm management, and economics, has become ever-more important in the European Union due to structural and regulatory advancements. A mixed-methods study analyzed the current state and gaps in VHHM education and training across Europe. Data from 41 European veterinary institutions showed that 83% (n = 34/41) offered VHHM education, either as standalone courses and/or integrated into other subjects. An online survey for veterinarians, primarily working with cattle, poultry, pigs, and small ruminants (75%; n = 86/114), assessed perceived training knowledge gaps and needs. The majority of respondents were unaware of VHHM training programs (69.4%, n = 43/62) or projects (59.6%, n = 59/99) and reported the biggest gaps in VHHM training certification (14%, n = 7/49), followed by soft skills (12%, n = 6/52) and demonstrating VHHM benefits to their clients (9%, n = 5/53). To conclude, while undergraduate VHHM education was generally adequate, enhancing post-graduate certified multi-species training opportunities, incl. soft skills VHHM training were perceived as essential. Our findings also underscored the urgent need for robust economic evaluations of preventive strategies across various animal species to allow veterinarians to better demonstrate VHHM’s direct and indirect benefits to farmers.

Transforming library systems in Africa: advancing literacy and cultural preservation through digital innovation

Transforming library systems in Africa is essential for advancing literacy and preserving cultural heritage in an increasingly digital world. The integration of digital innovation into African libraries has the potential to revolutionize access to information, promote lifelong learning, and safeguard indigenous knowledge. This review explores the role of modern technologies, such as digital archiving, e-libraries, and mobile platforms, in enhancing literacy rates and preserving Africa's rich cultural traditions. By transitioning from traditional, print-based models to digital systems, libraries can bridge the educational gap in underserved communities, offering wider access to educational resources and promoting literacy at all levels. Additionally, digitization facilitates the preservation of local languages, oral histories, and cultural artifacts, ensuring that future generations can engage with Africa's diverse heritage. The challenges of digital transformation in African library systems, including limited infrastructure, funding, and digital literacy, are also discussed. The review emphasizes the need for strategic investments in technology, capacity building, and policy frameworks to create a sustainable digital ecosystem. By harnessing digital innovation, African libraries can evolve into dynamic centers of learning and cultural preservation, contributing to both socio-economic development and the protection of African identities. This transformation is critical to fostering a more educated, culturally aware, and globally connected African society.

Addressing Opportunity Gaps in Higher Education in Prison Programs

ABSTRACT In this article, we draw from our collaboration across a diverse cadre of colleagues who have focused on different aspects of teaching, higher education, and carcerality. In particular, our research team, known as STEM-OPS (STEM Opportunities in Prison Settings), studied higher education in prison with a specific focus on science, technology, engineering, and mathematics (STEM) and incarceration. We present interrelated findings from interviews across four people who are formerly incarcerated. Most Higher Education in Prison (HEP) programs are taught by university professors who are experts in content areas (such as science, chemistry, and math) and not pedagogy. As such, we believe teacher educators have an opportunity and an obligation to build professional learning opportunities related to pedagogy to support these instructors’ practices.

Bridging the Disparity: An Optimization Model for Equitable Allocation of Urban and Rural Educational Resources in Western China

The persistent disparity in educational resources between urban and rural areas in western China remains a critical barrier to achieving educational equity. This study addresses the critical issue by developing an innovative optimization model. The model aims to allocate financial, human, and physical resources effectively to minimize the educational quality gap between these regions. Using information from the China Education Panel Survey (CEPS) and concentrating on Xinjiang as a representative instance, our design integrates budget constraints, minimum resource requirements, and a unique regional prioritization factor. The goal of the objective function is to reduce the squared disparity in educational quality between city and rural regions. It thinks about variables such as Teacher-Student Ratio (TSR), Per Capita Investment (PCI), and Teaching Equipment Perfection (TEP). Our searchings for show that strategic resource distribution can considerably lessen educational inequalities in between metropolitan and country setups, especially by focusing on underdeveloped rural regions. Sensitivity analysis shows that customizing the local prioritization specification makes it possible for versatile policy strategies, ranging from equitable distribution to plainly sustaining rural regions. This study presents a pragmatic structure for boosting resource allotment in education. It supplies vital understandings for policymakers aiming to promote an extra equitable educational environment in Western China.

A Study on the Causes and Effects of the Current State of Extracurricular Tutoring in the Context of the “Double Reduction” Policy--A Qualitative Research Based on Parents of Public Elementary School Students in Shanghai, China

Based on the Ecological System Theory, this study uses semi-structured interviews to present the current situation of extracurricular tutoring that still exists in the context of the “Double Reduction” Policy and analyzes the reasons for it at the micro, meso and macro levels. The results of the interviews show that there are three types of tutoring for children under the “Double Reduction” Policy: maintaining pre-existing extracurricular tutoring arrangements, starting tutoring after the policy, and abstaining from tutoring throughout. In addition, most of the parents had a negative view of the “Double Reduction” Policy, while a few had a positive or neutral attitude. Based on the interviews, the study found that: Parents’ education philosophy, the school’s teaching mode, the “peer effect” of extracurricular tutoring, the educational streaming and examination systems, the anxieties surrounding social mobility among the middle class, and deeply entrenched Chinese traditional beliefs played a major role in the persistence of extracurricular tutoring. Subsequently, this study examines the impact of extracurricular tutoring from a social stratification lens, pointing out its potential to exacerbate the educational gap between different classes and families. Consequently, the study concludes with recommendations for policy enhancements aimed at fostering a more equitable educational ecosystem.

Exploring the Plastic Surgery Related Experiences, Needs, Confidence and Knowledge Gaps of Foundation Year Doctors

Plastic surgery is a diverse speciality relevant to non-plastic doctors, as plastic surgeons frequently collaborate with other specialities and its basic principles are transferable across multiple specialities. Foundation-year (FY) doctors are the most junior doctors in the workforce and may need to apply plastic surgery knowledge and principles during their clinical duties. Despite this, formal plastic surgery education for junior doctors is limited, resulting in an educational gap. This study gains insight into the perceived confidence, knowledge gaps, skills, educational activities and needs related to plastic surgery. This qualitative study uses phenomenology through semi-structured individual interviews with eight FY doctors. Data was analysed using reflexive thematic analysis. This study revealed that plastic surgery features diversely in the work life of FYs, who often manage patients with a lack of knowledge and confidence, influencing patient care and FY wellbeing. FYs primarily acquire knowledge and confidence through experiential learning and individual initiative. A need for curriculum improvements was expressed. FYs are an essential part of the workforce who exhibited educational gaps and a lack of confidence in plastic surgery knowledge. We suggest improved integration of plastic surgery into the FY curriculum for improved FY knowledge and patient care.