Identify Learning Outcomes Research Articles

The Effects of Immersive Virtual Reality-Assisted Experiential Learning on Enhancing Empathy in Undergraduate Health Care Students Toward Older Adults With Cognitive Impairment: Multiple-Methods Study.

Immersive virtual reality (IVR)-assisted experiential learning has the potential to foster empathy among undergraduate health care students toward older adults with cognitive impairment by facilitating a sense of embodiment. However, the extent of its effectiveness, including enhancing students' learning experiences and achieving intended learning outcomes, remains underexplored. This study aims to evaluate the impacts of IVR-assisted experiential learning on the empathy of undergraduate health care students toward older people with cognitive impairment as the primary outcome (objective 1) and on their learning experience (objective 2) and their attainment of learning outcomes as the secondary outcomes (objective 3). A multiple-methods design was used, which included surveys, focus groups, and a review of the students' group assignments. Survey data were summarized using descriptive statistics, whereas paired 2-tailed t tests were used to evaluate differences in empathy scores before and after the 2-hour IVR tutorial (objective 1). Focus groups were conducted to evaluate the impacts of IVR-assisted experiential learning on the empathy of undergraduate health care students toward older people with cognitive impairment (objective 1). Descriptive statistics obtained from surveys and thematic analyses of focus groups were used to explore the students' learning experiences (objective 2). Thematic analysis of group assignments was conducted to identify learning outcomes (objective 3). A total of 367 undergraduate nursing and occupational therapy students were recruited via convenience sampling. There was a significant increase in the students' empathy scores, measured using the Kiersma-Chen Empathy Scale, from 78.06 (SD 7.72) before to 81.17 (SD 8.93) after (P<.001). Students expressed high satisfaction with the IVR learning innovation, with a high satisfaction mean score of 20.68 (SD 2.55) and a high self-confidence mean score of 32.04 (SD 3.52) on the Student Satisfaction and Self-Confidence scale. Students exhibited a good sense of presence in the IVR learning environment, as reflected in the scores for adaptation (41.30, SD 6.03), interface quality (11.36, SD 3.70), involvement (62.00, SD 9.47), and sensory fidelity (31.47, SD 5.23) on the Presence Questionnaire version 2.0. In total, 3 major themes were identified from the focus groups, which involved 23 nursing students: enhanced sympathy toward older adults with cognitive impairment, improved engagement in IVR learning, and confidence in understanding the key concepts through the learning process. These themes supplement and align with the survey results. The analysis of the written assignments revealed that students attained the learning outcomes of understanding the challenges faced by older adults with cognitive impairment, the importance of providing person-centered care, and the need for an age-friendly society. IVR-assisted experiential learning enhances students' knowledge and empathy in caring for older adults with cognitive impairment. These findings suggest that IVR can be a valuable tool in professional health care education.

Participation, Learning and Environmental Justice: A Case Study of Protected Area Planning and Management in the Kullu District of Himachal Pradesh, India

Abstract Achieving environmental justice in protected area (PA) planning and management has been historically problematic. Herein, potential connections between learning outcomes acquired through PAs and advancements in environmental justice are examined and assessed through a case study of PAs in the Kullu District of Himachal Pradesh, India. Specifically, our study aimed to identify learning outcomes that contributed to positive changes in distributive, procedural, recognitional and restorative justice for local people managing or residing near PAs. As throughout the Himalayas, the land use rights, both customary or recognised by law, of local inhabitants in the Kullu District have been altered and eroded through the establishment of PAs, which has resulted in poor environmental justice outcomes. Interviews were conducted with local people living near PAs, forest officers working in PAs, relevant government officials, academics, and NGO representatives. The results indicate that non-formal and informal learning has produced positive cognitive and relational changes in local inhabitants as well as forest officers, which has led to modification of policies, positive environmental change, and enhanced aspects of environmental justice. Though positive changes emerged, the study also identified a need for increased learning opportunities, particularly for inhabitants of more remote areas.

Design of Arabic Learning Based on the Merdeka Curriculum through PJBL for Islamic Senior High School

The development of the Arabic language curriculum in Indonesia is increasingly complex. This is based on the increasing need for Arabic language skills in the international world. These basic needs are not only based on the ability to understand and read Islamic sources, but Arabic as an international language of communication is one of the demands of global skills. On that basis, this study aims to explore the design of learning Arabic based on the Merdeka Curriculum at the senior high school level using achievement indicators in the Merdeka Curriculum. The research technique is qualitative approach with data analysis based on content analysis. Data were obtained through literature study from the Merdeka Curriculum and other written sources such as books, articles and curriculum guideline. The results of the study indicate that the learning design based on PjBL (Project Based Learning) can implement the Merdeka Curriculum at the senior high school level. So, the demands of the 6 newest skills such as listening, speaking, viewing (memirsa), reading, writing and presenting can be organized in student projects. The research findings corroborate that the Arabic language learning system uses an Merdeka Curriculum to identify learning outcomes based on cognitive, affective and psychomotor competencies. The implications of this study identify that Arabic language learning needs to be practiced through various intensive assignment projects.

Jumble judging: Cognitive and affective outcomes of intercollegiate collaboration at a soil judging competition

AbstractStudent–student interactions are influential parts of field experiences. While competitive judging events are a fun way to engage students in field‐based learning, the focus on competition leads to an atmosphere that discourages collaboration between students. The objective of this study was to evaluate the cognitive and affective learning outcomes resulting from intercollegiate collaboration at a soil judging competition. Teams with students from two to three different universities were assigned and referred to as jumble judging teams. Jumble judging was held for the first time in the 2021 Region 5 Collegiate Soil Judging Contest. Learning outcomes were assessed using a pre‐ and postsurvey, as well as group and individual reflections completed in the field. Student responses were generally positive, with 70% of students expressing agreement or strong agreement that they would like jumble judging to be included in future contests, 54% citing jumble judging as one of the best parts of the contest, and 93% identifying learning outcomes or describing an affective learning experience resulting from jumble judging. Evidence of both cognitive and affective learning were identified through student surveys and reflections. Overall, the event created a collaborative and collegial atmosphere and increased interaction between students from different universities, while maintaining the competitive nature of the event that motivates many students to get involved with judging teams.

An overview of bioinformatics courses delivered at the academic level in Italy: Reflections and recommendations from BITS.

In Italian universities, bioinformatics courses are increasingly being incorporated into different study paths. However, the content of bioinformatics courses is usually selected by the professor teaching the course, in the absence of national guidelines that identify the minimum indispensable knowledge in bioinformatics that undergraduate students from different scientific fields should achieve. The Training&Teaching group of the Bioinformatics Italian Society (BITS) proposed to university professors a survey aimed at portraying the current situation of bioinformatics courses within undergraduate curricula in Italy (i.e., bioinformatics courses activated within both bachelor's and master's degrees). Furthermore, the Training&Teaching group took a cue from the survey outcomes to develop recommendations for the design and the inclusion of bioinformatics courses in academic curricula. Here, we present the outcomes of the survey, as well as the BITS recommendations, with the hope that they may support BITS members in identifying learning outcomes and selecting content for their bioinformatics courses. As we share our effort with the broader international community involved in teaching bioinformatics at academic level, we seek feedback and thoughts on our proposal and hope to start a fruitful debate on the topic, including how to better fulfill the real bioinformatics knowledge needs of the research and the labor market at both the national and international level.

Development of E-Book Textbooks in Injury Prevention and Treatment Subjects Based on Media Flip Book Maker

This study has the objectives of knowing the results of identifying learning outcomes problems, reviewing and planning products, knowing the consequences of expert trials, the results of small group trials and large group trials, and knowing the effects of product effectiveness tests from the E-Book Textbook for the Prevention and Treatment course. Injury-Based Media Flip Book Maker. This study uses a research development/RnD (research and development) approach. The data source for this research is IKOR Untirta students class of 2018-2021. The data collection techniques used were: a) Interview techniques, b) Questionnaire techniques, c) Test techniques, and d) Observation techniques. Qualitative and quantitative approaches were chosen as data analysis techniques in this study. The research results in the first stage showed that the final percentage of the evaluation of academic experts was 80.2%, with the results of assessments from practitioners, namely 84.2%, so an average of 82.2% was obtained from the expert test. And the two experts have stated that the contents of the product design are feasible for further trials in the limited/small group trial stage. From the table above, the initial product in each chapter has an average rating of 79% for ease of understanding, 69% for attractiveness, and 84% for usefulness. And it needs improvement at several points in specific chapters to get better results from the initial product. In the large group trial stage, each chapter has an average rating of 88% for ease of understanding, 87% for attractiveness, and 90% for usefulness. The points in each chapter no longer require significant improvement because the researcher assesses from the table above that each chapter has obtained satisfactory results on the product effectiveness test. The conclusion from this study is that the methods that have been used so far have not been able to make students understand PPC material fully; product preparation is prepared using systematic steps referring to the current P2SIKI curriculum; in the expert test it is stated that the contents of the product design are feasible for testing the next stage, the results of the small group and large group trials need to be carried out several evaluations which are completed at the product revision stage. Finally, the effectiveness test results show a significant effect of using e-book textbooks based on flip book maker media on student understanding in injury prevention and treatment courses.

Study on Using Machine Learning-Driven Classification for Analysis of the Disparities between Categorized Learning Outcomes

Learning outcomes are measurable statements that articulate educational aims in terms of what knowledge, skills, and other competences students possess after successfully completing a given learning experience. This paper presents an analysis of the disparity between the claimed and formulated learning outcomes categorized in knowledge, skills, and social responsibility competency classes as it is postulated in the European Qualification Framework. We employed machine learning classification algorithms to detect and reveal main errors in their formulation that result in incorrect classification using generally available syllabus data from 22 universities. The proposed method was employed in two stages: preprocessing (creating a Python dataframe structure) and classification (by performing tokenization with the term frequency–inverse document frequency method). The obtained results demonstrated high effectiveness in correct classification for a number of machine learning algorithms. The obtained sensitivity and specificity reached 0.8 for most cases with acceptable positive predictive values for social responsibility competency classes and relatively high negative predictive values greater than 0.8 for all classes. Hence, the presented methodology and results may be a prelude to conducting further studies associated with identifying learning outcomes.

'Just in time' teaching using department internet searches.

Emergency departments (ED) are fast paced environments that cater for a wide range of medical conditions. The scope of information needed by emergency medicine (EM) physicians is broad, and decisions are time sensitive. This raises the question of how best to educate EM trainees so that they are comfortable when treating wide ranging conditions in time pressured situations? Curriculum-based teaching has been adopted by the Royal College of Emergency Medicine (RCEM) to facilitate a centralised approach to EM training. Although this model provides explicit and clearly identified learning outcomes, RCEM acknowledges it is deficient in ‘just in time’ and ‘on the job’ training for doctors. RCEM has expressed the need for innovative education strategies to help identify and address EM trainee's knowledge gaps. Our aim was to design education sessions that focused on our trainees needs rather than following a broad curriculum. The internet is the primary means by which EM doctors seek information for clinical questions, while working and emergency physicians average 1.35 internet searches per patient encounter.1 Knowing this, we went about analysing clinically relevant internet searches on our department computers to try and identify our doctor's frequently encountered knowledge gaps. Using this information, we were able to design half hour weekly education sessions. The education sessions involved a ‘rapid revision’ of the most frequently searched clinical topics from the previous week and one high acuity, low occurrence (HALO) topic. The session was delivered by a consultant using a blended approach of didactic lectures and practical demonstrations. To assess participant satisfaction, we adapted a validated questionnaire designed by the Centre for Advanced Learning and Teaching. We successfully facilitated focused revision of 28 topics over a 6-week period. Participant's satisfaction was evident by the fact that we saw global improvements in all of the post intervention questionnaire scores when compared with pre-intervention scores. Participants commented that it was ‘A very novel idea, content very relevant to everyday working practice’, ‘Great recap of topics and cases seen daily. Amazing new addition to the teaching session’ and ‘targeted and concise teaching’. Although this has been a very beneficial teaching practice, we did learn some lessons. The filtering and analysis of the internet search histories is very labour intensive and requires a team of educators to sustain long term. ED computers are used by nursing staff and non-EM medical staff. This meant that some of the searched topics were less relevant to EM doctors. Another issue with data capture is that doctors can use their phones to search clinical topics and therefore we will not pick up all clinical searches. Although we have shown that this form of ‘just in time’ teaching is feasible and enjoyable for participants, we have not been able to assess whether this form of teaching leads to improved knowledge acquisition or retention and we propose this should be next research question in this area.

PRIMARY TEACHERS' READINESS OF TEACHING STEM - A STUDY AT THE NORTH MOUNTAINOUS IN VIETNAM

STEM education is becoming more and more popular in the world. Vietnam has been performing STEM education in K-12 schools since 2014. However, many teachers have difficulty in teaching STEM, especially in the Northern mountainous area of Vietnam. This study aims to investigate the readiness of primary school teachers for STEM teaching. This research was conducted using a descriptive quantitative method. Data was collected through a survey of 380 primary school teachers in the Northern mountainous area of Vietnam. There are fifteen indicators to measure teacher readiness in teaching STEM. Respondents stated that they were less available to identify learning outcomes and were less prepared in designing learning content of STEM themes. They also have an insufficient understanding of STEM education and related disciplines, and they have additional challenges in deciding the process, planning instructional activities, creating educational facilities, and learning to evaluate student activities. In addition, they were having difficulty identifying STEM themes, designing learning activities, utilizing materials, communicating, and cooperating with students and other instructors. Despite their strong demands and conviction in students' abilities, they were hesitant to teach STEM. The findings suggested that these instructors were not entirely prepared to teach STEM. It is beneficial for elementary school administrators who are adopting STEM in Vietnam.

Collaborative research as boundary work: learning between rice growers and conservation professionals to support habitat conservation on private lands

Multi-stakeholder initiatives for biodiversity conservation on working landscapes often necessitate strategies to facilitate learning in order to foster successful collaboration. To investigate the learning processes that both undergird and result from collaborative efforts, this case study employs the concept of boundary work as a lens to examine learning between rice growers and conservation professionals in California’s Central Valley, who were engaged in a collaborative research project focused on migratory bird conservation. Through analysis of workshop observations, project documents, and interviews with rice growers and conservation professionals, we identified five distinct factors of the collaborative research process that influenced learning amongst these two groups: having mutually beneficial goals, sharing ownership of the collaborative research process, building trust, integrating knowledge, and institutional alignment. We also examined and identified learning outcomes for both rice growers and conservation professionals, which included new knowledge of the social-ecological system, new practices around farming and collaboration, and shifting identities. Our findings suggest that applying these factors and outcomes for learning when structuring collaborative research, and other multi-stakeholder initiatives, can foster learning amongst diverse stakeholder groups to support new approaches for balancing resource use and adaptive management.

Most knee osteoarthritis education interventions in published trials lack clarity, comprehensiveness, and robust development - ancillary analysis of a systematic review

Introduction: Patient education is a guideline recommended first-line intervention for people with knee osteoarthritis. Yet, guidance on how to implement education interventions is poorly covered in guidelines, limiting translation to clinical practice. The primary aim of this ancillary analysis of our systematic review is to evaluate the content, development and delivery of education interventions for knee osteoarthritis in clinical trials. Methods: We performed an ancillary analysis of a previous systematic review and meta-analysis. A literature search was performed from inception to April 2020 using pre-defined search strategy in 5 databases; MEDLINE, EMBASE, SPORTDiscus, CINAHL, and Web of Science. Randomized controlled trials involving patient education for people with knee osteoarthritis were included. For data analysis, we matched education content reported in trials against 14 pre-defined evidence-based topics and categorised as; ‘accurate/clear’, ‘partially accurate/clear’, or ‘not reported’. We identified whether interventions targeted skill development or stated learning objectives, categorised as ‘yes’ or ‘not reported’. Information about whether interventions were developed based on learning theories, previous research and co-design principles was extracted and reported as ‘yes’ or ‘not reported’. Delivery methods (number of sessions, group, one-to-one, mixed, self-directed), and mode(s) (face-to-face, telephone, written materials, etc.) of patient education interventions were identified. All data were summarised descriptively. Results: Thirty-eight education interventions across 30 trials involving 4,107 participants were included. Median number of content topics reported amongst all interventions was 3/14 (range 0-11). When content was reported, only 10% (n=13/136) were accurate and clear, with the remaining 90% (n=126/136) partially accurate/clear. Most interventions (61%, n=23/38) targeted skill development but only 34% (n=13/38) identified learning objectives. Less than half of the education interventions were based on theory (42%, n-16/38), or previous research for chronic conditions (45%, n=17/38) including 32% (n=12/38) based on research for osteoarthritis; and just 11% (n=4/38) were co-designed. Education was often facilitated face-to-face over multiple sessions (median, range; 9, 0-55), supplemented with telephone calls and/or written materials. Discussion: Education interventions in knee osteoarthritis studies lack comprehensiveness and lack clear accurate descriptions of content, impeding clinical translation. Very few are co-designed, and most do not identify learning outcomes, or use theory and previous research in development. These limitations may lead to underestimation of the value of quality patient education to improve outcomes for people with knee osteoarthritis. Conflict of interest statement: My co-authors and I acknowledge that we have no conflict of interest of relevance to the submission of this abstract.

Educational Research Report Development of International Learning Outcomes for Shelter Medicine in Veterinary Education: A Delphi Approach.

Shelter medicine is a veterinary discipline of growing importance. Formally accepted as a clinical specialty in the US in 2014, the practice of shelter medicine worldwide is expanding. As a topic in veterinary pre-registration (undergraduate) education, it is frequently used as an opportunity to teach primary care skills, but increasingly recognized as a subject worthy of teaching in its own right. The aim of this study was to use a Delphi consensus methodology to identify learning outcomes relevant to shelter medicine education. Shelter medicine educators worldwide in a variety of settings, including universities, non-governmental organizations and shelters were invited to participate. Participants were initially invited to share shelter medicine teaching materials. These were synthesized and formatted into Learning Outcomes (LOs) based on Bloom's taxonomy and organized into five subject-specific domains. Participants were then asked to develop and evaluate the identified LOs in two rounds of online surveys. Consensus was determined at > 80% of panelists selecting "agree" or "strongly agree" in response to the statement "please indicate whether you would advise that it should be included in a shelter medicine education program" for each LO. In the second survey, where re-wording of accepted LOs was suggested, preference was determined at > 50% agreement. Through this method, 102 agreed LOs have been identified and refined. These LOs, as well as those which did not reach consensus, are presented here. These are intended for use by shelter medicine educators worldwide, to enable and encourage the further development of this important veterinary discipline.

Analysing the Malaysian Higher Education Training Offer for Furniture Design and Woodworking Industry 4.0 as an Input Towards Joint Curriculum Validation Protocol

An education programme at the master’s level normally aims to facilitate graduates’ acquisition, mastery and application of advanced knowledge in specialised areas of education. However, there is no learning pathway that aims to improve the level of specific and transversal competencies and skills, with particular regard to those relevant for the labour market in the furniture sector, such as management, entrepreneurship, language competences and leadership toward wood and furniture industry 4.0. The methodology for this research inquiry was based upon a survey questionnaire of 54 respondents during the MAKING4.0 Seminar at Universiti Teknologi MARA (UiTM) in Shah Alam, Selangor, Malaysia. The results were analysed from the Work Package 1 (WP1) “Analysis and comparison of the current Higher Education training offer and furniture and woodworking industry”, before the learning outcomes were defined for each of the identified topics. The definition of learning outcomes was made considering the Recommendations of the European Qualifications Framework (EQF), and subsequently harmonised with the Programme Learning Outcomes defined in the Malaysian Qualification Framework 2nd edition (MQF2.0) for a Master´s Degree Level 7. The identified learning outcomes have been grouped into four modules: (1) Processes and Production of Furniture, (2) Intelligent and Sustainable Design, (3) Wood and New Materials, and (4) Innovation Management. Results of the study indicated that MAKING4.0 is in line with the actions highlighted in the Malaysian Education Blueprint (2015–2025) and the objectives of the Ministry of International Trade and Industry in developing the National Industry 4.0 policy framework. MAKING4.0 aims to ensure an adequate supply of human capital and skills, as well as develop an innovative master’s degree to modernise the current training offer in wood and furniture technology processes and design around Industry 4.0 in Malaysia.

The SERIES model: Can a standardized approach benefit practitioner evaluation of emergency response systems?

The purpose of this research was to investigate the use of a standardized model of data collection, storage, and interpretation to evaluate the organized response to emergencies. The Standardized Emergency Response Incident Evaluation System (SERIES) model was employed to support practitioner evaluation of a fire service response to a simulated high-rise building fire. A comprehensive dataset representing quantitative and qualitative characteristics of the emergency response is established through content analysis of documents produced during the response and interviews with responders post-incident. Data are encoded within a standardized framework employing network the-ory. This dataset is then evaluated by fire service subject matter experts to identify learning outcomes relevant to emergency response effectiveness and organizational development. The results demonstrate that emergency response management system data can be collected and stored within a standardized framework. The results also demonstrate that not only can the resultant dataset support the identification of a range of learning outcomes by fire service practitioners, but that this approach can lead to a more comprehensive understanding of the response and deeper learning than that provided by existing evaluation methods.

Management Innovation for Thai Language and Culture Program of International Schools in Thailand Based on Concept of Agile Learner Characteristics

The research aimed to develop an innovation for the Thai language and culture program management based on the concept of agile learner characteristics in Thailand. The study used the multiphase mixed-method approach which was conducted among 97 international schools in Thailand.&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&#x0D; &#x0D; The research findings revealed that management innovation for Thai language and culture program of international schools in Thailand based on the concept of agile learner characteristics which was titled &amp;ldquo;SWABK&amp;rdquo;. It consisted of three main components that promoting agile learner characteristics of seeking challenging situations, being a cognitive thinker, knowing what to do when facing uncertain situations, and welcoming feedback and criticism : (1) curriculum development: identifying learning outcomes that align with the need of Thai and global society and designing learning units by integrating Thai language and culture into global situations, (2) instruction: constructing learning tools and materials to be accessible anytime and anywhere, and (3) evaluation: utilizing the curriculum evaluation&amp;rsquo;s result to further develop learners to be ready for the future.

A study for the evaluation of a safety education program me for nursing students: discussions using the QSEN safety competencies.

To respond to calls for improvements in nursing education in Japan, a group of faculties of a baccalaureate nursing programme has made an initial attempt to incorporate quality and safety education for nurses safety competency into three related courses, two sophomore level courses and one senior level course. To evaluate the learning experiences in a senior level course on medical safety in order to identify learning outcomes in terms of areas of strengths and areas for further improvements of the course and a system-wide implementation of quality and safety education for nurses competencies in the future. Fourteen students who met the criteria had volunteered to participate in one of the two 40-minute focus group interviews. During the interviews, participants were asked questions as to what they have learned and how they may use that knowledge in the future. The sessions were tape recorded, the data were transcribed and analysed using the content analysis method according to Berelson. Eight categories of learning related to medical safety were identified, including awareness of own risks for errors and plans to reduce such risks. These categories of learning were thought to have achieved the level equal to 75% of quality and safety education for nurses knowledge, skills and attitudes items. The current content and methods for this course identified strengths to be continued, with some areas of improvement for the future for further adoption of quality and safety education for nurses competencies into the entire curriculum.

The Unit-Structured Diagram: A Tool for Effective Professional Development

The purpose of this article is to introduce the unit-structured diagram and a professional development workshop using the diagram. The diagram consists of three areas, including objectives, content, and assessment. The objectives section is an area to identify learning outcomes based on physical education national standards. In the section of content, a unit is broken down into lessons. Teachers identify what to and when to evaluate student learning in the assessment section. The workshop using this diagram is underpinned by three premises of quality professional development: active engagement, specific tasks, and collaboration. The workshop can be modified to address the different needs of teachers.

EKSISTENSI MEDIA DALAM PEMBELAJARAN MELALUI MEDIA SOSIAL DAN MEDIA AUDIOVISUAL DI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN (FKIP) UNIVERSITAS PRIMA INDONESIA

This study aims to identify learning outcomes through the media used by students, focus student knowledge to determine the contribution of media in their learning, improve student expertise / knowledge, and provide opportunities for students to become innovative teachers. This research method applies descriptive qualitative data analysis and comparative quantitative. The research data was measured through test and non-test instruments. The research sample was FKIP students majoring in Indonesian and English through 2 general subjects, namely learning media and educational statistics. The results of the study have shown that the learning outcomes of the two majors do not show a significant difference. Furthermore, 24 questionnaire items showed that social media contributed more to student learning activities than audiovisual media. On the other hand, the observations show that students are more likely to behave negatively during research activities. Students feel uncomfortable if learning activities are dominated by media. Plus the imposition of online learning which requires virtual learning activities. So this research concludes that the existence of the media will be increasingly felt if it is collaborated with other relevant learning methods. Keywords: Media, Learning, Existence, FKIP Students

Development of International Learning Outcomes for Shelter Medicine in Veterinary Education: A Delphi Approach.

Shelter medicine is a veterinary discipline of growing importance. Formally accepted as a clinical specialty in the US in 2014, the practice of shelter medicine worldwide is expanding. As a topic in veterinary pre-registration (undergraduate) education, it is frequently used as an opportunity to teach primary care skills, but increasingly recognized as a subject worthy of teaching in its own right. The aim of this study was to use a Delphi consensus methodology to identify learning outcomes relevant to shelter medicine education. Shelter medicine educators worldwide in a variety of settings, including universities, non-governmental organizations and shelters were invited to participate. Participants were initially invited to share shelter medicine teaching materials. These were synthesized and formatted into Learning Outcomes (LOs) based on Bloom's taxonomy and organized into five subject-specific domains. Participants were then asked to develop and evaluate the identified LOs in two rounds of online surveys. Consensus was determined at > 80% of panelists selecting "agree" or "strongly agree" in response to the statement "please indicate whether you would advise that it should be included in a shelter medicine education program" for each LO. In the second survey, where re-wording of accepted LOs was suggested, preference was determined at > 50% agreement. Through this method, 102 agreed LOs have been identified and refined. These LOs, as well as those which did not reach consensus, are presented here. These are intended for use by shelter medicine educators worldwide, to enable and encourage the further development of this important veterinary discipline.

Identifying learning outcomes for a Canadian pedology field school: addressing the gap between new graduates’ skills and the needs of the current job market

To address concerns among members of the Canadian Society of Soil Science (CSSS) regarding the discipline’s capacity to train new soil professionals, specifically in pedology and field skills, members of the CSSS’s soil education and pedology committees have proposed to develop a pedology field school. To aid in the selection of learning outcomes that are relevant to professional practice, an online survey was sent to Canadian soil professionals within private industry and governmental organizations. Professional feedback was also requested regarding the creation of a web-based national soil education resource and the certification of soil pedological skills. According to the survey results, the quality of new graduates’ pedology and field skills was perceived as poor. Certain soil field skills and knowledge were thought to be either completely absent from the current Canadian curriculum (e.g., spatial variability of soil processes), or not well mastered by graduates (e.g., interpreting soil survey reports). Important learning outcomes were identified, such as interpreting soil survey information, soil mapping, and soil-landscape classification with soil description–classification and soil genesis content needed as a refresher. Taking into consideration existing regional field schools, we recommend that the CSSS co-create, where needed, and coordinate, where they already exist, regional pedology field schools throughout Canada. We also propose that the CSSS develop a national pedology certification and a web-based soil education resource. Also, further study is necessary to shed light on the contribution of non-disciplinary graduates to the professional practice and the impact this has on the perception of soil education in Canada.