Impact Of Education Research Articles

Exploring the impact of professional development about family-centred service for health professionals working in paediatric disability: a scoping review.

To explore the impact of family-centred service education on the knowledge, attitudes, self-efficacy, and practice of service providers working in paediatric disability. The review was conducted in accordance with the Joanna Briggs Institute methodology for scoping reviews. The search strategy was completed in seven electronic databases. Screening and data extraction was undertaken by two reviewers. Data extraction included content, delivery methods and impact of professional development programs. A narrative synthesis was conducted. Twenty-two studies reported on twenty programs. Participants were from multiple disciplines in 13 programs and families were involved in development, delivery, or as participants, in nine. Program content typically related to participatory caregiving. Synthesis of findings suggested the 'active ingredients' were dynamic interactions among the participants and facilitators, and the program content and delivery methods, that promoted reflection and shifting perspectives among participants. Studies reported positive impacts on service provider attributes, but few studies evaluated behaviours in practice and broader influences on family-centred services. While all programs involved active participation and relevant content, programs promoting reflection, sharing perspectives as part of a diverse group, and lived experience through family involvement, supported learning about family-centred services as both a philosophy and a process.

EDUCATION AND INDIGENOUS DEVELOPMENT: An Opportunity for Achieving the Goal of the Country

India is a diverse nation with various cultural traditions and communities. Each state possesses unique life skills and talents that contribute to the survival and growth of both local communities and the states themselves. For India to achieve economic growth and emerge as a global leader, it needs to harness these talents. Education plays a crucial role in uncovering hidden potential, developing individual skills, and using them for the country's advancement. This study primarily explores the impact of education on the indigenous development of India. To address the research question, a thorough analysis of various educational institutions was conducted, and data was collected. The findings indicate a growing demand for vocational and skill-based subjects to meet individuals' financial needs. However, a lack of human and material resources poses a significant challenge to both individual and indigenous development in the country. By 2047, every educational institution should be equipped with robust digital infrastructure and sufficient human and material resources. This includes not only internet access but also the effective integration of emerging technologies such as artificial intelligence, machine learning, data science, coding, and other vocational subjects into the educational process. The educational framework for a "Viksit Bharat" (Developed India) should begin with a well-rounded and innovative curriculum. This curriculum must emphasize holistic development, focusing not only on academic excellence but also on life skills, emotional intelligence, and vocational training. Keywords: Indigenous people, Education, heritage, language, curriculum, community, Viksit Bharat

“Ich-Mupong”, a swollen stomach: an ethnographic study of the daily lived experiences of schoolchildren in schistosomiasis high transmission areas along Lake Albert, Hoima District

BackgroundOur primary focus was Schistosoma mansoni infection and schoolchildren. Within communities the social environment may promote individual risk of infection for the school-aged children. There will also be demographic groups who are not targeted or reached by preventive chemotherapy campaigns. The behaviours of these other groups will interact with those of school-aged children, resulting in further infection risk through exposure-related behaviours. Furthermore, perception of the disease may significantly influence the schoolchildren’s lived experience of the infection and associated disease. It is therefore crucial to document the daily experiences of schoolchildren living in schistosomiasis high transmission areas along Lake Albert, Hoima District.MethodsAn ethnographic study explored schoolchildren’s perspectives and daily life organisations that shape their risk of schistosomiaisis and their perceptions of the disease. The study was conducted between November 2022 and August 2023. It involved in-depth interviews with schoolchildren and their parents, key informant interviews, focus group discussions with schoolchildren, and participant observations. Data was analysed using a reflexive thematic analysis. Code reports were generated inductively using ATLAS.ti (Version 7).ResultsThe study revealed a significant level of knowledge and awareness about schistosomiasis among schoolchildren. They had understanding of the risk factors, continued exposure, and experiences of illness, though they had little autonomy to address these through their own behaviour as they were influenced by the behaviour of others and macro-factors such as WASH provision and economic need. Study participants experienced individual-level effects of schistosomiasis such as educational impacts and isolation as a significant form of stigma.ConclusionsThere is a need for continued community sensitisation and awareness campaigns to address social stigma, educational impact, and contamination and exposure-related behaviours. National and regional policies and programmes on WASH, livelihood and poverty eradication programmes need to be revisited in schistosomiasis high transmission areas to help provide alternatives and improve schoolchildren’s lived experiences.Clinical trial numberNot applicable.

The impact of using simulation-based learning to further develop communication skills of pharmacy students and pharmacists: a systematic review

BackgroundEffective communication in healthcare, among professionals and between professionals and patients is crucial for delivering high-quality care. While simulation effectively translates technical skills to clinical practice, its impact on communication, particularly in pharmacies, is less well documented.AimThis systematic review examined the impact of simulation-based education on communication skills among pharmacy students and pharmacists. It aims to identify the types of simulations used, the outcomes obtained, and the effectiveness of these simulations in enhancing communication skills, perception and confidence.MethodWe conducted searches in MEDLINE, LISSA, EMBASE, and PsycINFO for articles on communication training through simulation for pharmacy students and pharmacists. The search covered the period from inception to August 31, 2022. To be included, studies had to meet the following criteria: (i) target pharmacy student or graduate pharmacists; (ii) use simulation in the field of clinical pharmacy; (iii) provide a complete description of the outcome measure. Studies for which it was impossible to extract data specific to pharmacy students or simulation were excluded. Three investigators independently evaluated each title and abstract. If each investigator considered the citation eligible, six authors progressed to full-text review. The outcomes related to communication were categorized into three groups: perception of the importance of communication in delivering high-quality patient care, confidence in communication skills, and assessed communication proficiency. The quality of studies included in this review was assessed using the Mixed Methods Appraisal Tool (MMAT).ResultsThe total number of participants was 3337. Among the 20 articles reviewed, which were primarily published in the United States over the last decade, only one focused on community pharmacists. Quasi experimental designs were predominant, and studies often relied on learners' self-assessments with non-validated questionnaires. Simulation-based learning aimed to enhance communication skills and attitudes across interprofessional contexts (involving nursing and medical students), patients, and families, frequently utilizing simulated patients. Studies evaluating outcomes have emphasized communication skills with patients and families, while those involving healthcare professionals often focused on perception of the importance of communication in delivering high-quality patient care.ConclusionDespite study heterogeneity, this systematic review concluded that simulation-based training significantly enhances perception, confidence, and communication skills. The development of clear guidelines and standardized assessment tools to evaluate communication would significantly improve the validity and reliability of future research efforts (PROSPERO registration: n°CRD42022371915).

Exploring the impact of the Global Community-Based Education (G-CBE) program at the University of Global Health Equity (UGHE), Rwanda: insights from the inaugural cohort

Background and contextCommunity-Based Education (CBE) integrates practical experiences within community settings to deepen students’ understanding of real-world issues. In July 2023, the University of Global Health Equity (UGHE) launched the Global Community-Based Education (G-CBE) program, designed to immerse international students in diverse settings across Rwanda and enhance their grasp of social determinants of health, community health and social medicine.ObjectivesThis study explores the experiences and perceptions of the first cohort of the G-CBE program at UGHE. It aims to evaluate how the program influenced the learning, career development, and understanding of community health for the 10 participating students.MethodsQualitative methods were employed, including 10 in-depth interviews (IDIs) to gather insights into the participants’ experiences and the perceived benefits of the G-CBE program.Key findingsStudents reported gaining a comprehensive understanding of social determinants of health, developing a strong appreciation for community-driven approaches, and acquiring practical skills through hands-on experiences. The program also broadened their global health perspective and heightened their awareness of health inequities.ConclusionThe findings underscore the significance of immersive community-based learning in global health education. The students’ experiences will inform ongoing improvements to the G-CBE program, enhancing its effectiveness in preparing future health professionals.

Assessment of clinical competencies of medical students in a simulated environment: a scoping review protocol

Simulation in scenarios representative of clinical practice is an innovative teaching-learning strategy. Performance evaluation in this scenario must be carried out using methods that are valid, reliable, equivalent, feasible, acceptable, have an educational impact and a catalytic effect. It is therefore necessary to understand the methods available for this purpose. The aim was therefore to outline a scoping protocol on the assessment methods used to analyze the clinical competencies of medical students in a simulated environment. This protocol was conducted according to the methods proposed by the Joanna Briggs Institute (JBI) and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). The review question was defined based on the PCC (Population, Concept, Context) mnemonic: “What methods are used to assess the clinical skills of medical students in a simulated environment?”. The eligibility criteria are associated with publications in English, Portuguese and Spanish, available in full text, covering methodological approaches including qualitative, quantitative, mixed methods, primary research, systematic reviews, meta-analyses, letters, guidelines, published theses and dissertations, with no time frame. The searches will be carried out in the Scopus, CINAHL, Web of Science, Lilacs, PubMed and Scielo databases. The results will be presented in tables or diagrams, accompanied by explanatory text, according to the best use for the purpose of the review.

Ramadan diurnal intermittent fasting in patients with diabetes: assessment of knowledge, practices, risk of complications, and impact of pre-ramadan education.

Evaluate diabetic patients' knowledge, practices, and the prevalence of complications during Ramadan fasting (RF) before and after an education program. We conducted a prospective study including 140 consecutive diabetic patients (DP) who intended to observe RF in 2023. Patients underwent a questionnaire and received pre-Ramadan education (PRE) according to the IDF-DAR 2021 recommendations. Practices and outcomes (hypoglycemia, hyperglycemia, and cardiovascular events) of RF patients were determined during Ramadan 2022 and 2023 using a questionnaire. Participants mean age was 56.0 ± 9.3 years. Their knowledge level was good, average, and poor in 37.1%, 35%, and 27.9% of cases, respectively. Before RF 2022, 40.9% of patients reported consulting their physicians about diabetes management during fasting and 12.1% received education. The risk stratification showed that 45.7% of patients were at low risk, 32.9% at moderate risk, and 21.4% at high risk. Compared to 2022 RF, significant changes in eating patterns and physical activity practice were observed in 2023. Self-monitoring blood glucose (SMBG) was practiced by 35.6% of patients in 2022 and 75% in 2023 (p < 0.001). The number of patients who fasted the whole month of Ramadan and hypoglycemia prevalence were comparable between 2022 and 2023. Hyperglycemia prevalence was higher in 2023 (14.9%) than in 2022 (3%) (p < 0.001). No severe hypoglycemia, cardiovascular events, or hospital admissions were observed during RF 2022 and 2023. The majority of diabetic patients had poor to average knowledge about diabetes and fasting. They were categorized as moderate- to high-risk of complications during RF. PRE had a positive impact on lifestyle, dietary patterns, and SMBG practice. Although this education did not lead to a decrease in hypoglycemia or hyperglycemia events, no severe metabolic or cardiovascular complications were reported.

Exploring Sports Films and SDG4 from a Cross-Cultural Perspective: A Comparative Study of Leap (2020) and Dangal (2016)

Objective: The aim of this study is to explore the educational values in sports films Leap (2020) and Dangal (2016) and their contributions to audience identity formation, with a particular focus on promoting SDG 4. Theoretical Framework: This research is grounded in cultural dimension theory and social identity theory, examining how educational narratives in these films contribute to equality in education, gender equality, and social inclusion, which are key aspects of SDG 4. Method: A mixed-methods approach combining content analysis, sentiment analysis, and cross-cultural comparison was employed. Audience reviews from platforms such as Douban were analyzed to capture emotional responses and cultural identification with the educational themes in both films. Results and Discussion: The discussion and findings indicate that Leap and Dangal highlight the intersection of cultural values and SDG4, illustrating how breaking gender biases and promoting equal opportunities contribute to social transformation across diverse cultural contexts, while resonating with global audiences through universally relatable narratives. Research Implications: This study contributes to the understanding of how sports films can serve as educational tools in shaping audience perceptions about equality in education, gender equality, and social responsibility, aligning with SDG 4. Originality/Value: This research provides a novel cross-cultural perspective on the educational impact of sports films from China and India, offering valuable insights for future research on the global role of cinema in promoting quality education and social change.

Effects of education on elderly care preferences

ABSTRACT This paper explores the effects of education on elderly care preferences by using the 1997 compulsory schooling reform in Turkey, which extended compulsory schooling from five to eight years, as an instrument. Our results provide evidence that increased schooling due to this reform decreases the likelihood of females agreeing with the statement that ‘children should look after their parents when they are old’. Additionally, it increases their own intention to use formal care options, such as nursing homes, hospices, or home care services, in their old age. The impact of education on the elderly care preferences of males is found to be insignificant. By establishing the causal relationship between education and preferences for elderly care, this paper contributes to our understanding of how higher education can influence intergenerational dynamics and the demand for formal care services.

Improving uptake of COVID-19 testing and vaccination in a homeless population: mixed-methods evaluation of community health worker-led education in a shelter

ObjectivesAccess to healthcare and accurate health information is a persistent issue for people experiencing homelessness (PEH), one heightened by the COVID-19 pandemic and exacerbated by issues of health literacy and...

Investigating the Impact of School Level Environmental and Sustainability Education (ESE) on Student Long-term Environmental Sustainability Attitudes and Behaviour in International School Alumni

Investigating the Impact of School Level Environmental and Sustainability Education (ESE) on Student Long-term Environmental Sustainability Attitudes and Behaviour in International School Alumni

COMPARATIVE ANALYSIS OF EMOTIONAL REGULATION: HAPPINESS AMONG STUDENTS IN MODERN EDUCATION VS. GURUKULAM EDUCATION SYSTEMS

Education shapes individuals and society, evolving through diverse philosophies and methods. From ancient Gurukulam teachings to modern digital pedagogies, education reflects tradition and innovation, philosophy, and technology. By comparing students from Modern Education System (MES) and Gurukul Education System (GES), we explore the impact of Gurukul-inspired education on emotional regulation and happiness, alongside examining the foundational principles and historical significance of the ancient Gurukul system in India. Methodology: Sixty students, aged between 16 and 25 years, participated in this study, with 30 students each from Gurukul Education System (GES) and Modern Education System (MES). Both GES and MES groups were evenly divided into sub-groups of 15 males and 15 females. Discussion: The 0.7 difference in average emotional intelligence scores between Gurukulam Education System (GES) and Modern Education System (MES) students suggests that GES students, rooted in philosophy, show higher emotional intelligence compared to MES students influenced by technology. This highlights the impact of educational paradigms on emotional development, indicating the potential benefits of philosophical grounding. Further investigation is needed to understand underlying factors and implications for student growth. Conclusion: In conclusion, Gurukul Education System (GES) students scored higher in emotional intelligence compared to Modern Education System (MES) students. This underscores the potential advantage of incorporating philosophical teachings, as seen in GES, into contemporary education for better emotional development.

How do speaker characteristics influence use of rhetorical history? Insights from text mining analysis of discourse about Brexit

ABSTRACT Management researchers interested in rhetorical history have hitherto paid little attention to how the personal characteristics of managers influence how individuals use the tool of rhetorical history to persuade others. We use advanced text mining tools to explore the impact of gender, education, and political ideology on how speakers use rhetorical history. We derived hypotheses from the management literature on rhetorical history and from moral foundations theory. Our dataset includes a large number of speeches delivered in the British parliament during a debate about Brexit. Our results reveal statistically significant differences in the nature of the historical arguments used by male and female opponents of Brexit. Educational background also influenced how speakers used history, with Oxford and Cambridge graduates mentioning more distant historical events than did other speakers. The findings, which can likely generalize to managerial contexts, highlight the importance of personal characteristics in understanding how leaders use rhetorical history.

The Influence of a Realistic Mathematical Approach on Student Learning in Elementary Schools

This study investigates the impact of the Realistic Mathematics Education (RME) approach on students' critical thinking skills and learning outcomes in elementary schools. The research employs a literature review method by analyzing findings from previous studies, including experimental and quasi-experimental designs. The RME approach, characterized by its emphasis on real-world problems and contextual learning, enables students to connect mathematical concepts with practical applications, fostering critical thinking and problem-solving abilities. Various studies indicate that students using the RME approach exhibit significantly improved critical thinking skills compared to those taught using conventional methods. For example, one study showed an increase in the average critical thinking score from 63.29 to 80.29, with a significance value of 0.001 &lt; 0.05, confirming the approach's effectiveness. Additionally, students demonstrated the ability to apply mathematical formulas in daily life and actively engage in learning activities, leading to higher academic achievement. The analysis highlights three key aspects of the RME approach: its ability to transform abstract concepts into relatable experiences, its adaptability to diverse student needs, and its effectiveness in promoting active participation. These attributes make RME a viable alternative for improving mathematics education in elementary schools. In conclusion, the RME approach provides a practical and effective solution for enhancing students' critical thinking skills and mathematical understanding, bridging the gap between theory and real-world application. This study recommends integrating the RME approach into mathematics curricula to achieve more meaningful and engaging learning experiences for elementary students.

The Influence of Positive Growth Experience of Craftsmen on Vocational Education of Automotive Inspection and Maintenance Technology and Mental Health

Since 2014, in China, there has been a principle to divert the graduating junior high school students to regular high schools and secondary vocational schools in an orderly manner, with a ratio of 50%. Vocational education serves as an important foundation for cultivating technical and skilled talents, as well as craftsman talents. However, vocational education, as a distinct type of education, has not yet gained widespread recognition in society. And it is a very meaningful thing to explore how their teachers’ positive growth experience influence these students to become successful and feel pleasure. Using a qualitative methodology, we interviewed ten Zhejiang craftsmen specializing in the automotive field, who work as full-time or part-time teachers in technical colleges and vocational schools, to explore the relationship between their growth experiences and the impact of teacher education on the cultivation and development of craftsmen. The study not only focused on their professional development but also delved into the psychological aspects of their journey. By examining the interplay between professional growth, educational impact, and psychological factors, this results provide valuable insights into the holistic development of skilled craftsmen. The findings reveal that the growth characteristics of Zhejiang craftsmen can be categorized into four stages: aspiration, enjoyment, dedication, and innovation. These stages are reflected in various aspects such as career aspirations, professional identity, and collaborative innovation, which are further subdivided into 29 factors. Moreover, the analysis demonstrates how these self-growth experiences can be effectively transferred to the student training process, thereby stimulating students' enthusiasm for learning vehicle inspection, testing, and repairs. The development of vocational education can draw insights from the growth process of Zhejiang craftsmen, with a specific focus on fostering workplace learning, integrating theoretical instruction with practical skill development, and nurturing both technical expertise and personal qualities. And the comprehensive strategy focuses on the areas, such as fostering workplace learning, integrating theoretical instruction with practical skill development, nurturing both technical expertise and personal qualities, promoting psychological health and so on. By implementing these strategies, vocational education institutions can help students grow into healthy, skilled, and psychologically robust professionals.

Achieving Class Crossing through Education: Pathways and Challenges in Chinese Modern Society

In today's Chinese society, education serves as a crucial driving force for individual growth and development, playing an increasingly prominent role in facilitating socio-economic status advancement, occupational hierarchy ascension, and cultural capital accumulation. This paper delves into how education emerges as a pivotal pathway for class crossing in modern Chinese society, analyzing its specific functions in knowledge accumulation, skill enhancement, perspective broadening, and social network construction. Furthermore, it explores the challenges encountered in this process and proposes corresponding strategies. Class crossing, as a significant manifestation of Chinese social mobility, has always been a hot topic in sociology, education, and other fields. With the deepening of globalization and the knowledge economy, education's impact on individual class crossing has become increasingly prominent as a means to enhance human capital and promote social equity and development. This paper, from a theoretical perspective and with real-life case studies, comprehensively examines the multifaceted roles of education in achieving class crossing and the challenges faced along the way in China.

Embedding ESG in finance education: the impact of ESG education within graduate finance programs on ESG-related problems

Embedding ESG in finance education: the impact of ESG education within graduate finance programs on ESG-related problems

Joy and humanity in communication: A design-based research approach to developing and understanding the impact of a novel education programme on hospital staff, co-designed and facilitated by clown doctors.

Clown doctors have a unique skill set and role, particularly in paediatric settings. Yet, there is limited research on whether clown doctors themselves could play a role in sharing these skills with health professionals. Acknowledging uncertainty in what our intervention should be, we used a design-based research (DBR) approach with the aim of (i) shaping the educational design and content of communication skills-based workshops for clinicians and (ii) understanding the educational impact on participants. Data were collected from initial key stakeholder consultations, then through the delivery of evolving iterations of the workshop in the form of post-workshop group discussions, follow-up short participant surveys and observations of the workshops themselves. Reflexive thematic analysis of group discussions and short survey responses was undertaken to understand the impact. Forty participants participated in five workshops, including staff from medical, nursing, allied health and administrative backgrounds. Five educational principles emerged: self-awareness, curiosity, play, spirit and self-reflection. Four central themes regarding educational impact were generated: creating joy and breaking barriers; the heart, not the science of communication; workplace tensions challenge change; and communication training but not as we know it. A novel education programme facilitated by clown doctors at a hospital offered unique communication skill learnings, while bringing joy and connection to the workplace through education. The DBR approach enabled this programme to be shaped, implemented, and evaluated, with the results attesting to the value of more novel approaches to communication training. The challenge remains to embed, sustain, and potentially scale the programme to other settings.

The Impact of Education on TB Prevention in Stunted Children in the Working Area of the Kosiwo Health Center, Kepulauan Yapen Regency

The Impact of Education on TB Prevention in Stunted Children in the Working Area of the Kosiwo Health Center, Kepulauan Yapen Regency

Examining the responsible use of zero-shot AI approaches to scoring essays

The promise of AI to alleviate the burdens of grading and potentially enhance writing instruction is an exciting prospect. However, we believe it is crucial to emphasize that the accuracy of AI is only one component of its responsible use in education. Various governmental agencies, such as NIST in the US, and non-governmental agencies like the UN, UNESCO, and OECD have published guidance on the responsible use of AI, which we have synthesized to come up with our principles for the responsible use of AI in assessments at ETS. Our principles include fairness and bias mitigation; privacy & security; transparency, explainability, and accountability; educational impact & integrity; and continuous improvement. The accuracy of AI-scoring is one component of our principles related to educational impact & integrity. In this work, we share our thoughts on fairness & bias mitigation, and transparency & explainability. We demonstrate an empirical evaluation of zero-shot scoring using GTP-4o, with an emphasis on fairness evaluations and explainability of these automated scoring models.