Hours Of Instruction Research Articles

Challenges and Coping Mechanism on The Transition from Modular Scheme to Face-To-Face Modality: Implication to Teacher’s Competency

The purpose of this study is to determine perceived challenges faced by MAPEH teachers during the transition from modular to face-to- face modality in terms of workload, students’ behaviour, teaching learning resources, teacher’s competency and training and supports. Also, to determine their perceived coping mechanism using the problem-focused, emotional-focused, and avoidant- focused. Additionally, to know the MAPEH teachers’ level of teaching competency in terms of content knowledge and pedagogy and learning environment. Findings revealed that the MAPEH teachers perceived challenges on limited teaching hours (3.64), students’ disruptive behaviour in sitting still, disturbing, and shouting/screaming toward others (3.78), have personal and family problems such as parent separation, financial support, and school pressure (3.82). As well as the absence of a reliable internet connection to support limited learning materials (4.00), limited textbooks, self-learning modules (3.98), and the lack of available electronic devices such as a computer, television, overhead projector, and audio speaker use for teaching learning (3.91). Moreover, respondents experience limited Trainings, seminars, and webinars for MAPEH teachers (3.71). Meanwhile, research result showed that Problem-focused (4.42) and emotional- focused (4.23) often perceived coping mechanism. Therefore, study shows that there is no significant relationship between challenges variables and Content Knowledge and Pedagogy is partially accepted. However, there is a positive significant relationship between the challenges variables and teacher’s competency is partially sustained. Moreover, there is no significant relationship between coping mechanism variables and content knowledge and pedagogy as well as the teaching environment competency.

Advancing pain education: a cross-sectional study in the Portuguese medical schools

IntroductionChronic pain negatively impacts on quality of life and is often underreported and undertreated. Therefore, it is essential for medical schools to provide education in pain management for students. This study evaluated the current state of pain education in the Portuguese medical schools, focusing on integrating pain-related topics into the curriculum.MethodsA cross-sectional study was employed, involving all the eight public medicals schools in Portugal. The study, approved by the Ethics Committee of the Faculty of Medicine of the University of Porto, utilized a previous validated questionnaire sent via electronic mail. The data collection spanned from January 2023 to October 2023, and responses were analysed using the SPSS software for descriptive statistics.ResultsAll eight public medical schools responded to the questionnaire, providing insights into their pain education practices. Over the six years of medical education, 50% of the schools offered dedicated course content on chronic pain within the curriculum. This instruction is primarily provided in the second year, with variations in the hours for both theoretical and practical teaching. Additionally, 62.5% integrate pain-related topics into other discipline-based courses, predominantly in the fourth year. Post-graduate pain education activities were reported in only three of the eight schools (37.5%).ConclusionsThese findings represent the first analysis of pain education in public Portuguese Medical Schools. The findings indicate that enhancements in pain education through the introduction of mandatory pain topics, curriculum integration, and investment in post-graduation courses are needed. These improvements aim to provide medical students the essential knowledge and skills to proficiently manage the intricate challenges of chronic pain, thereby enhancing patients’ quality of life and reducing social burdens.

Effects of Using Humor in Teaching Speaking Skills on EFL Learners’ Speaking Anxiety

Speaking clearly leads to communicating clearly. However, learning to speak clearly in a foreign or second language is one of the greatest challenges for a learner and often evokes great anxiety. Accordingly, this study is a survey-based investigation of the effects of using humor to teach speaking skills on the speaking anxiety of Saudi Arabian EFL undergraduate students. The objective of this research was to determine how humor affects them and whether it helps them feel less anxious. A quantitative survey methodology was used in this study to fits with the research objectives and questions. The experiment took place over three consecutive weeks, with three hours of instruction each week. 43 freshmen rated their agreement with the FLSAQ's 18 items on a 5-point Likert scale, reflecting fears and self-perceptions about English speaking. Prior to the intervention, speaking anxiety levels among the students were typically neutral to mildly low. Following the application of humor, the post-test results revealed that the pre-test mean (Mean = 48.67) was significantly higher than the post-test mean (Mean = 38.86) and the t-test results between them is statistically significant (t = 3.04, p = 0.003), indicating that humor had a positive effect on reducing speaking anxiety. These results give teachers a solid framework for teaching speaking skills in ways that will lessen speaking anxiety, which can create a comfortable classroom environment in which communication is valued over correctness, thereby reducing students’ fear of making mistakes, increasing their active participation, and in the process promoting their speaking skills.

Our Fascinating and Complex World

Artist Statement Most young kids dream of having superpowers. Some want the ability to fly, others strength, and some invisibility. In 2020, I fully realized my superpower. Who knew that my artistic ability, together with my hard work and communication skills, would garner the attention of the world? The COVID-19 pandemic dramatically altered my classroom instruction. As a highly engaged learner, I had to quickly adjust to a newly implemented educational environment. My school district was woefully unprepared for online school when the pandemic began. For weeks, I received less than one hour of instruction each day. As a result, I began to experience a growing sense of loneliness due to my isolation. To combat the boredom, I decided to embark on a personal project to academically challenge myself and creatively develop my artistic talent. Inspired by my travels to 32 countries, my goal was to create hand-drawn pictorial maps of every United Nations-recognized country and post each one to my Instagram account (@jacksonkelly_art). For months, while the rest of the world seemed frozen in time, I worked diligently. Each posted map depicted a country’s borders, landscape and historical sites, in each geographic region. I began with posting maps of countries in Southeast Asia. Surprisingly, my Instagram account quickly attracted new followers with each post. People from the countries I illustrated commented enthusiastically, pointing out the cities and villages where they lived. Later, I began posting maps of countries in Southwest Asia, then Europe, Africa, Oceania, and ending with the United States. People commented proudly about their homeland and culture and what it meant to them for an American artist to depict their country in a positive light. My growing family of Instagram followers soon attracted the attention of other influencers on social media such as Geography Now, West African Community and the Canadian columnist and YouTuber J.J. McCullough. I completed the project in just over nine months, posting maps of 195 countries. Hundreds of followers posted messages and comments expressing their gratitude for representing their people and culture. The global connections I made and conversations I had transformed me into a healthier, more gratified person. My greatest sense of pride is the dozens of people who began creating their own maps, inspired by those I had posted, to showcase their homelands and heritage. Without realizing it, I had created a movement of pictorial cartographers, many of whom are counted among the 14,000 Instagram followers I have today. Informed by this experience, I enrolled in Advanced Placement courses in high school to expand my knowledge and understanding of history, geopolitics, and international relations. I have gained critical skills in communication, entrepreneurship and leadership, as well as a greater desire to serve others. Though I continue to post pictorial maps on Instagram, my goal has shifted from illustrating every country to documenting and understanding history as it happens in real time. Over the past two years, I have focused on documenting the ongoing wars in Gaza and Ukraine. I engage with my future major, Political Science, and career daily, preparing myself for the rigor of higher education. Inspired by the world I have experienced through travel and media, I am ready to leverage my unique background and talent in pursuit of a Political Science degree in a highly respected, academically challenging institution. Through accomplishing my goal and continuing to hone my skill, I know diligence, hard work and passion help achieve influential things inside and outside of the classroom. On an August morning in 2025, I can’t wait to take on the challenges and opportunities I have forged for myself through my work and dedication. With superpowers at my fingertips, I am ready to proudly share my gifts and talents with the world. Medium Cartography painting as pictorial maps.

Curriculum Changes in Indonesia: Implementation and its Challenges in Religious Institutions

The rapid transformation of Indonesia's national curriculum from content-based to competency-based frameworks reflects broader global educational trends aimed at fostering interdisciplinary skills and adaptability. However, this transition presents unique challenges for pesantren-based madrasahs, traditional Islamic educational institutions that balance religious education with national academic standards. This study addresses the gap in research on how madrasahs respond to national curriculum changes, focusing on the implementation and challenges faced by Madrasah Tsanawiyah and Madrasah Aliyah Pondok Pesantren Al-Mawaddah in Ponorogo. Adopting a qualitative case study approach, data were collected through in-depth interviews, observations, and document analysis. Key informants were purposively selected. They included religious leaders (kyai), teachers, alums, and students. Data analysis followed an interactive model consisting of three stages: data condensation, data display, and conclusion drawing and verification. The findings reveal that while madrasahs implement the national curriculum incrementally, aligning it with traditional Islamic education, they face significant challenges, including increased learning loads, overlapping materials, limited teaching hours, and the dual burden of meeting both national and pesantren-specific evaluation standards. These challenges highlight the tension between maintaining traditional values and adapting to modern educational demands. The study underscores the importance of collaborative policymaking in developing flexible curriculum frameworks and targeted teacher training programs, enabling educators to navigate these complexities. By fostering a process-oriented curriculum that integrates Islamic and general education, pesantren-based madrasahs can better equip graduates with modern competencies while preserving their unique cultural and spiritual identity

Point-of-care ultrasound in palliative medicine residency programs: report of a national survey and local workshop.

Point-of-care ultrasound (POCUS) is used in various clinical specialties to improve diagnostic and procedural accuracy and has many potential applications in palliative care. However, it is unclear what is the current state of training and use of POCUS in palliative care in Canada. Our objectives were to understand the current state of training and use of POCUS in Canadian Palliative Medicine subspecialty residency programs and to develop and implement a local training workshop for POCUS in palliative care. We surveyed residency program leaders regarding formal training and clinical applications of POCUS for faculty and residents in their programs. The results from the national survey informed the design of a workshop for POCUS at our institution. Faculty and resident participants completed pre- and post-workshop surveys evaluating their comfort with using and teaching POCUS. Most residency programs provided between one to ten hours of POCUS teaching to residents. Clinical application was generally limited to assessing ascites and performing paracentesis. Lack of POCUS-trained faculty was identified as the most common barrier to more widespread use of POCUS. On a limited budget, we successfully implemented a POCUS training workshop at our institution that improved participant confidence and comfort in using and teaching POCUS. Although POCUS is viewed as a beneficial skill for enhancing patient care and is a competency in palliative medicine residency programs, there are gaps in both training and utilization. A POCUS workshop is an effective and low-cost "first-step" intervention that can be easily replicated in other programs.

Understanding the Process of Persistence in Non-traditional Adult Education Students

In the state of Utah, adult education students often leave their programs before 100 hours of instruction, which can leave students without the necessary academic knowledge, skills, and credentials to move forward with postsecondary education and training or employment opportunities. This phenomenological study examines the key factors of persistence in non-traditional students ages 25 and over in an urban adult education program who continued beyond 100 hours of instruction. A semi-structured interview protocol was used to interview 14 students about factors that caused them to stay in an adult education program. The interviews with students examined dispositional, institutional, situational, and motivational factors through a student involvement lens. Findings of this study indicate that students who persist generally have high degrees of involvement. While students had fears and concerns about engaging with adult education, the personnel and culture of the program helped them overcome their unease. Students also had a growth mindset that created expectations of discomfort and effort. Institutional factors such as allowing students to choose the modality of instruction and schedule, having focused and relevant instruction, feeling seen, being treated with respect, communicating regularly with students, tracking progress, and providing quality instruction all helped students persist in the program. Students were motivated to persist because of family and a personal desire to move forward. As programs intentionally impact the institutional factors identified in this study, students will be more likely to persist in adult education programs long enough to build the knowledge and skills necessary to find personal success and sustainable employment.

Manajemen Kurikulum Muatan Lokal dalam Pengembangkan Kemampuan Baca Tulis Al Qur’an

This research analyzes the planning, organization, implementation and evaluation of local content curriculum management in developing Al-Qur'an reading and writing skills at SMPN 2 Diwek. The method used is descriptive qualitative, with data collected through observation, interviews and documentation. The results show that the curriculum was initially designed with an administrative model, but was later changed to a grass-roots model due to input from supervisors. Planning is done by preparing a learning plan at the beginning of the semester and submitting it to the school for monitoring. Organizing is carried out by the deputy principal by arranging teaching hours and lesson schedules. Implementation according to the predetermined schedule. Learning includes reading 2 Juz of the Qur'an per semester, recitation knowledge, and short surah imlak. Evaluation involves summative examinations tailored to the Learning Objectives, as well as teaching supervision by the principal and a team of senior teachers

SECONDARY SCHOOL PHYSICAL SCIENCE TEACHERS’ BELIEFS ON THE PURPOSES AND GOALS OF SCIENCE TEACHING: THE PRESENCE OF CULTURAL MYTHS

Understanding why teachers teach the way they do is important especially in a time of curriculum reforms. Hence, the aim of this research is to unpack the secondary school physical science teachers’ beliefs on the purposes and goals of science teaching (PGST) and to check the alignment of their beliefs on PGST with constructivism. A convergent parallel mixed method design was employed. Scale and checklist were used to collect data on the teachers’ beliefs. Thematic analysis of semi-structured interviews was used to explore the teachers’ implementation of the science curriculum. Results revealed that while teachers agree with the basic tenet of constructivism, their beliefs on the PGST were traditional. Difficulties of implementing their constructivist ideas on teaching and learning reinforced the cultural myths. Length of teaching experience and actual classroom teaching hours were seen as significant factors in the development of beliefs, whereas familiarity of curriculum intentions correlate negatively with the development of constructivist beliefs. Keywords: constructivist physical science education, purposes and goals of science teaching, teachers' beliefs, cultural myths in physical science education

More Than Body Parts: A New Ethos of Anatomy Education.

A new ethos of anatomy education goes beyond the learning of body parts in the traditional curriculum. In the traditional curriculum, the focus of only providing information on the structure of the human body left certain learning opportunities overlooked, marginalized, or dismissed as irrelevant; thus, opportunities to foster and shape professional attributes in health care learners were lost. Furthermore, changes in curricula structures and reductions in anatomy teaching hours have necessitated a transformation in how anatomy education is perceived and delivered. This article presents an examination of a contemporary ethos of anatomy education that draws together concepts from teaching theory, educational trends, and emerging research to maximize the anatomy learning experience with body donors. Social constructivism, the spiral curriculum, and the hidden curriculum can be leveraged to facilitate a unique educational experience. Furthermore, contemporary perspectives on the ethics and history of anatomy that support contextual learning indicate how these subjects are well suited to authenticate and consolidate learning, while supporting the relational and humanistic delivery of health care education. When anatomy education is conceptualized as a first clinical experience in a health care curriculum, it provides the opportunity to develop and enhance professional identity formation at a foundational stage. By embracing and incorporating a wider range of considerations into educational practice, a new ethos for anatomy education fosters history-informed professional identity formation that offers transformative learning opportunities for an ethical practice in the art of healing.

Bridging the procedures skill gap from medical school to residency: a simulation-based mastery learning curriculum

ABSTRACT Background The transition from medical student to intern is a recognized educational gap. To help address this, the Association of American Medical Colleges developed the Core Entrustable Professional Activities for entering residency. As these metrics outline expectations for all graduating students regardless of specialty, the described procedural expectations are appropriately basic. However, in procedure-heavy specialties such as emergency medicine, the ability to perform advanced procedures continues to contribute to the disconnect between undergraduate and graduate medical education. To prepare our graduating students for their internship in emergency medicine, we developed a simulation-based mastery learning curriculum housed within a specialty-specific program. Our overall goal was to develop the students’ procedural competency for central venous catheter placement and endotracheal intubation before graduation from medical school. Methods Twenty-five students participated in a simulation-based mastery learning procedures curriculum for ultrasound-guided internal jugular central venous catheter placement and endotracheal intubation. Students underwent baseline assessment, deliberate practice, and post-test assessments. Both the baseline and post-test assessments used the same internally developed checklists with pre-established minimum passing scores. Results Despite completing an emergency medicine rotation and a critical care rotation, none of the students met the competency standard during their baseline assessments. All twenty-five students demonstrated competency on both procedures by the end of the curriculum. A second post-test was required to demonstrate achievement of the central venous catheter and endotracheal intubation minimum passing scores by 16% and 28% of students, respectively. Conclusions Students demonstrated procedural competency for central venous catheter placement and endotracheal intubation by engaging in simulation-based mastery learning procedures curriculum as they completed their medical school training. With three instructional hours, students were able to achieve basic procedural competence for two common, high-risk procedures they will need to perform during emergency medicine residency training.

Development of a mobile application to increase motivation, engagement & teaching activity of clinical faculty using gamification principles

Background: Clinician teachers (CT) have historically felt undervalued and underappreciated. One technology used to increase motivation is gamification: the process of inserting elements of game-playing into activities that are not usually associated with games. We developed a mobile application that rewards CTs using in-app gamification techniques to increase CTs motivation. This program was implemented specifically in a regional campus setting, Mississauga, Ontario. Methods: A cross-platform application that rewards physicians for their clinical teaching hours was created. This consisted of a star grading criteria where each physician was awarded depending on the number of hours completed. End-user perceptions of the application were evaluated using a survey with a Likert scale and open-ended questions. Survey results were collated with descriptive statistics and thematic analysis. Results: The TutorTracker application was developed implementing a live gamification algorithm. It allows physicians to view their hours completed, rewards obtained, and add additional hours. The majority of CTs agreed or strongly agreed that the application was user-friendly, easy to navigate and enjoyed the rewards provided. Major themes that emerged were regarding additional features and full integration of such an application for rewarding teaching efforts. Conclusions: Gamification principles have been implemented in a cross-platform application allowing CTs to be rewarded for their teaching. The next steps would be to formally quantify the effects and advantages of using the application to increase the motivation of tutors.

A Resident-Led Quality Improvement Initiative to Increase End-of-Life Planning in Primary Care.

Background Despite many benefits of end-of-life (EOL) planning, only 1 in 3 adults has EOL documentation, with low rates in resident primary care clinics as well. Objective To increase clinic completion of life-sustaining treatment (LST) notes and advance directives (AD) for veterans at highest risk for death. Methods The setting was a Veterans Affairs (VA) internal medicine primary care clinic. All clinic residents in the 2021-2022 academic year and all clinic patients identified through a VA risk-stratification tool as highest risk for death were included. Baseline AD and LST completion rates were determined through manual chart review. Our interventions included 2 hours of teaching to increase resident knowledge of EOL planning and a systematic process improvement to complete EOL planning appointments. Outcomes assessed included anonymous resident pre- and post-surveys of self-assessed knowledge and comfort with EOL conversations, as well as rates of LST and AD completion determined through serial chart review. Results In the 2021-2022 academic year, 22 residents (100%) and 54 patients were included. Post-intervention surveys (n=22, 100%) showed improved self-assessed knowledge of EOL concepts and comfort with patient discussions (median Likert increase 3 to 4). The number of residents who completed an EOL planning visit increased from 9 of 22 (41%) to 15 (68%). LST completion increased from 9 of 54 (17%) to 29 (54%), and AD completion increased from 18 of 54 (33%) to 33 (61%). Conclusions A brief teaching intervention to prepare residents for comprehensive EOL visits combined with process improvement to offer EOL planning visits improved self-reported knowledge and comfort and completion of EOL visits.

Teaching reading in digital era: Exploring Indonesian in-service teachers’ perceptions and challenges

This illustrative case study investigation was conducted to learn how Indonesian in-service teachers perceived teaching reading in a digital era and the challenges they encountered. The data were submitted by a total of 30 teachers who participated in the subject post for Indonesian junior high schools. Data collection strategies include participatory classroom observation, interviews, and guided written reflection. The data were analyzed using the constant comparative method. The study’s findings highlight issues concerning teachers’ perceptions and teachers’ challenges while teaching reading in a digital setting. As many as 63% of teachers believe that the proportion of time teachers spend to practice reading skills from online sources is 40%–50% of total teaching hours at school. Furthermore, 40% of them believe that the criteria for teacher success in reading is when pupils improve their reading comprehension skills. The analysis also revealed that teachers encountered a number of challenges: (1) lack of knowledge about models and media for learning to read in a digital context, (2) lack of students’ ability to read multi-text sources, and (3) lack of motivation and awareness among students in reading. The findings of this study impact the understanding and training requirements of junior high school teachers concerning reading instruction methods in a digital context. Future studies should focus on innovation and the development of learning models to improve the quality of reading comprehension in a digital environment.

Undergraduate dental sleep medicine teaching at German university dental schools - a questionnaire-based survey

PurposeDiagnosing and treating obstructive sleep apnea (OSA) requires fundamental understanding of sleep medicine, including training and clinical experience. So far, dental sleep medicine (DSM) has not yet become a mandatory part of dental education in Germany. This questionnaire-based survey for both lecturers and students aimed to evaluate DSM education among undergraduate students.MethodsA structured questionnaire was sent to the managing directors and student councils of all 30 German university dental schools. The questionnaire contained 13 questions on teaching quantity and content, lecturers’ knowledge, and future interest in DSM. For each university dental school, only one questionnaire should be completed by the student council and the managing director. A scoring system assessed lecturers’ knowledge based on clinical experience and qualifications. Descriptive data and correlation coefficients were calculated (P < 0.05).ResultsThe responses of 24 lecturers (80%) and 28 students (93.3%) could be evaluated. DSM was reported to be included in the curriculum by 14 lecturers (58.3%) and 4 students (14.3%). Mean teaching hours per semester were 1.4 ± 1.4 h (lecturers) and 0.2 ± 0.6 h (students) accordingly. Greater knowledge of lecturers in DSM was positively correlated with the inclusion of DSM in the curriculum (P = 0.022) and with the number of teaching hours per semester (P = 0.001).ConclusionPostgraduate education and incorporating DSM knowledge into undergraduate education (“Teach the Teacher”) seems to play a key role in fundamentally training future dentists in this field.

Calculating the Notional Learning Hours (NLH) for Final-year Medical Students in a Clinical Surgery Clerkship Course

Background: The main objective of this study is to design a method to calculate the notional learning hours (NLH) of final year medical students doing a surgical clerkship course. Secondary objectives include derivation of the Oman Qualification Framework (OQF) credits and setting a benchmark of NLH in clinical courses.Methods: This is an observational cross-sectional study which uses a quantitative way to estimate students’ NLH. A questionnaire was designed and filled by final year medical students at the end of their surgical rotation. Ethical clearance was obtained. The data were uploaded and analyzed using SPSS 25. The NLH was then calculated and mapped on the OQF template.Results:Ninety-seven students participated in the study. Students spent an average of 1.20 (0.99) hours/day to study their clinical sessions and 2.86 (1.4)/day to study for their theory sessions. The mean weekend hours of study on Friday and Saturday were 3.1 hours (2.6), and 3.2 hours (2.5), respectively. The average preparation for the end rotation and the final MD exams were 9.7 (3.3) and 10.4 (3.6) hours, respectively. We calculated the NLH of our students by adding the above data to the contact teaching hours from our course timetable. We compared our results with worldwide medical schools.Conclusion: The NLH of our surgical clerkship students was calculated and subsequently the OQF credits were derived. This suggested method is evidence-based and could be used as a guide by other clinical clerkship courses.

Perception of voice and hearing in teachers who carry out classes online in Chile

Introduction: Teachers are vulnerable to vocal and hearing health problems due to the characteristics of their work, such as prolonged use of the voice and exposure to noise. This study seeks to establish the relationship between the type of audio device used, volume, hours of online work, and teachers' self-perception of voice and hearing.Methods: A quantitative, descriptive, cross-sectional study was conducted with 462 teachers (378 women and 84 men) between 21 and 40 years of age. An online survey was applied that collected data on the use of audio devices, sound level, and self-perception of voice. Significant differences by sex were analyzed and correlations were determined using statistical tests.Results: The results show that women tend to use more built-in microphones and speakers than men and report a more negative perception of their voice compared to men. A significant correlation (0.8999, p&lt;0.00001) was found between the number of hours of online teaching and voice perception, where longer working time is associated with worse self-perception.Conclusions: Teachers mainly use built-in microphones and speakers, and their voice perception deteriorates as the hours of online class work increase. The need to implement prevention programs in vocal health and the use of devices that minimize the impact of environmental noise on their performance is highlighted.

Analysis of the Effect of the Ordinance on the regulation of Hakwon Teaching Hours by Province

Analysis of the Effect of the Ordinance on the regulation of Hakwon Teaching Hours by Province

Teilzeitbeschäftigung und psychische Gesundheit bei Gymnasiallehrkräften

Part-time employment and mental health among upper secondary school teachers Objective: Due to the acute shortage of teachers, there is a debate in Germany about increasing the teaching obligations for part-time teachers (PTT). Many secondary school teachers work part-time in order to cope better with the high workload. Whether a reduction in teaching hours has a favourable effect on mental health is not yet known. Therefore, this study of PTTs investigates the association between real weekly working time and their mental health (inability to recover, burnout risk). Methods: The cross-sectional study included 5905 PTTs at German secondary schools (women: 81 %, average age: 44 ± 9 years), who recorded their working time daily over four weeks. Four part-time groups (PTG) were formed based on the percentage of teaching obligations of a full-time position: maximum (&lt;100–90 %=PTGmax – reference group), high (&lt;90–75 %=PTGhigh), medium (&lt;75–50 %=PTGmed) and low (&lt;50 %=PTGmin). These groups were compared in terms of their average weekly working time and their average time spent on teacher-specific activities (teaching, teaching-related and non-teaching activities) as well as their mental health. Results: The majority of PTTs exceed their contractually agreed working time. Unpaid overtime increases the lower the teaching obligation and averages between –0.4 (PTGmax) and 7.3 (PTGmin) hours/week. The reduction in teaching time has no association with mental health. One third of PTTs reported an inability to recover, 47 % reported burnout symptoms and 3 % reported burnout syndrome. Conclusion: The actual working time/week of PTTs at secondary schools varies greatly and sometimes includes considerable overtime. There is also a risk of mental health disorders for PTTs and therefore a need for preventative measures. Instead of a legal obligation, PTTs should rather be encouraged to voluntarily increase the number of their teaching hours in order to counteract the general shortage of teachers. Keywords: part-time teachers – unpaid overtime – mental health – ability to recover – burnout risk

Immersive Virtual Reality (VR) when learning anatomy in midwifery education: A pre-post pilot study.

The integration of technology within teaching offers efficient and diverse learning opportunities. Studies have shown that the use of virtual reality (VR), improves anatomical knowledge and spatial understanding. The aim of this pilot study was to examine whether the utilization of immersive virtual reality goggles as a learning tool for anatomy increase midwifery students' knowledge, and to explore the potential of replacing traditional classroom teaching with VR. We conducted a pre-post pilot study using a questionnaire before and after the use of VR as a learning tool in two cohorts of midwifery students in higher education. Cohort one had completed eight hours of classroom teaching of anatomy before participating in the VR session. The study included 44 midwifery students from two different classes at the same Master's program in midwifery at a university college in Norway. Student in both cohorts were in their first semester of midwifery studies and possessed a Bachelor's degree in nursing. Both cohorts had an increased average mean score in anatomical knowledge immediate after and 14 days after attending the learning session in VR. Students from the cohort that did not participate in anatomy lectures scored high on knowledge, both before and after the session in VR compared to the cohort that had additional classroom teaching in anatomy. Implementing VR as a learning tool, can contribute to increase spatial understanding and anatomical knowledge. By focusing on student learning in combination with learning activities and collaboration, the technology helps students gain understanding and knowledge.