Teaching-learning Methods Research Articles

XR for Transformable and Interactive Design

This article aims to show the applicability and evaluation of a teaching-learning method based on user experience (UX) design and extended reality (XR) in architectural studios. In the summer of 2023, the XR Assisted: Transformable and Interactive Design studio utilized the UX+XR teaching-learning method. During the studio, the emphasis was on designing a transformable and interactive architectural installation, with the UX as a center and XR, artificial intelligence, and inmotics as design and visualization tools. In the UX+XR method, the users were the students, and each student designed transformable architecture by applying UX strategies to their specific urban installation users. The UX+XR method had four phases. Each phase incorporated a cross-strategy UX+XR during the design process stages. Using UX+XR, the participants designed an architectural installation where the concepts of transformability, ephemerality, interactivity, flexibility, adaptability, versatility, and playfulness were present. Based on testing the six architectural installations designed during the studio using the UX+XR method, our data showed that XR enhanced the designer’s perception, constituted a new means of expression on an accurate scale, and is a highly immersive and interactive resource for communicating ideas and reinforcing visualization, simulation, stimulation, and interaction. XR is a powerful tool that, as used in the designed method, allows an elevated level of visual communication, understanding of spatial dimensions, and an effective multi-user collaborative strategy for evaluating the designed proposals.

An Outdoor Educational Experience in Health Professions Education: Beyond a Focus Group Study

Outdoor learning can relate students with environment, community, society and themselves. It can benefit students of all ages and successful in a variety of settings. Furthermore, it can enrich the curriculum and improve educational attainment. So, the present study has tried to explore experience of PhD candidates in Medical Education through a focus group. Data were collected from PhD students in medical education after participating in an outdoor session through a focus group which is frequently used as a qualitative approach to gain an in-depth understanding of social issues. Data were analyzed through conventional content analysis approach. Fifteen PhD candidates participated in focus group. Most of them aged above 35. The majority of them were working at Education Development Center (EDC), the rest were clinical practitioner, faculty member and people involved with educational activities. As to conventional content analysis of data, two main categories of instructional and inspirational sides of outdoor learning had emerged with three (Different physical space, Environmental distractors, and Innovative teaching method) and four subcategories (Informal communication, Attractive learning environment, inducing reflection, and making a new viewpoint) respectively. It is recommended to include the outdoor learning experience to provide situations for research and practice. It should be noted that curriculum reform might be necessary for planning the Outdoor learning environments and associated teaching learning methods.

QUIZ AS AN ACADEMIC TOOL FOR TEACHING LEARNING PHARMACOLOGY IN INDIAN MEDICAL STUDENTS: A CROSS-SECTIONAL STUDY

Objectives: The aim of the study is to analyze the effectiveness of quiz as an academic tool for teaching learning pharmacology. Methods: The study enrolled 150 students of MBBS Phase 2 (batch 2022) of GS Medical College and Hospital, Hapur. Quizzes were conducted throughout the year and feedback was collected by students at the year end. Results: The data were compiled and analyzed in Microsoft Excel 2016 and is expressed as percentages/number. Conclusion: Quiz is an effective and interactive teaching-learning method.

Analysis of First Professional Written Short-Answer Questions of Four Public Universities of Bangladesh in Regional Anatomy

Background: Analysis of written question papers may reveal the assessment pattern and teaching- learning method of the undergraduate curriculum. Written examination is the most essential assessment tool in the MBBS curriculum and the subjective knowledge of the undergraduates’ can be well assessed by the written assessment. Therefore, analyses of written question papers may reveal the assessment pattern and teaching learning method of undergraduate curriculum. The present study has assessed the weightage given to the different components of cognitive domain in SAQs in the First Professional MBBS Examination in Regional Anatomy under four public universities of Bangladesh. Objective: To determine the frequencies of question-segments addressing different levels of cognitive domain in the First Professional MBBS written examination in Regional Anatomy of five years (2014-2018) of four public universities of Bangladesh. Methods: This descriptive type of research was conducted in the Department of Anatomy, BSMMU, Dhaka. Anatomy written short-answer questions (SAQs) both paper I and paper II from 2014 to 2018 of four public universities of Bangladesh were analyzed to determine the frequency of ‘question-segment’s addressing different levels of cognitive domain according to undergraduate medical curriculum. Results: On analysis it was found that 91.42% ‘question-segments’ were remember-level and 8.58% were understand-level. No ‘question-segment’ was found that have addressed apply-, analyze-, evaluate- or create-levels of cognitive domain. Conclusion: The research revealed that higher levels of cognitive domain was not addressed properly in the undergraduate written question papers, so, goals of undergraduate curriculum were poorly achieved. Mediscope 2024;11(2): 52-57

“Cinemeducation” as a teaching–learning tool in Community Medicine for Phase II MBBS students

ABSTRACT Background: Many public health topics in the subject of Community Medicine have a psycho sociocultural aspect to them, and these are taught by traditional methods like didactic lectures with little or no interaction of faculty and students. This limits the comprehensive understanding of the students regarding sensitive issues. There is a felt need to improve the knowledge and understanding of many of these competencies among students through available cinema movies addressing these concepts. Objectives: 1. To assess effectiveness of “Cinemeducation” as a tool to teach identified competencies in Community Medicine subject. 2. To assess perception of students for “Cinemeducation” to enhance learning and communication skills. Methodology: Study Design: Nonrandomized intervention study. Setting: Department of Community Medicine, Government Medical College, Pali, Rajasthan. Participants: Year 2 from 2020 Batch. Sample Size: 159 students. Sampling: Complete enumeration. Intervention: All 159 students were divided into two groups and alternately shown movies, Toilet–Ek Prem Katha, Padman, Outbreak, and Steel Magnolias, or exposed to didactic lecture and were assessed using pre- and post-tests and student satisfaction and self-confidence in learning scale. Results: The post-test scores of cinemeducation showed an improvement by a mean of 1.88 ± 0.7 points. The self-confidence and learning scale showed that 86% of students agreed that cinemeducation was better than didactic lectures. The mean satisfaction index of cinemeducation as a teaching–learning method was 97.6. Three out of the four movies addressed the competency well, and the difference between the pre- and post-test scores was statistically significant following cinemeducation as compared to lectures. Conclusions: As the student correlates real-life situations in movies like Toilet–Ek Prem Katha, Outbreak, and Padman, they definitely understood the topic better with cognitive scores showing an increase.

Infographics to Identify and Review Medically Important Microbes and Microbial Diseases: A Tool to Ignite Minds of Undergraduate Medical Students

ABSTRACT Background: Infographics or image-based teaching-learning methods are innovative student-centered teaching–learning approaches. The objective of our study was to explore medical students’ perception regarding the effectiveness of image-based learning strategy in promoting their lifelong learning skills and evaluate its influence on improving students’ exam grades. Methods: We conducted a prospective single-cohort study on undergraduate medical students enrolled in the academic year 2021–2022. The efficacy of the image-based teaching–learning method was evaluated through the assessment of pretest, posttest, and exam scores. Students’ feedback was obtained using a pre-established questionnaire utilizing a 3-point Likert scale. The questionnaire’s reliability was assessed using Cronbach’s alpha coefficient test. The results of In-Course Exam-4 were compared to those of In-Course Exams 1, 2, and 3. Correlation coefficients were calculated, as appropriate, to determine the influence of the activity on grades. The data were gathered, inputted into Microsoft Excel, and subjected to statistical analysis using SPSS version 22. Results: The study comprised 127 students. The post-test scores of students exhibited a considerable increase (26.82 ± 3.14) in comparison to the pre-test scores (8.42 ± 5.62). Students’ perception of the efficacy of image-based learning in enhancing their lifelong learning skills was highly favorable (Cronbach’s alpha for all questions was 0.756). A majority of students (>80%) expressed that image-based learning was engaging, promoted peer conversation, and facilitated their ability to recognize, investigate, and modify crucial information and enhance their knowledge. Approximately 70% of respondents indicated that image-based learning improved their abilities in critical thinking and problem-solving. Nine out of 10 students endorsed an image-based learning method for future topics. Conclusions: In summary, the utilization of the image-based learning method proved to be successful in attaining the learning outcomes of undergraduate medical students in microbiology. The study’s findings supported the adoption of an image-based learning strategy in microbiology courses. Nevertheless, it is necessary to conduct multicentric studies to validate our study findings.

The Impact of Team-Based Learning Activities on Learning Satisfaction : Focusing on the Mediating Effects of Learning Engagement and Problem-Solving Skills

This study aims to analyze the structural relationships between the impact of team-based learning activities on learning satisfaction and the mediating effects of learning engagement and problem-solving skills in the common liberal arts course Masterpieces of Wisdom and Compassion Seminar, which was revised and operated using a team-based learning teaching method in the first semester of 2024. A survey was conducted from June 10 to 17, 2024, targeting students who took the Masterpieces of Wisdom and Compassion Seminar, and the analysis was performed using structural equation modeling. The main findings of the study are as follows: First, team-based learning activities showed positive correlations with learning engagement, problem-solving skills, and learning satisfaction. Second, team-based learning activities had significant positive effects on learning engagement, problem-solving skills, and learning satisfaction. These results imply that better adaptation to team-based learning activities, higher learning engagement, and better problem-solving skills lead to higher learning satisfaction among students. Additionally, one of the major changes in the revised course operation was the initial step of learning readiness. This process likely contributed to enhancing learning engagement and problem-solving skills, and increasing learning satisfaction during the team activities of presenting and discussing topics. However, there is a need to address issues such as the lack of time for students to read the masterpieces, the burden of evaluating learning readiness which hampers immersion in understanding the masterpieces, difficulties in communication and cooperation among team members which may lower learning engagement, problem-solving skills, learning satisfaction, and concerns about the reduction of individual competence due to the increased scope and weight of team activity-related tasks.

비대면 수업에 대한 예비 과학 교사들의 인식 조사 연구

The purpose of this study is to survey the perception of pre-service science teachers regarding online classes. The subjects of this study were 76 pre-servide science teachers in the Chungcheong and Gyeongsang provinces, and an online survey was conducted. The survey instruments consisted of 13 questions in three categories: experience & class using digital tools, the learning effectiveness of online classes, and online and in-person experimental classes. Pre-service science teachers were found to lack the ability to use digital tools and the experience of class using digital tools. Pre-service science teachers perceived that in-person classes were the highest effective, but they had very positive perception of blended teaching methods. They perceived the advantages of online learning as learning at a desired location, controlling learning speed, and repeatable learning, while the disadvantages included the lack of interaction, difficulty in self-regulating learning, and poor online learning environment. In addition, they were found to have a very negative perception of online experimental classes, but showed a somewhat positive perception of learning basic concepts. In order to prepare for future school science education and enhance digital capabilities of pre-service science teachers, it is necessary to improve the curriculum for them and develop and utilize teaching-learning methods and strategies.

THE EVOLUTION OF COMMUNICATION AND INFORMATION TECHNOLOGIES IN EDUCATION

This paper aims to describe, based on an analysis of what is contained in the literature, the introduction and evolution of information and communication technologies (ICT) in education, thus constructing a historical record of these technologies. The project is justified by the relevance of the topic and the importance that ICT represented during the pandemic period, practically saving education from two years of social isolation, leaving millions of students out of school, enabling, even with some difficulties encountered by teachers and students, the continuity of pedagogical activities, minimizing the educational losses of a period never seen before in the history of education. It is clear that these ICT should be incorporated into the pedagogical projects of the courses, since Ifes has an academic environment Moodle (Modular Dynamic Object-Oriented Learning Environment) available that enables pedagogical activities for teachers and students. Given the many new digital technologies that have emerged in recent times, it is possible to see that digital communication and information technologies have become a fertile field for technology companies, developers, and researchers in the area of ​​technology and education, since they have seen technologies as a tool capable of providing a transformation of teaching-learning methods and practices that are important for achieving pedagogical objectives, thus not diminishing the role of educators, nor even replacing them, but allowing some tasks and functions to be expanded and diversified. It is also worth noting that TDCI encompasses other sectors, becoming multidimensional with roots spread throughout society. The legislation that governs the introduction and use of technological equipment in the classroom has advanced and encouraged its use in everyday school activities.

Exploration of Blended Teaching in Financial Management Major of Higher Education Institutions in the Digital Age

With the advent of the digital age, universities are starting to break traditional teaching concepts, integrate innovative thinking into teaching models, and strive to improve the effectiveness and applicability of their majors. In order to improve students’ practical ability and employment competitiveness, universities should introduce blended learning methods in classroom teaching, continuously strengthen students’ theoretical knowledge and practical ability, guide them to use the knowledge they have learned to solve practical problems, and enhance their comprehensive strength. This article will analyze the necessity and problems of implementing blended learning in financial management majors in universities, explore the specific path of blended learning in financial management majors in the digital age, and provide reference opinions for universities to cultivate high-quality talents.

Pedagogy and ICT in Crisis Situations or the Games and Issues of a Win-Win Relationship

"Let a micro-processor never become a micro-professor". This allegation by Francis Meynard (1989) certainly reflects the relationship of complementarity or conflict that may exist between teaching and digital technology. In fact, the present research is interested in the presumed or proven problematic between pedagogy and Information and Communication Technologies (ICT). In a more subtle but demonstrative way, the aim is to study the tangible and/or alleged contributions of ICTs in the various teaching-learning methods of secondary school learners in priority education zones (PEZ), in a crisis situation. Three data collection tools allow us to carry out this work, namely non-participant observation, the semi- directed interview and finally the documentary exploitation. The results that emanate from this work reveal a triptych: firstly, convergent as well as divergent characteristics of the two notional approaches in these places, secondly, an incapacity of ICTs for a conjunctural pedagogy, and thirdly, a rigorous conditioning of ICTs for an improved and continuous pedagogy in a crisis situation in PEZs.

Comparison of Problem-based Learning and Didactic Lecture as a Teaching–Learning Method among Undergraduate Medical Students: An Interventional Study

Background Didactic lecture (DL) is a teaching method that has been there for a long time in our educational system, but student involvement is minimal. Problem-based learning (PBL) differs in that it involves students in the learning process. Various skills are learned, such as self-learning, group discussion, communication skills, teamwork and knowledge retention. Critical thinking, analysis and the ability to solve real problems are some benefits of PBL, which can help medical students understand clinical scenarios and analyse, interpret and come up with possible solutions based on sound knowledge. Thus, there is a need to assess the effectiveness of PBL in recall, interpretation and problem-solving skills as compared to the traditional lecture method, as there are very few Indian studies related to PBL in Indian medical students. Materials and Methods A non-randomised interventional study was carried out in the Department of Pharmacology at East Point Medical College, Bengaluru. Groups A and B, each with 60 medical students, participated in PBL and DL for either of the two competencies (myocardial infarction and iron deficiency anaemia). After the completion of the DL and PBL sessions, 20 multiple-choice questions (MCQs) were given to the students. The effectiveness of the teaching method was determined by comparing the mean scores of MCQs of both groups. Results The group scores were compared using an independent sample t-test and expressed as mean ± standard deviation. The total mean score of PBL for the topic myocardial infarction (11.00 ± 2.64, p value = .001) was statistically significant compared with the total mean score in the DL group (9.38 ± 2.52), and the total mean score of PBL for the topic iron deficiency anaemia (15.28 ± 3.53, p value = .001) was significant compared to the total mean score in the DL group (12.98 ± 3.61), respectively. The mean score for recall and problem-solving for the topic of myocardial infarction was statistically significant in the PBL group compared to the DL group. The mean score for recall, interpretation and problem-solving for the topic of iron deficiency anaemia was statistically significant in the PBL group compared with the DL group. Conclusion PBL showed marked improvement in recall, interpretation and problem-solving abilities compared with DL. So, including PBL as a teaching–learning method can promote active and student-centered learning.

Exploring Academic Well-Being Of College Students In The Digital Age: Evaluating YouTube's Impact As An Educational Resource

Social media has strongly influenced various aspects of our everyday walks of life. During the pandemic, Online education tools and techniques have taken over from the traditional face-to-face teaching-learning method of chalk and board. As a good digitalized teaching medium, YouTube has now emerged to satisfy Generation Z's needs. With its ground-breaking approach to audio-visual learning, YouTube has simplified and revolutionized teaching and learning. YouTube has shown to be a successful educational tool since it links academics, educators, and research investigators across the globe and provides intriguing, enlightening, and entertaining content. This has given education a new dynamic perspective by fostering innovation and creativity. Hence, the objective of the current study is to investigate the various factors that influence the use of YouTube as a learning tool, which also influences the academic well-being of college students in the digital era. Structural Equation Modeling was applied to evaluate the influence of key constructs like Information Quality, Information Usefulness, and Information adoption on the Academic well-being of the students in digital format. The study confirms the significant effect of YouTube as a learning tool on the academic well-being of Undergraduate students of Arts, Science and Humanities disciplines.

Assessing the effectiveness of flipped classroom teaching–learning method among undergraduate medical students at gondar university, college of medicine and health sciences: an interventional study

IntroductionThe flipped classroom teaching–learning method has been increasingly adopted in higher education to enhance student-centered learning. Despite its growing popularity, limited evidence exists regarding its effectiveness in medical education in Ethiopia. This study aimed to assess the impact of the flipped classroom method on academic performance, student engagement, and satisfaction among undergraduate medical students at Gondar University, College of Medicine and Health Science.MethodsA quasi-experimental study was conducted involving 100 s-year undergraduate medical students, divided into two groups: the flipped classroom group (n = 50) and the traditional lecture-based group (n = 50). The flipped classroom group received online instructional materials before class, while classroom sessions focused on interactive activities. The traditional lecture-based group attended conventional lectures followed by homework assignments. Data were collected using pre- and post-intervention tests to measure academic performance, the Student Engagement Scale to gauge engagement, and a validated questionnaire to assess student satisfaction. Data were analyzed using Statistical Package for the Social Sciences version 25, with descriptive statistics, paired t-tests, independent t-tests, and Chi-square tests employed to interpret the findings.ResultsThe flipped classroom group demonstrated a significant improvement in academic performance, with mean pre-test and post-test scores of 65.2 ± 8.1 and 78.6 ± 6.9, respectively. In contrast, the traditional lecture-based group had pre-test and post-test mean scores of 62.8 ± 7.5 and 74.2 ± 8.3, respectively. Additionally, the flipped classroom group showed higher levels of student engagement mean scores of 4.5 ± 0.8 and satisfaction mean scores of 4.2 ± 0.7 compared to the traditional lecture-based group, which had engagement mean scores of 3.8 ± 0.6 and satisfaction mean scores of 3.9 ± 0.5. Chi-square tests showed a statistically significant association between the teaching method and both pass/fail rates and participation in activities, but not a significant association with gender distribution.ConclusionThe flipped classroom approach proves to be a superior teaching method, promoting better academic outcomes and greater student engagement and satisfaction. This study adds to the growing body of evidence advocating for the implementation of flipped classrooms in medical education.Trial registrationNot applicable.

The Game of Dominoes as Teaching-learning Method of Basic Concepts of Differential Calculus

This paper will present teaching-learning mathematics strategies, specifically differential calculus in a variable, through a fun and competitive space in which action is manifested by the student and not only the repetition of information by the teacher. This action refers to motivate, problematise, summarise, and coordinate a dominoes game whose thematic cards are designed around the basic and main contents of differential calculus. The strategies for teaching this area are diverse and precisely the game of dominoes is one of the most used strategies in the practice of mathematics because it stimulates logical reasoning and mental skills. The objective is to identify the way in which the game of dominoes affects the learning and understanding of fundamental concepts of differential calculus in a variable by means of experimentation carried out on students of the first semester of the School of Engineering and Sciences of Technological of Monterrey. Finally, the results of this study will be presented and the use of this strategy in other topics around mathematics will be recommended to facilitate logical and meaningful learning in students.

Implementation of Case-Based Learning in 1st-Year MBBS Students -Future of Medical Professionals Learning Methods in Indian Medical Colleges?

ABSTRACT Background: Case Based Learning (CBL) is the best method for correlation of knowledge with clinical scenarios. The present study is planned to implement case-based learning in 1st-Year MBBS students and find out the perception of the students as a guideline to incorporate this activity in the curriculum. Material and Methods: The study was conducted among 1st-Year MBBS students. The students who consented to participate were divided into 23 groups each containing 5-6 participants. The case along with the reference material was allotted to the groups of students sequentially. Faculty was allotted to each group of students for their help and discussion on the given case. The completed activity was uploaded on Moodle for all the students to go through. After 25 weeks, students’ perception of the activity were obtained with the help of validated questionnaire through Google Forms. Data was analyzed in SPSS software. Results: 85% of students felt that CBL helped them understand clinical applications, enhanced problem-solving skills and retention of knowledge. More than 85% of students were comfortable with CBL in terms of relevance to the curriculum, mode of conduction, and development of interest. Over 90% of students mentioned that provided resources and faculty were helpful. Conclusion: The study concludes that successful implementation of case-based learning is possible for 1st-Year MBBS medical students. Students perceived CBL as a motivating and effective teaching-learning method.

Comparative Analysis of Impact of Different Skill-training Methods among Medical Students: A Cross-sectional Study

Background: The development of practical skills is crucial in medical education, with various teaching-learning (T/L) methods such as Demonstration-Observation-Assistance-Performance (DOAP), Peyton’s four-step approach, and See One Do One Teach One (SO-DO-TO) being employed to enhance students’ competencies in handling medical devices. Objective: This study aimed to evaluate the efficacy of DOAP, Peyton’s approach and SO-DO-TO methods on skill performance of 1st-year MBBS students in using a sphygmomanometer, audiometer, and electrocardiogram (ECG). Methodology: A cross-sectional study was conducted among 126 1st-year MBBS students, who were randomly divided into three groups (n = 42). Each group was trained using one of the three T/L methods on specified competencies. Skill acquisition was assessed through an Objective Structured Practical Examination (OSPE), and perceptions were gauged through a Likert Scale questionnaire. Results: Students trained using Peyton’s method scored the highest in OSPE with a mean score of 7.35 (standard deviation [SD] = 2.19), compared to 5.72 (SD = 1.62) for DOAP and 5.83 (SD = 1.37) for SO-DO-TO. The differences in scores were statistically significant (P < 0.01) between the groups. Perception data indicated that both students and faculty rated Peyton’s method highest in overall satisfaction, effectiveness, and comfort, despite its slightly higher time consumption. Conclusion: Peyton’s four-step approach significantly enhances medical students’ skill acquisition and satisfaction compared to DOAP and SO-DO-TO methods. Integrating multiple teaching strategies, as seen in Peyton’s method, can offer a more comprehensive and effective learning experience. Future studies should investigate the long-term impacts and applicability of these methods across various medical disciplines.

“Poster and Model Competition” as a Teaching–Learning Method for Indian Medical Graduates: A Qualitative Study

“Poster and Model Competition” as a Teaching–Learning Method for Indian Medical Graduates: A Qualitative Study

그림책을 활용한 초등학교 1학년 한글 교육에 대한 교사의 경험

The purpose of this study is to investigate educational values and possibilities of application by analyzing teacher’s experiences in teaching Hangeul using picture books to first grade elementary school students. The participant is teacher A working at Seoul B Elementary School. This study conducted the procedures of curriculum analysis, picture book selection, and making Hangeul lesson plans using picture books from February 20th to March 31st, 2023, and implemented lessons for a total of 16 times from April 3rd to May 19th, June 12th to June 27th, 2023. Data were collected and analyzed qualitative data such as interviews, teacher journals, activity results, and photos. The results are as follows. The teacher experienced lessons that had students focused regardless of their individual differences, were playful rather than academic, facilitated voluntary reading and writing, had the teacher fun and excitement, had fellow teachers want to apply lessons and required sufficient number of class hours and assistants. In conclusion, this study is meaningful in that Hangeul education using picture books has educational significance to both teachers and students and it is a practical and effective teaching-learning method in school.

Investigating Students' Clinical Experiences of Learning the Nursing Process Using an Integrated Teaching-Learning Method at Shahid Qazi Tabatabaei Hospital: A Qualitative Content Analysis

Introduction: Integrated teaching-learning methods have demonstrated potential in enhancing students' cognitive skills and, subsequently, the quality of patient care. This qualitative study aimed to explore the learning experiences of nursing students engaged in an integrated teaching-learning method during their clinical education in oncology nursing. Method: : Semi-structured interviews were conducted with 19 nursing students who had completed a clinical training program in oncology nursing using an integrated teaching-learning method. Conventional qualitative content analysis was employed to analyze the data, identifying sub-categories and categories related to students' experiences. Results: The analysis revealed four main categories: (1) sustained cognitive learning, (2) non-cognitive learning, (3) application of learned concepts in real-world situations, and (4) students' suggestions for improving the learning of the nursing process. Conclusion: The findings suggest that an integrated teaching-learning method, implemented as a creative and student-centered approach at the bedside, effectively enhances both cognitive and non-cognitive skills, facilitating the practical application of learned concepts. To fully leverage the benefits of this method, its implementation should be expanded across clinical education units, starting in lower semesters. Simultaneously, optimizing real-world clinical education environments will further accelerate positive educational outcomes, enhancing students' cognitive and non-cognitive skills and creating a foundation for applying learned concepts in clinical practice.