Education Model Research Articles

Large Language Models in Pediatric Education: Current Uses and Future Potential.

Generative artificial intelligence, especially large language models (LLMs), has the potential to affect every level of pediatric education and training. Demonstrating speed and adaptability, LLMs can aid educators, trainees, and practicing pediatricians with tasks such as enhancing curriculum design through the creation of cases, videos, and assessments; creating individualized study plans and providing real-time feedback for trainees; and supporting pediatricians by enhancing information searches, clinic efficiency, and bedside teaching. LLMs can refine patient education materials to address patients' specific needs. The current versions of LLMs sometimes provide "hallucinations" or incorrect information but are likely to improve. There are ethical concerns related to bias in the output of LLMs, the potential for plagiarism, and the possibility of the overuse of an online tool at the expense of in-person learning. The potential benefits of LLMs in pediatric education can outweigh the potential risks if employed judiciously by content experts who conscientiously review the output. All stakeholders must firmly establish rules and policies to provide rigorous guidance and assure the safe and proper use of this transformative tool in the care of the child. In this article, we outline the history, current uses, and challenges with generative artificial intelligence in pediatrics education. We provide examples of LLM output, including performance on a pediatrics examination guide and the creation of patient care instructions. Future directions to establish a safe and appropriate path for the use of LLMs will be discussed.

Redesigning Competency Assessment: A Blended Approach of Clinical Education for Oncology Nurses.

A train-the-trainer model of clinical education was redesigned in one National Cancer Institute-designated cancer center to introduce a blended model of learning. Program outcomes were for oncology nurse trainers to affirm program engagement; successfully complete a new, web-based specialized oncology curriculum, with 80% accuracy; complete one live 8-hour training event; acquire competency validation of required skills, with 100% accuracy; and communicate one strategy for training staff in their respective clinical settings.

Формирование этнокультурной модели развития российского дошкольного образования

The paper considers the issue of strengthening the ethno-cultural component in the educational and educational process in the system of preschool educational institutions. Based on the generalization and systematization of scientific data, proposals for the formation of an optimal model of ethno-cultural education are formulated.

The Assessment of a Gradeless Residency Model for Software Engineering Education

The traditional practice of assessing academic performance through conventional letter and numerical grades has faced criticism for its limitations in promoting active engagement and curiosity among students. In response, the concept of gradeless education has gained traction, with the aim of fostering a more holistic learning experience. This work explores the implementation of the residency model, a form of gradeless education, in the context of engineering education. The model focuses on skill acquisition and competency demonstration while enhancing student wellness by minimizing assessment-related anxiety that students often face in graded assessments. This study evaluates the effectiveness of the residency model through a comprehensive survey conducted in a software engineering technology program at McMaster University. The survey investigates student perspectives on the model’s impact on motivation, learning experience, and attitudes towards learning. The results reveal a complex interplay of attitudes, with students acknowledging the importance of grades while appreciating the model’s rigorous assignments. The findings suggest that the residency model can encourage transformative learning experiences while warranting ongoing attention to optimize both learning outcomes and student well-being. Further research is recommended to assess the long-term impact and effectiveness of gradeless education models, emphasizing both their benefits and challenges.

Innovative Approaches to Ideological and Political Education in Vocational Colleges in the Context of the New Media Era

New media technology holds significant value for the development and implementation of ideological and political education in vocational colleges. It facilitates the expansion of educational content and forms, enhances the timeliness and attractiveness of education, and promotes the sharing and optimization of educational resources. However, in the context of the new media era, ideological and political education in vocational colleges faces numerous challenges. These challenges are manifested in the value conflicts brought about by the diversification of information for students, the urgent need to transform traditional education models, and the difficulty of the teaching staff in adapting to the demands of the new media era. In response to these issues, this paper proposes innovative strategies from four aspects: innovation in educational resources, innovation in educational methods, innovation in educational mechanisms, and innovation in the teaching staff. The aim is to improve the quality of ideological and political education in vocational colleges and better promote the overall development of students.

Three Navigational Metaphors for Addressing Learning and Teaching

Purpose: Metaphors can offer effective tools for understanding complex processes like teaching and learning. Design: Based on Lakoff and Johnson’s “life is a journey” metaphor, this paper presents three navigational devices (i.e., models) that are used by travelers (learners and teachers) along their journey: a map, a compass, and a global positioning system (GPS). Findings: These metaphors help characterize relationships between the learners and the teacher, the communication that enhances (or hinders) their shared discourse, and the environment where their learning takes place. Value: This novel article presents the uniqueness of three educational models through familiar and comprehendible metaphors while comparing their strengths and weaknesses. Teachers can combine the three teaching modes to provide a more engaging learning environment.

Exploring teachers’ agency in inclusive education: Secondary education teachers navigating their projects in responding to the diversity in students’ sociocultural backgrounds

This study examined educational projects that Dutch secondary teachers consider to be inclusive and their agency in implementing them. Using Banks' (1993) Multicultural Education (ME) model, we analyzed inclusive projects that twelve expert teachers mentioned having developed and used Personal Project Analysis (Little, 1983) to capture teachers' accompanied agency. Inclusive projects were considered meaningful, but poorly manageable and connected with daily teaching practice. A high degree of agency hinged on the ability to connect with existing curriculum and a management that supports teachers' inclusive initiatives. This paper refines ME's dimensions and uncovers misconceptions hindering teachers' agency in inclusive practices.

Developing Learning Innovation of Digital Open Badge in Social Studies to Enhance Citizenship Characteristics of Secondary School Students

This study aims to synthesize theories and concepts related to educational management, personality traits, and citizenship characteristics evident in the education systems of the United Kingdom, Canada, the United States, Singapore, and Thailand; to develop an innovative model of open-badge digital social education to enhance the cultivation of citizenship characteristics among high school students in Chiang Mai; and to study the results of developing digital badge innovations to enhance the development of students’ personality traits and citizenship characteristics in the educational innovation area of Chiang Mai province. A mixed-method approach is employed in order to synthesize the universal core values that ensure societal peace within diverse communities from the curricula of the five countries. When comparing the results with the Thai context, it becomes apparent that the Thai curriculum still lacks precise definitions of “universal core values” and activities that instill these core values. Through purposive sampling, this study extracts the necessary values from the opinions of involved personnel and pilot schools in the Education Sandbox program in Chiang Mai. The results suggest that ten core values need to be addressed firmly in the Digital Open Badge learning innovation and guidelines for both in-class and out-of-class activities. The citizenship characteristics platform and guidelines in social studies are designed based on the 5Ts Action Learning model with 40 hours of observation. The outcomes demonstrate that overall satisfaction with the curriculum is high. Notable changes from interviews and observations indicate that responsibility and cooperation are the most significant changes in students’ character traits. These traits are expressed mostly at the individual level (35.02%), followed by the family level (29.39%), the community level (22.62%), and lastly, the global level (12.97%).

Reflection tools – support for patient learning in group education

ABSTRACT This qualitative study describes how reflection can be supported by using reflective tools in group education in type 2 diabetes. The changed conditions for living with a long-term illness may lead to increased anxiety and new demands that affect one’s current life situation. The didactic model, ‘The challenge – to take charge of one’s life with long-term illness’, has been developed into ‘Taking responsibility in life with type 2 diabetes – a model for group education in primary care’. Specialized diabetes nurses and dieticians received training, a manual and continuous guidance in applying the model. Reflection diaries, notes and interviews both from the patients and the caregivers were analyzed using a phenomenological hermeneutic method. The results show that using images as reflective tools engages thoughts and feelings in a way that appears to be important for one’s learning in life with a chronic illness. The images contribute to allowing a distance from one’s situation, actions, thoughts and feelings, which seems fruitful for investigating and discovering new ‘things’ about oneself. With the support of reflective tools and guiding questions, reflection is led to a deeper existential level where both caregivers and patients contribute by asking questions that support the reflection process.

The ‘image of God’ and the schooling of virtue: Christian-ethos schools of character for the whole community

ABSTRACT This article reports how the Judeo-Christian belief that all persons are ‘made in God’s image’ (imago Dei) leads to an egalitarian and generous evaluation of children and young people educated in a group of Christian-ethos schools with no ‘faith-test’ for admission in socio-economically disadvantaged areas of the north of England. The inclusiveness of Christian humanist perspectives, ancient and modern, conceiving of imago Dei as the divine gift of moral virtue, underpins the model of character education evaluated here. Drawing on a tradition of generous Christian humanism is seen to equip these Christian-ethos schools to provide students of all faiths and none with an inclusive education of character. Baptising neo-Aristotelian virtue ethics underpinning character education and repristinating shared virtues also avoids privileging either confessional Christian nurture or pervasively secular character education and are relevant more widely.

Book Review: Social work practice during times of disaster: A transformative green social work model for theory, education and practice in disaster interventions by Dominelli Lena

Book Review: <i>Social work practice during times of disaster: A transformative green social work model for theory, education and practice in disaster interventions</i> by Dominelli Lena

Interrogating “light but tight” model of education: Saffron neoliberalism and India's new education policy

Interrogating “light but tight” model of education: Saffron neoliberalism and India's new education policy

Analysis of the influence of blended learning on personality education among undergraduates in wisdom education

This paper investigates the influence of blended learning on the personality education aspect of wisdom education among undergraduates in Jinan, Shandong province, China. The rapid development of information technology brings many opportunities to education but also results in various challenges. The main purpose of this study is to establish a model for wisdom education. This study employs a pragmatic approach, with qualitative research serving as the dominant role and quantitative research as a support. Interviews were conducted with a sample of 23 lecturers and students, and a questionnaire was given to a larger, more representative sample of students (n = 423) using the blended learning mode. The results from the multiple data sources were then integrated to inform the development of a new conceptual model of personality education in the blended learning mode, which highlighted a significant correlation between personality education and the blended learning mode. The research findings were systematically organized in a coherent manner, ensuring that each of the research objectives was addressed impartially. Although it is recognized that the current study has certain limitations, the proposed model for the purpose of enhancing personality education in the context of wisdom education represents a significant milestone in the history of the field.

Research on Quality Evaluation of Innovation and Entrepreneurship Education in Colleges and Universities Under Big Data Environment

In innovation and entrepreneurship education, how to effectively use big data technology to improve the quality of education has become an urgent problem. In this article, the authors summarize the development of big data technology and its application background in higher education and point out the limitations of traditional education quality evaluation methods. They discuss the research status of the quality evaluation of innovation and entrepreneurship education in colleges and universities at home and abroad and the application of big data in education quality evaluation. Using the fuzzy comprehensive evaluation method, they constructed a quality evaluation model of innovation and entrepreneurship education in colleges and universities based on big data and proposed a corresponding evaluation process and index system. Finally, through empirical analysis, they verified the effectiveness and operability of the evaluation model. This research has theoretical and practical significance for improving the quality of innovation and entrepreneurship education in colleges and universities.

Comparing cadaveric and 3D-printed laryngeal models in transcutaneous injection laryngoplasty.

There is increasing focus on the development of high-quality simulation models for medical education. Cadaveric models, although considered more realistic, may be difficult to obtain and costly. The advent of three-dimensional (3D) printing has offered a low-cost, reliable, and reproducible alternative. This study sought to compare the utility of 3D-printed to cadaveric models for training in transcutaneous injection laryngoplasty (TIL). A simulation course with a cross-over design was employed. Video laryngoscopes were utilized for both the 3D and cadaveric models to assess the accuracy of injection into the vocal fold. Pre-procedure and post-procedure surveys were administered to evaluate understanding and comfort level on a Likert scale of 1-10. Each model was also rated on a 1-5 Likert scale for self-efficacy, fidelity, and educational value. Pre- and post-survey data were completed by 15 otolaryngology residents and medical students. Mean pre-seminar understanding and comfort level were 3.7 and 2.2, respectively, compared to 6.9 and 5.9 (p < .05) following use of the 3D model and 6.4 and 4.7 (p < .05) following use of the cadaver model. When comparing 3D and cadaveric models, no significant differences were observed regarding self-efficacy, fidelity, and educational value. There was a similar mean increase in understanding and comfort following use of the 3D and cadaveric models. 3D-printing can provide an excellent adjunct to, and eventually a potential replacement for hands-on cadaveric training in medical education, particularly for TIL. Level III.

In Tandem with ChatGPT-4: How LLM Enhance Entrepreneurship Education and Business Model Innovation

In Tandem with ChatGPT-4: How LLM Enhance Entrepreneurship Education and Business Model Innovation

The analysis of educational informatization management learning model under the internet of things and artificial intelligence

This study explores the influence of the Internet of Things (IoT) and Artificial Intelligence (AI)-enhanced learning models on student management in educational informatization management. A game-theoretic enhanced learning model is proposed to achieve this objective, incorporating resource scheduling strategies under fog computing and a student management system that integrates IoT and AI technologies. This model’s performance and the student management system are then tested. The results indicate that the fog computing-based hierarchical Q-learning (Q) model proposed in this study achieves faster convergence than a single Q model, reaching convergence after 80 training rounds, ten rounds earlier than the comparative algorithm. The model exhibits a lower average workload delay of 0.5 ms and fog node delay below 1 ms, showcasing significant advantages in terms of overall cost-effectiveness, thus minimizing service costs. The student management system has 3000 concurrent user connections, static page request times ranging from 0 to 25 s, login response time predominantly at 60 s, and a capacity to process up to 20 parallel tasks per second with zero errors. The system functionalities are fully realized, meeting usage demands effectively and achieving the highest average functional score of 9.03 for online interaction functionality. This study demonstrates the efficacy of the game-theoretic enhanced learning model in a fog computing environment and the positive impact of IoT and AI technologies on student management. The proposed student management system better caters to individual student needs, enhancing learning outcomes and experiences. The study's innovation lies in the integration of IoT technology with AI-enhanced learning models, coupled with the introduction of game-theoretic resource scheduling strategies, enabling the student management system to intelligently identify student requirements, allocate learning resources, and dynamically optimize the educational process, ultimately improving learning outcomes. This holds significant implications for enhancing education quality and promoting personalized student development.

In Tandem with ChatGPT-4: How LLM Enhance Entrepreneurship Education and Business Model Innovation

In Tandem with ChatGPT-4: How LLM Enhance Entrepreneurship Education and Business Model Innovation

A Comparative Analysis of Banking and Problem-Posing Models in Online PlatformAn Action Research

This study explores the impact of two educational models, Banking Education and Problem-Posing Education, within the context of virtual classrooms. Rooted in the constructivist learning theory, which posits learning as an active, meaning-making process, the research aims to compare their effects on student engagement, proactiveness, responsibility, and learning outcomes. Theoretical analysis and practical implementation of these models were conducted in a participatory action research design, spanning three stages: theoretical analysis, implementation, and reflection and evaluation. Data was collected through eight weeks of virtual field notes, categorizing activities under banking or problem-posing education. Results suggest that the Problem-Posing model, in the virtual education realm, led to tangible improvements in student engagement and performance. Students exhibited greater autonomy, active participation, and collaborative problem-solving. This aligns with constructivist principles, emphasizing the social construction of knowledge. In contrast, the Banking model yielded a less positive response, marked by student reticence and disinterest. The findings contribute to understanding pedagogical practices in the digital age, emphasizing the practical application of constructivist principles in teaching.

유아교사의 사회적 초인지 역량 함양을 위한 상보적 교육모형 및 프로그램 개발

Purpose: The purpose of this study was to develop a reciprocal education model and program to cultivate the social metacognitive competency of early childhood teachers. Methods: This educational model confirmed the validity of the contents of experts, and the appropriateness of the educational program was confirmed through pilot tests. Results: The procedure of the reciprocal education model consisted of Aware-Analysis and Monitoring (AM), Planning and Monitoring (PM), Reciprocal teaching Activities (RA), and Reflection and Evaluation (RE). The program was developed so that early childhood teachers could acquire and apply metacognitive strategies. Conclusion: This study will be helpful for cultivating professionalism of early childhood teachers.