Education Model Research Articles

Fundamentals of Competency-Based Education in Physical Therapy

Abstract Competency-based education in physical therapy (CBEPT) is an approach to educational design where learner professional progression occurs only when competency is demonstrated. While much of the early focus has been within medicine, CBEPT applies to all health professionals. CBEPT assumes a set of standard defined learning performance outcomes for any level of professional practice—students, residents, or practicing physical therapists. The authors discuss the differences between traditional educational models and a CBEPT educational model, review some key terms for a shared language related to CBEPT, and discuss that while competencies and EPAs are different, they are interrelated. This foundational information and shared language will be helpful for educators to begin to prepare for a shift in physical therapy education toward a CBEPT framework.

The role of peace educators in building a culture of peace in the school: Comparisons between Indonesia and Malaysia

<span lang="EN-US">A culture of peace is a condition that school members covet. Indonesia and Malaysia are two neighboring countries that support implementing peace education. Even though the two countries are allied and neighbors, each country has uniqueness, including implementing peace education. This study aims to describe the role of peace educators in Indonesian and Malaysian schools. Systematic literature reviews identify the position of peace educators in building a culture of peace in schools. The study uses eight main articles to describe the role of peace educators in Indonesia and Malaysia. The selected articles were analyzed by data extraction. The study results show that peace educators in Indonesia and Malaysia have different characteristics. Peace educators in Indonesia focus more on efforts to suppress student violence. Meanwhile, peace educators in Malaysia focus on building a constructive mindset towards all forms of experiences experienced by students. The study recommends further research to create a unique model of peace education according to the characteristics of students in Indonesia and Malaysia.</span>

User interface design of context-input-process-product evaluation application based on weighted product

This study aimed to show the user interface design form of the <br /> context-input-process-product (CIPP) evaluation application based on weighted product as a measuring tool for the effectiveness level of blended learning in health colleges. This research approach was development research. The development model used was Borg and Gall. It focused on the design stage, initial trials, and revisions. The initial test of the user interface design involved 32 respondents. The tool for conducting it was in the form of a questionnaire, which contains 16 questions. The research was at the health colleges in Buleleng Regency. The data analysis technique of the initial test results was quantitative descriptive. It compared the percentage level of user interface design quality from the weighted product-based CIPP evaluation application with a quality standard which referred to a five scale. The results of this study indicated that the quality of the user interface design was relatively good. The research result’s impact on educational evaluation was new knowledge for pedagogic evaluators in maximizing the development of digital-based evaluation tools by integrating the decision support system method (weighted product) with the educational evaluation model (CIPP model).

Bridging STEM and linguistic gaps: A review of multilingual teaching approaches in science education

This paper examines how multilingual education strategies can be applied within STEM classrooms to bridge linguistic gaps and enhance learning outcomes. It reviews various teaching approaches incorporating multiple languages in conveying scientific concepts, aiming to improve accessibility, and understanding for students from diverse linguistic backgrounds. The analysis includes case studies of schools successfully implementing multilingual STEM programs, highlighting the benefits and challenges of such educational practices. Multilingualism presents challenges and opportunities in science education, particularly in bridging the gap between STEM (Science, Technology, Engineering, and Mathematics) subjects and linguistic diversity. This review provides an overview of the key themes and findings from a review of multilingual teaching approaches in science education. The review highlights multilingual students' challenges in STEM education, including language barriers that may impede their understanding of complex scientific concepts. It also examines the importance of addressing these challenges through innovative teaching approaches that leverage students' linguistic diversity as a strength rather than a limitation. Key findings from the review include the effectiveness of bilingual education models, such as content and language-integrated learning (CLIL), in enhancing students' scientific literacy and language proficiency. These models allow students to develop their STEM knowledge and language skills in tandem, leading to improved academic outcomes. The review also discusses the role of culturally responsive teaching in engaging multilingual students in STEM subjects. By incorporating students' cultural and linguistic backgrounds into the curriculum, educators can create more inclusive and effective learning environments that cater to the diverse needs of learners. Overall, the review highlights the importance of adopting a multilingual approach to teaching STEM subjects, which recognizes and values students' linguistic diversity. By embracing multilingualism in science education, educators can help bridge the gap between STEM and linguistic gaps, ultimately promoting more significant equity and inclusivity in STEM education.

Takāful Al-Ijtimā: Model Development of Religious Character Education

The research aims to: describe and understand the strategy of Pondok Pesantren Manbaul Ulum Bondowoso in conducting religious character education through takāful al-ijtimā, describe and analyze the design model, implementation of the model, and implications of takāful al-ijtimā as a model of religious character education for the students. This study uses a qualitative approach with a case study research design. Data collection techniques include documentation, interviews, and participatory observation. The study also generates data analyzed using a descriptive model with steps: data collection, data condensation, data presentation, and conclusion. The results of the study are: (1) There are three strategies in the implementation of takāful al-ijtimā, namely through introduction, learning, and habituation. (2) In the implementation of takāful al-ijtimā, the students become part of the actors who are free to be creative. This means they are not only participants but also the most important part of the implementation of takāful al-ijtimā, because agreements among students determine various activities; (3) Activities in takāful al-ijtimā are designed not only as enjoyable outdoor learning but also implemented for the benefit of the community, namely: Community Development, Teaching at TPQ and Madrasah, Village Observation and Exploration, Financing Assistance and Social Rehabilitation, Alumni Development; (4) The implications of takāful al-ijtimā are manifested through the attitudes, behaviors, and skills of the students.

Building Trustworthy Generative Artificial Intelligence for Diabetes Care and Limb Preservation: A Medical Knowledge Extraction Case.

Large language models (LLMs) offer significant potential in medical information extraction but carry risks of generating incorrect information. This study aims to develop and validate a retriever-augmented generation (RAG) model that provides accurate medical knowledge about diabetes and diabetic foot care to laypersons with an eighth-grade literacy level. Improving health literacy through patient education is paramount to addressing the problem of limb loss in the diabetic population. In addition to affecting patient well-being through improved outcomes, improved physician well-being is an important outcome of a self-management model for patient health education. We used an RAG architecture and built a question-and-answer artificial intelligence (AI) model to extract knowledge in response to questions pertaining to diabetes and diabetic foot care. We utilized GPT-4 by OpenAI, with Pinecone as a vector database. The NIH National Standards for Diabetes Self-Management Education served as the basis for our knowledge base. The model's outputs were validated through expert review against established guidelines and literature. Fifty-eight keywords were used to select 295 articles and the model was tested against 175 questions across topics. The study demonstrated that with appropriate content volume and few-shot learning prompts, the RAG model achieved 98% accuracy, confirming its capability to offer user-friendly and comprehensible medical information. The RAG model represents a promising tool for delivering reliable medical knowledge to the public which can be used for self-education and self-management for diabetes, highlighting the importance of content validation and innovative prompt engineering in AI applications.

Exploration of the Blended Learning Model in English Major Education at Private Applied Universities

The integration of the blended learning model in the curriculum of English majors at private applied universities is a strategic response to the evolving demands of higher education. This study explores the potential of blended learning to augment learning outcomes and the overall educational experience. By combining traditional classroom instruction with online learning tools, the model seeks to offer a more flexible and resource-rich environment that can foster student engagement and initiative, thereby promoting a well-rounded development of English language skills and cultural competencies. The research delves into the practical implementation of the blended learning model, examining how it can be tailored to meet the specific needs of English majors. It discusses the integration of technology into the curriculum, the importance of faculty training, and the creation of an interactive and personalized learning experience. The study also emphasizes the need for continuous assessment and feedback mechanisms to ensure the model’s effectiveness. Furthermore, the research highlights the importance of cultivating English talents with practical capabilities, innovative abilities, and an international perspective. It underscores the role of blended learning in preparing students for the global job market by providing them with the necessary language proficiency and cultural understanding.

Developing a holistic, rights-based model for the educational inclusion of migrant and refugee students

ABSTRACT Grounded on the universal right to education, this article considers the results and suggestions from a selection of projects conducted primarily by researchers of SIRIUS network to argue for a holistic approach to educational inclusion of Newly Arrived and Migrant students (NAMRS). The right to education requires access of all, including NAMRS, to quality education which responds to their individual learning needs and supports them in developing their own personal pathway to learning. Moreover, a rights-based educational model should empower NAMRS to resist to prescribed roles and identities, to develop their own definition of their past, to liberate their imagination about their future from any constrains associated with their migration and to take ownership of their future selves as citizens of local, national and global communities. Associating inclusive education with the removal of all barriers for the attainment of such educational aim, the article details a holistic framework for educational policy and practice which considers and alleviates the impact of a diverse range of factors on NAMRS’ right to quality education. The discussion explores some implications of the adoption of such holistic model for the educational practice, research and policy making in the education of NAMRS.

Exploring the Synergy of the SAMR (Substitution, Augmentation, Modification, and Redefinition) Model and Technology Integration in Education: The Key to Unlocking Student Engagement and Motivation

Exploring the Synergy of the SAMR (Substitution, Augmentation, Modification, and Redefinition) Model and Technology Integration in Education: The Key to Unlocking Student Engagement and Motivation

Studying children’s small science and early engineering learning process to help shape their cultural identity in culturally valued play-based experience

AbstractThere are no conflicts between intentional teaching and play-based learning. However, educators find it challenging to establish the pedagogical relationship between them as they struggle to conceptualise and enact their role in the play-based context. In particular, educators’ confidence level is not enough to teach science and engineering in a play-based context. However, there is an increasing demand to integrate teaching practice for STEM learning in early childhood settings. Play is a pleasure and a leading source for children’s learning and cultural maturation process as part of their social and cultural experiences, and adults’ support can enhance children’s STEM learning process in a play-based context. This paper investigates how educators’ intentional teaching plan can support children’s small science and engineering learning process in culturally valued play. A total of 50 h of video data, representing 64 children aged from 10 months to 5 years, were collected through digital video observation over a period of seven weeks in an early childhood centre in Australia. This paper uses the dialectical interactive approach to analyse a 95-min video clip of children’s (3 to 5 years of age) play in a cultural context. It is argued that educators progress their learning and confidence to teach science and engineering in play-based settings when they could choose the activity from their community culture or centre-based practice. The findings of the study provide a pedagogical model for educators, which provides a conceptual framework for STEM-based learning in a culturally valued play.

Harnessing Health Education: An Overview of Strategies and Impact During the COVID-19 Era

ABSTRACT Background The COVID-19 pandemic, a multifaceted crisis, affected all dimensions of human health, necessitating a multifaceted intervention to direct and modify public behavior. Purpose This study aimed to explore the role of health education in achieving this goal during the pandemic. Methods We conducted a Rapid Narrative Review using a quantitative lens to evaluate the impact of health education research and modeling in the context of the COVID-19 crisis. Five databases – PubMed, Web of Science, Science Direct, SCOPI, and MEDLINE – were searched for articles published from 2019 to 2022. Results Throughout the pandemic, Certified Health Education Specialists (CHES) have been pivotal, dynamically adjusting their roles to the evolving situation. Their contributions can be divided into three main phases: the initial outbreak, the vaccine development period, and the post-pandemic recovery stage. The Health Belief Model (HBM) emerged as the predominant theory employed to encourage preventive behaviors. Discussion In the face of global threats such as the COVID-19 pandemic, health education is a critical ally to other medical and clinical disciplines, providing vital leadership and guidance. Translation to Health Education Practice This study provides valuable insights for health educators, helping them select more effective models and strategies for their intervention programs.

Music Teaching Mode of Colleges and Universities Based On Hierarchically Gated Recurrent Neural Network (HGRNN) and Lyrebird Optimization Algorithm (LOA)

Colleges and universities play a crucial role in nurturing talent and providing highly skilled individuals for various sectors of society. Through modifications over time, the model of music education at colleges and universities has advanced. However, there are still numerous issues that demand careful consideration. This manuscript proposes a hierarchically gated recurrent neural network (HGRNN) optimized with the lyrebird Optimization Algorithm (LOA) for predicting music teaching mode of colleges and universities (MTM-HGRNN-LOA). Initially, the data is collected via real time basis. Afterward, the data is fed to an unscented trainable kalman filter (UTKF) based pre-processing process. In the pre-processing segment, it enhances training rate and eliminates the of batch size dependency. The pre-processing output is given to modified spline-kernelled chirp let transform (MSKCT). The input signal undergoes feature extraction to derive the primary features, which are subsequently combined to yield more comprehensive features in an efficient manner. After that, the extracted features are given to a hierarchically gated recurrent neural network and lyrebird optimization algorithm for effectively classifying the music teaching mode for best, good, normal, satisfactory and poor. The weight parameters of hierarchically gated recurrent neural network are optimized using the lyrebird optimization algorithm. The proposed method is implemented in python and evaluated their performance with existing methods. The performance metrics, like precision, F1-score, accuracy, specificity, sensitivity, and ROC is analysed to the proposed method's performance. The proposed MTM-HGRNN-LOA methods of accuracy are provide 97% best, 98% good, 95% normal, 98% satisfactory and 97% poor music teaching mode. The existing methods MTM-CNN, MTM-BPNN and MTM-GNN, the specificity becomes 90%, 70%, 79% best, 77%, 75%, 65% good, 66%, 85%, 84% normal, 59%, 58%, 70% satisfactory, 61%, 79%, 81% poor music teaching mode. The results show that the proposed MTM-HGRNN-LOA method outperforms other existing techniques, such as online vocal music teaching quality using Back Propagation neural network and convolutional neural network based College-Level Music Teaching Quality Evaluation.

Impact of stage-specific limb function exercises guided by a self-management education model on arteriovenous fistula maturation status.

The exercise of limb function is the most economical and safe method to promote the maturation of arteriovenous fistula (AVF). However, due to the lack of a unified exercise standard in China, many patients have insufficient awareness of the importance of AVF, leading to poor effectiveness of limb function exercise. The self-management education model can effectively promote patients to take proactive health-related actions. This study focuses on the characteristics of patients during the peri-AVF period and conducts a phased limb function exercise under the guidance of the self-management education model to observe changes in factors such as the maturity of AVF. To assess the impact of stage-specific limb function exercises, directed by a self-management education model, on the maturation status of AVFs. This study is a randomized controlled trial involving 74 patients with forearm AVFs from the Nephrology Department of a tertiary hospital in Sichuan Province, China. Patients were randomly divided into an observation group and a control group using a random number table method. The observation group underwent tailored stage-specific limb function exercises, informed by a self-management education model which took into account the unique features of AVF at various stages, in conjunction with routine care. Conversely, the control group was given standard limb function exercises along with routine care. The assessment involves the maturity of AVFs post-intervention, postoperative complications, and the self-management level of the fistula in both groups patients. Analyses were conducted using SPSS version 23.0. Count data were represented by frequency and percentage and subjected to chi-square test comparisons. Measurement data adhering to a normal distribution were presented as mean ± SD. The independent samples t-test was utilized for inter-group comparisons, while the paired t-test was used for intra-group comparisons. For measurement data not fitting a normal distribution, the median and interquartile range were presented and analyzed using the Wilcoxon rank sum test. At the 8-wk postoperative mark, the observation group demonstrated significantly higher scores in AVF symptom recognition, symptom prevention, and self-management compared to the control group (P < 0.05). However, the variance in symptom management scores between the observation and control groups lacked statistical significance (P > 0.05). At 4 wk after the operation, the observation group displayed a superior vessel diameter and depth from the skin of the drainage vessels in comparison to the control group (P < 0.05). While the observation group did manifest elevated blood flow rates in the drainage vessels relative to the control group, this distinction was not statistically significant (P > 0.05). By the 8-wk postoperative interval, the observation group outperformed the control group with notable enhancements in blood flow rates, vessel diameter, and depth from the skin of drainage vessels (P < 0.01). Seven days following the procedure, the observation group manifested significantly diminished limb swelling and an overall reduced complication rate in contrast to the control group (P < 0.05). The evaluation of infection, thrombosis, embolism, arterial aneurysm stenosis, and incision bleeding showed no notable differences between the two groups (P > 0.05). By the 4-wk postoperative juncture, complications between the observation and control groups were statistically indistinguishable (P > 0.05). Stage-specific limb function exercises, under the guidance of a self-management education model, amplify the capacity of AVF patients to discern and prevent symptoms. Additionally, they expedite AVF maturation and mitigate postoperative limb edema, underscoring their efficacy as a valuable method for the care and upkeep of AVF in hemodialysis patients.

Examining higher education through HyFlex

ABSTRACT This design-based research (DBR) study investigated the following research question: How can the HyFlex instructional model be leveraged to create more accessible and equitable education for graduate students? To address this question, the researchers explored two education doctoral courses in the USA, with 37 participants for one semester. The essential elements of the intervention included the following: digital, multimodal tools; equity of online and face-to-face learning environments; and engagement in community. A mixed methods approach to data collection and analysis was utilised in accordance with the DBR framework, including inhibiting and enhancing factors of the intervention, modifications made, unanticipated outcomes, and progress towards the goal. The discussion provides guidance for future implementation of the HyFlex model in higher education.

The Influence of Artificial Intelligence Technology on the Optimization of the Teaching Model of Higher Education in the Context of the Pandemic

The environment of the epidemic is a life changer for everyone, and specifically for the educational system is progress. In order to overcome the challenges in the educational system, this study proposes a new intelligent approach to teaching and learning. Teaching plays a vital role in higher education and can be advanced by utilising certain tools and technologies such as internet enabled mobile applications, automated scheduling of courses, assessment etc. The Emergency Distance Learning Methodology (EDLM) is proposed to improve the teaching-learning process by implementing artificial intelligence. Comparing the proposed system with the existing qualitative response analysis methods, it is observed that the proposed system provides 98.56% accuracy over the existing models. This study aims to assess the optimisation of teaching and learning models in higher education.

How does movie foster experiential learning in auditing education?

PurposeThis study explores virtual platforms’ capabilities, particularly emphasising the influence of educational movies embedded with lifelike narratives to serve as a potent medium for immersive learning within the auditing discipline. Through this exploration, we aim to discern how cinematic depictions can educate and encapsulate the intricate dynamics of real-world auditing scenarios, thereby enriching the educational experience for budding auditors.Design/methodology/approachBy employing an action research methodology, this study engaged 134 auditing students from China in an experiment, using a questionnaire to assess their grasp of auditing concepts like internal control, corporate governance, and professional ethics.FindingsPreliminary findings underscore the efficacy of movies as pedagogical tools. These movie experiences bridge the gap between theoretical knowledge and its real-world application, particularly highlighting the nuances of professional ethics and corporate governance. Results show that such a method amplifies students’ comprehension of auditor skillsets, practical complications, and ethical insight and nurtures professional scepticism about tangible audit issues.Research limitations/implicationsThis study illuminates a novel virtual learning approach using movies that primes students to exercise critical thinking and augments cognitive skillsets, especially when navigating ethical conundrums. The broader implication is the potential enhancement of auditing education quality in China, presenting educators with an innovative teaching modality that bolsters students’ critical analysis and cognitive development.Practical implicationsThis study has multiple implications for auditing education policy. It underscores the imperative need for curriculum revision in contemporary auditing education. Our study can significantly change contemporary auditing education by incorporating movie-based experiential learning. Educators and institutions in China and other parts of the world explore this avenue, customising it to fit the unique requirements of their respective courses and the country’s contexts. Our study also highlights the challenges and recommendations for real-world audit simulation for auditing education. While our research highlights the promise of educational movies, it also sheds light on the potential difficulties in their integration. Audit educators need adequate support and training for effective assimilation, ensuring they leverage educational movies to maximise learning outcomes. Careful curation and selection of movies, combined with strategic planning, are paramount to this teaching method’s success. With the continual evolution of video tools, there is an opportunity for a more immersive and holistic education model, shaping the next generation of auditors.Originality/valueThis study offers insights into innovative strategies to imbue real-world experience into traditional curricula, ensuring relevance and applicability across diverse educational landscapes.

Online palliative care education and mentorship in Nepal: Project ECHO - a novel approach to improving knowledge and self-efficacy among interprofessional health-care providers.

Palliative care access in Nepal is severely limited, with few health-care providers having training and skills to pain management and other key aspects of palliative care. Online education suggests an innovation to increase access to training and mentoring, which addresses common learning barriers in low- and middle-income countries. Project ECHO (Extensions for Community Health Care Outcomes) is a model of online education which supports communities of practices (COPs) and mentoring through online teaching and case discussions. The use of online education and Project ECHO in Nepal has not been described or evaluated. An online course, consisting of 14 synchronous weekly palliative care training sessions was designed and delivered, using the Project ECHO format. Course participants included health-care professionals from a variety of disciplines and practice settings in Nepal. The goal of this study was to evaluate the impact of a virtual palliative care training program in Nepal on knowledge and attitudes of participants. Pre- and post-course surveys assessed participants' knowledge, comfort, and attitudes toward palliative care and evaluated program acceptability and barriers to learning. Forty-two clinicians, including nurses (52%) and physicians (48%), participated in program surveys. Participants reported significant improvements in their knowledge and attitudes toward core palliative care domains. Most participants identified the program as a supportive COP, where they were able to share and learn from faculty and other participants. Project ECHO is a model of online education which can successfully be implemented in Nepal, enhancing local palliative care capacity. Bringing together palliative care local and international clinical experts and teachers supports learning for participants through COP. Encouraging active participation from participants and ensuring that teaching addresses availability and practicality of treatments in the local health-care context addresses key barriers of online education. This study describes a model of structured virtual learning program, which can be implemented in settings with limited access to palliative care to increase knowledge and attitudes toward palliative care. The program equips health-care providers to better address serious health-related suffering, improving the quality of life for patients and their caregivers. The program demonstrates a model of training which can be replicated to support health-care providers in rural and remote settings.

Cohesive Online Education Model Using Emergent Technologies to Improve Accessibility and Impact

It is commonly known that the present systems and techniques used in education are outdated. In 1983, UNESCO had already called attention to this, calling present techniques archaic and inefficient. Though a lot of new developments have been achieved and a lot of commendable work has been carried out to remedy particular shortfalls in present systems, no literature was found that develops a concise and complete model for an education approach that maps the use of emergent technologies and techniques to improve on shortfalls in present teaching and learning paradigms. This paper reviews emergent technologies and techniques and their impacts and successes, to propose a combined model for online education to improve the effectiveness, accessibility and impact of teaching and learning activities. This paper concludes by presenting the possible future scope of education and employment structures by examining the possible impacts of the proposed model.

Special education, pandemic and social representations: a state of the art survey

The Covid-19 Pandemic represented obstacles for students with Special Education Needs. In this context, we aimed to understand the Social Representations of researchers on Special Education during the Covid-19 pandemic. Through “State of the Art” and Hermeneutics research, with the theoretical contribution of the Theory of Social Representations, we interpreted publications by researchers on the subject in CAPES journals. To systematize the results, we used the IRaMuTeQ software, which made it possible to understand Social Representations through the Word Cloud and the Similitude Tree. We infer that the Social Representations on Special Education highlighted the difficulties of the educational process and the need for actions in the post-pandemic context such as efficient Policies, teachers and professionals’ formation aimed at providing assistance, the construction of new educational models and approaches.

ANALYSIS OF PARTICULAR SYSTEMS AND APPLICATIONS IN THE MODEL OF BLENDED LEARNING IN SECONDARY EDUCATION INSTITUTIONS

The article analyzes some information and communication technologies and tools that can be used in the process of organizing education in secondary education institutions according to the model of blended learning; their advantages and disadvantages are considered from the point of view of the teacher, students, and parents. The purpose of the article is to analyze information and communication technologies and tools that can be used in the process of organizing education in secondary education institutions based on the model of mixed education. Research methods applied: comparative analysis of particular systems and technologies for supporting blended learning in secondary education institutions to identify the most effective in modern conditions. A comparative analysis of such learning support systems as Moodle, Google Classroom, Human and Microsoft Teams, which are the most common in secondary education institutions of Ukraine, is provided; feedback systems Google Forms, Survio and Online Test Pad are considered, as they can be used to control the educational achievements of students both during classroom and out-of-class education. The possibilities, advantages, and disadvantages of the given testing systems are described. Also, the AR Book immersive application for visualization of the learning process and the possibility of creating a personal educational environment for both the student and the teacher is considered. The proposed overview analysis of some software tools for organizing the learning process by the blended learning model does not reveal the multifaceted nature of information and communication technologies and requires a more thorough consideration and description, especially immersive technologies in the concept of learning organization.