National Education Program Research Articles

РОЗВИТОК НАВИЧОК САМОДОПОМОГИ У КОНТЕКСТІ ПРАКТИЧНОЇ ПІДГОТОВКИ МАГІСТРІВ ФАРМАЦІЇ З ПИТАНЬ ПСИХІЧНОГО ЗДОРОВ'Я

Background. The aftermath of the war in Ukraine highlights the harmful effects of stressful situations on both the local population and pharmaceutical professionals. Undertaking preventative measures to maintain the mental well-being of the population, while also establishing selfhelp mechanisms in the workplace for issues related to mental health, will improve the quality of pharmaceutical care in the field of drug sales and curb early professional burnout among pharmacists. The purpose of this study is to perform a comparative analysis of educational and professional programmes in the specialty of 226 Pharmacy, Industrial Pharmacy, with the objective of assessing the level of masters of pharmacy training in facilitating their own mental health. The study will further investigate the incorporation of relevant course components in the curriculum. Methods. To attain the research goal, the authors utilized scientific literature, worldwide documents, official websites of academic Hiher education institutions, educational and professional programmes within the specialty of 226 Pharmacy, Industrial Pharmacy employing comparative analysis, systematisation, and generalisation methods. Results. The article presents a comparative analysis of educational and professional courses for Masters of Pharmacy in the 226 Pharmacy, Industrial Pharmacy Speciality. The documents and research findings of international scholars have been systematised to tackle the training of pharmacists to handle stressful situations and emergencies. Conclusions. The research conducted indicates that self-help in the workplace of pharmacists is a prevalent global practice, and it has been incorporated into specialised mental health education programmes in various countries. The authors believe that incorporating the best educational practices from Masters of Pharmacy training to include self help for mental health issues in the workplace into national educational and professional programmes in the 226 Pharmacy, Industrial Pharmacy specialty shows promise.

Assessing self-reported core competencies of public health practitioners in Lebanon using the WHO-ASPHER validated scale: a pilot study

BackgroundThe World Health Organization and the Association of Schools of Public Health in the European Region recommend the self-assessment of public health core competencies to strengthen the proficiency of the public health workforce and prepare them for future challenges. A framework for these competencies is lacking and highly needed in Lebanon. This study aims to validate the WHO-ASPHER self-declared scale and evaluate the perceived competency level of the different categories of Lebanese public health practitioners.MethodsThis population-based cross-sectional study conducted online between July and September 2021 involved 66 public health practitioners who graduated from different universities in Lebanon. Data were collected using the snowball technique via a self-report questionnaire that assessed public health proficiency, categorized into 1) content and context, 2) relationship and interactions, and 3) performance and achievements. The rotated component matrix technique was used to test the construct validity of the scales. Bivariate and multivariate analyses were performed after ensuring the adequacy of the models. Significance was set at a p-value < 0.05.ResultsThe factor analysis for scale domains showed that the Barlett test sphericity was significant (p < 0.001), high loadings of items on factors, and Cronbach’s alpha values of more than 0.9 in all three categories, showing an appropriate scale validity and reliability. The perceived level of competencies was significantly different between public health professionals and other health professionals with public health activities. All respondents scored low in most public health categories, mainly science and practice.ConclusionData findings showed variability of self-declared gaps in knowledge and proficiency, suggesting the need to review the national public health education programs. Our study offers a valuable tool for academia and public health professionals to self-assess the level of public health proficiency and guide continuous education needs for professional development.

Training and competency assessment of Clinical Embryologists and licensing of the profession in European countries.

How is the acquisition and testing of theoretical and practical knowledge in Clinical Embryology and the licensing of ART laboratory personnel carried out in European countries? Twelve out of 31 European countries have established some kind of verification of laboratory competency and skills in ART: in 7 countries, this was related to licensing, but where organized education for Clinical Embryologists existed, there were vast differences in the way these processes were undertaken. In 2015, a report by the ESHRE Embryology Certification Committee concluded that regardless of the large number of people working in IVF laboratories, Clinical Embryology was only recognized as an official profession in 3 out of 27 European national health systems. In most countries, Clinical Embryologists needed to be officially registered under an alternative profession and there were limited opportunities for organized education in this specialist field. Five years after this report, the ESHRE Working Group on Embryologist Training Analysis conducted a survey to collect detailed information about how Clinical Embryologists from different European countries are acquiring their theoretical knowledge and practical skills in ART, and how their level of education and competence in Clinical Embryology is verified. Two questionnaires about the possibilities for acquiring the education and training needed to work in ART and verification of this knowledge were prepared by the ESHRE Working Group on Embryologist Training Analysis. The first was sent in 2020 to a panel of invited lead European Embryologists who attended an Expert Meeting held in Rome, Italy. In order to have a more comprehensive and updated picture, in 2021 the same survey was also sent to the ESHRE Committee of National Representatives (CNRs). At the end of 2021, the second survey with specific questions, more focused on Clinical Embryologists' training and licencing, was sent to the CNRs who reported on verification of education in Clinical Embryology. The first survey consisted of 17 questions. It was initially submitted to 14 lead Embryologists and then resubmitted to the 34 ESHRE CNRs. Representatives from 31 countries responded. A second survey with 23 questions was sent to the 12 ESHRE CNRs who reported an established national system of verification of education in Clinical Embryology, with specific questions focused on the training of Clinical Embryologists. All 12 CNRs responded. Analysis showed that European national education programmes in Clinical Embryology could be split into 4 categories: non-existent (13 countries), recommended (5 countries), simple compulsory (9 countries), and complex compulsory (4 countries). A national document stating the minimum education requirements for staff to work in an IVF laboratory was reported by 19 respondents. The requirement to follow a prescribed theoretical and laboratory training programme in ART was compulsory in 9 and 10 countries, respectively. Some form of verification of laboratory skills, theoretical knowledge in ART, and continuing professional development was required in 12, 10, and 9 countries, respectively. A national trainee's logbook format was reported by seven respondents and a national tutorial system was available in six countries. Only seven countries had official licensing of ART laboratory staff. The title of Clinical Embryologist was not recognized in 13 countries and in 6 countries, it was used only by professional bodies, while in 12 countries the profession was at least cited in governmental regulations. The ESHRE Clinical Embryologist Certificate was officially recognized in eight countries. The survey took place in two steps and the results were then combined to provide a representative picture for most of the European countries sampled. The vast majority, but not all, of the CNRs answered the request to participate in the survey. The professional recognition of Clinical Embryology within Europe is steadily evolving. However, it remains a concern that many countries continue to not recognize Clinical Embryology as a profession, with a vast difference in the reported organization of educational and training programmes and verification of skills. It is recommended that a training programme for Clinical Embryology and ART in Europe should be standardized and relevant issues should be addressed by competent authorities and European Union institutions. ESHRE is best placed to take a leading role in this educational process. The Working Group members who are the authors of this article did not receive payments for the completion of this study. The authors have no conflicts of interest to declare.

The Burden of Next-of-Kin Carers of Dementia Sufferers in the Home Environment.

The role and responsibilities of next-of-kin carers are significant, filling several years of their lives and causing them to experience a burden of care. This study was conducted to investigate the burden of next-of-kin carers for dementia sufferers in Slovakia. Data were compiled via the Relatives' Stress Scale (RSS) screening instrument through a survey of 112 primary next-of-kin carers and analysed using the statistical tests of descriptive statistics, means, scores and significance differences (Wilcoxon test). This is one of the few scales which provides: (a) specific measures of caregiver stress, and (b) is standardised for a population of informal carers in the home environment. The profiles of Slovak next-of-kin carers were identified with statistically significant characteristics (gender, age of carers). The study identified a high level of caregiving stress (82.15%), and selected factors were found to be significant in all burden dimensions: emotional stress (p = 0.001), social stress (p = 0.003), and negative feelings (p = 0.002). The results emphasise the need for coordination of healthcare and social services, possibly by expanding the network of social support groups, operating a counselling hotline/chat, and introducing national educational programmes for the next-of-kin carers of dementia sufferers. The results are also a source of reference for the umbrella organisation 'the Slovak Alzheimer's Society' to access when implementing changes at a national level.

TỔNG QUAN VỀ KĨ NĂNG VÀ NĂNG LỰC CỦA THẾ KỈ XXI VÀ SO SÁNH VỚI YÊU CẦU NĂNG LỰC TRONG CHƯƠNG TRÌNH GIÁO DỤC PHỔ THÔNG – CHƯƠNG TRÌNH TỔNG THỂ TẠI VIỆT NAM

The overview of 24 documents, aims to gain 4 main contents: 1) An overview of the definitions of the 21st-century skills and\or competencies; 2) an Overview of 21st-century competencies frameworks; 3) Overview of 21st-century component competencies; 4) Comparison of 21st-century competencies with required competencies in the National Education Programme – General Educational Programmes in Viet Nam. The results indicate that: 1) Definitions of 21st-century skills as well as competencies in each research have many different expressions but still have some commonalities; 2) There are many sub-competencies in 21stcentury competency frameworks, but there is no consensus on the naming and classification of these sub-competencies; 3) There are 45 detail competencies were mentioned in 13 typical competency frameworks, in which, top 10 mentioned competencies including: Collaboration or teamwork, technology literacy, creativity and innovation, citizenship, information literacy, communication, self - direct, critical thinking, problem solving, management or leadership; 4) All 13 competencies in the National Education Programme – General Educational are mentioned in the typical 21st-century competency frameworks, in which, 6 competencies belong to top 10, 6 competencies are in the top 20 of the most mentioned 21st century competencies.

Conservation ethics in the time of the pandemic: Does increasing remote access advance social justice?

The COVID-19 pandemic is stimulating improvements in remote access and use of technology in conservation-related programs and research. In many cases, organizations have intended for remote engagement to benefit groups that have been marginalized in the sciences. But are they? It is important to consider how remote access affects social justice in conservation biology—i.e., the principle that all people should be equally respected and valued in conservation organizations, programs, projects, and practices. To support such consideration, we describe a typology of justice-oriented principles that can be used to examine social justice in a range of conservation activities. We apply this typology to three conservation areas: (1) remote access to US national park educational programs and data; (2) digitization of natural history specimens and their use in conservation research; and (3) remote engagement in conservation-oriented citizen science. We then address the questions: Which justice-oriented principles are salient in which conservation contexts or activities? How can those principles be best realized in those contexts or activities? In each of the three areas we examined, remote access increased participation, but access and benefits were not equally distributed and unanticipated consequences have not been adequately addressed. We identify steps that can and are being taken to advance social justice in conservation, such as assessing programs to determine if they are achieving their stated social justice-oriented aims and revising initiatives as needed. The framework that we present could be used to assess the social justice dimensions of many conservation programs, institutions, practices, and policies.

Contextual factors influencing the implementation of a new midwife education programme in India: a qualitative study

The Indian Government has committed to educate 90,000 midwives in accordance with international norms. This goal is critical as midwives provide evidence-based, high-quality midwifery care. There is a need to explore the contextual factors influencing this new midwifery education programme. Hence, the aim of this study is to explore contextual factors influencing the implementation of the national midwifery education programme for midwifery educators and the future Nurse Practitioners in Midwifery (NPMs) in India. A qualitative research design was used, with data collected through focus group discussions (n = 8) with a total of 27 participants representing seven national and international organisations supporting the Indian Government in its midwifery initiative. Transcribed interviews were analysed using content analysis. This study on contextual factors influencing the implementation of the new midwifery education programme in India showed that organisational and administrative processes are complex and the development of midwifery educators and nurse practitioners in midwifery needs to be fast tracked. The education of educators and future midwives in India, and elsewhere in similar settings, could benefit from efforts to simplify the organisational and administration processes and, in parallel, mobilize innovative teaching and learning approaches to bridge theory and practice.

Education Marginalization in Sub-Saharan Africa: Policies, Politics, and Marginality (by Obed Mfum-Mensah

Reviewed by: Education Marginalization in Sub-Saharan Africa: Policies, Politics, and Marginality by Obed Mfum-Mensah Jamaine Abidogun Education Marginalization in Sub-Saharan Africa: Policies, Politics, and Marginality OBED MFUM-MENSAH Lexington Books, 2018, 240 pages. Obed Mfum-Mensah brings a wealth of knowledge, experience, and insight to his book, Education Marginalization in Sub-Saharan Africa: Policies, Politics, and Marginality. The book is organized in two parts: theory on marginality and education; and education policy and practice regarding marginality. He provides a synopsis of human capital (education for production) and human rights (education for all) theoretical and philosophical arguments. His work falls squarely within a human rights framework as he defines the need for an education structure that advocates equity and provides the structures and policy to ensure equity in education to everyone in the wider society. The chapters are designed to defend and promote the argument of education for all to fulfill what has been touted as a global education mandate. This noble mandate resonates in most teacher education programs today as the accepted or expected goal for national education programs. Mfum-Mensah positions this mandate against the historical and contemporary realities of national education systems across sub-Saharan Africa that simultaneously seek to educate all students as they also supply trained labor for the nation-state. These two theories, human capital and human rights, represent a global struggle within education. His specific mission in this work is to demonstrate the need to better identify how to engage marginal groups across sub-Saharan Africa in national education. His work contributes to the development and restructuring of sub-Saharan African education systems to ensure full participation of presently marginal groups. Chapters 1 to 3 describe the historical and contemporary (colonial and postcolonial) common structures of national education programs found across sub-Saharan Africa. In this work, Mfum-Mensah provides a generalized account of colonial and postcolonial education structures. He posits that colonial policy and later postcolonial policy purposefully favored some African groups, i.e., those who serve the colonial or later postcolonial political and economic agenda, to the disadvantage of other African groups. He identifies the benefited groups as male, able-bodied, urban, and primarily Christian as the educated elite, who historically benefited from colonial education and later, postcolonial education policy and practice. The colony and later the nation-state maintained an education system that was top-down in nature with a [End Page 149] curriculum designed to benefit those in power. He does make the distinction between colonial and postcolonial periods, to note that one’s ethnic identity fluctuates as favored or marginalized based over time and political context. From this simplified, but generally accurate historical context, Mfum-Mensah effectively draws from a range of sub-Saharan African countries to identify marginalized groups and documents the disparities in their education access and participation. These groups include disproportionately female students; Muslim students (especially Muslim students residing in Christian or Christian-dominated localities); students with disabilities; rural students; nomadic students; and refugee students. He also includes marginalized ethnonational groups, who are most often, but not always, the minority in the nation-state population. Notably they are always the ethnic or racial group not in political or economic power. He demonstrates through intersectional analysis (which includes students who belong to more than one marginalized group) the extraordinary impact marginalization can have on a student to effectively block them from access and participation in schools that do not consider their structural or curricular needs to support their success. Within Mfum-Mensah’s work is consistent emphasis on the role of religious identity that in most areas historically marginalized access for Muslim students. Historically, some of this, at least in the Anglophone regions, was explained by British indirect rule, which left Islamic education systems intact in return for non-interference with the British colonial economic mission. Mfum-Mensah describes this as neglect of their education. It is agreed that Muslim students rarely participated in colonial education outside of the urban center. Still, based on his argument where he cites the imposition of European culture as a major disadvantage of colonial and later postcolonial education, Islamic groups may have fared better across sub-Saharan Africa...

Ilmu dan Ulama Millenial dalam Perspektif Hadits Nabi Muhammad Saw

In the study of this article, Muslims back off because they left their holy book. The Qur'an is only used as a competition arena and its verses are only written on small white paper. The Corona Virus Disease 2019 (Covid-19) pandemic and other disasters that have hit various regions in Indonesia recently need to be investigated and found solutions to overcome them. One of the people who are required to be able to take a role in finding solutions to these problems are the scholars. The study in this article uses a literature review (Library Research). Literature review can be said as a method where in the process of searching, collecting and analyzing data sources to be processed and presented in the form of a library research report with a variety of topics needed, both education, social culture, and others. But what is certain, this study can be done in the library or elsewhere as long as there are relevant reading sources. The advantages of people who have knowledge over people who worship (without knowledge), are like the advantages of the moon (full moon) with (light) stars. Studying is a national education program that must be followed by Indonesian citizens on the responsibility of the government and local governments. Millennials are the demographic group after Generation X (Gen-X). There is no definite time limit for the beginning and end, millennials are generally the children of the Baby Boomers generation.

The RECHARGE-IPCRG ‘Teach the Teacher’ programme: building capacity for pulmonary rehabilitation in low- and middle-income countries

Introduction Chronic respiratory diseases are the most common causes of morbidity and mortality globally. Pulmonary rehabilitation (PR) is a low-cost, high-impact intervention with patient education and exercise at its core. Although supported by a well-established evidence base, demand greatly exceeds capacity in low- and middle-income countries (LMIC), including limited workforce training opportunities to support PR development and implementation. The International Primary Care Respiratory Group’s (IPCRG) Teach the Teacher (TtT) is an established education programme designed to build sustainable local clinical teaching and delivery capacity. Methods A collaboration between the National Institute for Health and Care Research (NIHR) funded Global RECHARGE Group for PR and IPCRG to deliver a ‘Teach the Teacher’ (TtT) programme for PR capacity building. Our Tier 1 TtT programme combined educational and PR service development concepts with core clinical content adapted for RECHARGE partners in India (Pune and Delhi), Sri Lanka, Kyrgyzstan and Uganda. Due to the severe acute respiratory syndrome coronavirus-2 (SARS‑CoV‑2) pandemic, the programme was adapted to a digital environment using online platforms such as Zoom video conferencing and Google Classroom. We used an adapted framework to evaluate professional learning and its impact. Findings Fifteen Tier 1/local leader participants attended a sixteen-hour online programme in September-October 2021. Participants included nurses, physiotherapists, doctors and early career health professionals/researchers. As local leaders in PR, participants created a tiered teaching programme for developing a critical mass of PR expert teachers, contextualised to their local healthcare systems and cultures. Participants also explored how to engage and influence multiple professional groups and stakeholders to support the widespread sustainable implementation of PR. Conclusions The RECHARGE-IPCRG TtT programme provided a clear education and service development framework to support PR capacity development in LMIC. We address a lack of empirical evidence concerning capacity-building initiatives by being explicit about the programme’s learning design, management and evaluation. A whole system perspective to PR allowed consideration of health systems, culture, referral pathways and scalability. Sustainable national PR education programmes will require additional resources and a long-term strategy, potentially aligning with the TtT three-tier cascade model.

Format Changes Improve Learner Satisfaction in Local Neonatal Resuscitation Program Skills Education.

The Neonatal Resuscitation Program (NRP) is a national education program that prepares learners to resuscitate newborn babies. Our local Texas Children's Hospital (TCH) NRP educational class incorporates skills training and high-fidelity simulations of neonatal resuscitation scenarios. The skills training had four elements we believed were not ideal. 1. Learners went to skills stations in groups, but different teams were formed for performing the scenario simulations in the latter half of the class. 2. The skills stations were visited in random order and not necessarily the actual order in the skills would be performed in a clinical situation. 3. Educational content presented at the skills station was highly variable depending on the instructor. 4. Emphasis was on instructors teaching content over learners practicing and demonstrating skills. In March 2019 we restructured the skills education portion completely to address all four of these problems. To determine how changes to the design of our skills education affected learner satisfaction with the NRP course. Using the principles of situated cognition, the skills education was restructured by leadership planning and consensus. We made four changes. 1. Teams were assigned from the beginning of class, and these teams practiced all skills and performed the simulations together. 2. Every team went through the skills stations in the order they would perform them in an actual resuscitation. 3. Videos were made to teach the "gold standard" information needed for the skills stations. 4. Instructors were asked to think of themselves as coaches and not teachers, letting the videos do the education, and they focused on improving skill performance. A survey was designed and disseminated by e-mail to all learners of the first 13 classes taught using the new educational format (n=196). The survey asked learners to compare their experience of the new format compared to their memory of the previous format. A total of 163 learners responded and completely finished the survey (83% response rate). Of the 163 respondents, 109 learners (67%) had taken the course in the past at TCH and filled out the survey questions comparing the new format to the past format. Out of the total, 93% of learners (n=101) judged the new format to be "better" or "much better." The percentage of learners that attributed the improvement to the changes we made were: 70% for team assignments from the beginning (n=76), 74% for skills performed in order (n=81), 68% for video-based education (n=74), and 76% for instructors as coaches (n=83). Learners rated the videos used for education very highly. The reformat of our skills education has improved our learners' experience during NRP training. The highest-rated change was asking our instructors to operate as coaches rather than teachers.

Comparison of the Primary School Turkish Program Implemented in Turkiye and the Primary School French Program Implemented in France

Every country follows a different program for teaching the mother tongue. In some countries, states apply different programs for their students and in some the national education program is central and applied in the same way throughout the country. Turkiye and France apply the programs defined by their ministries of national education. In this study, the Turkish teaching program and French teaching program in primary schools have been analyzed and compared in terms of learning outcomes and program structure. The common points and differences between the programs have been identified. Students start systematic language learning in primary school. When students have proficiency in their mother language, they become successful learners in other fields of study. Thus, primary schools play a vital role in educating individuals by raising their awareness about the importance of using their mother language appropriately and effectively. In Turkiye, primary school is 4 years and it is not divided into parts. In France primary school is 5 years and it is divided into two parts in terms of students’ skills development. Students’ language development starts with the family and continues at school. The role of classroom teachers and mother language teachers cannot be overlooked.

What workforce preparation is required for successful implementation of nurse prescribing under supervision?

<h2>ABSTRACT</h2><h3>Background</h3> Nurse prescribing is proposed globally in a variety of models in an attempt to meet health needs of the growing population. Providing appropriate preparation, knowledge, and supported skill development commensurate with this expanded scope has been identified as a key component to the successful adoption of this practice change. <h3>Aim</h3> To explore nurses' preferences for the educational preparation and support required to maximise uptake of expanding nursing practice to include prescribing according to a supervised model. <h3>Methods</h3> A cross-sectional online survey, tested for face and content validity, was distributed to registered general nurses across Australia excluding nurse practitioners, enrolled nurses, and student nurses between March and July 2021. Quantitative data relating to demographics, nursing experience, and educational requirements to become a prescriber were analysed descriptively. Pearson χ² tests were used to examine associations between participant demographics and preferences for education. Binary logistic regression was used to further examine whether demographic factors were significant predictors of educational preferences. Open-ended responses were analysed using content analysis techniques. <h3>Findings</h3> There were 4,424 surveys completed by nurses from all jurisdictions. More than half of (n=2,907,65.7%) respondents considered that education should be delivered by health services in conjunction with universities using a blended approach with workplace integrated practice. Respondent's desire authorised prescriber support and a multidisciplinary approach for successful adoption. The most frequently reported (n=3,523, 79.6%) factor influencing the desire to undertake a specific program was course accreditation at a national level and contribution to a formal qualification. χ² tests showed significant associations between participants characteristics and educational preparation factors; however, logistic regression showed a similar trend for all educational preparation items with no significant effect of age group, qualification, years of experience or state groups. <h3>Discussion</h3> Implementation of an expanded scope of practice to include prescribing under the supervision of an authorised prescriber requires a nursing workforce prepared to undertake further education and authorised prescriber's support. Nurses seek a rigorous national educational program delivered in collaboration with colleagues. <h3>Conclusion</h3> Health services planning to expand nursing practice to include prescribing should consider issues raised in this study. The findings highlight areas for future research and actions to optimise uptake of this new nursing role.

Tıpta Uzmanlık Sınavı Temel Hekimliği Ne Kadar Ölçer?

Aim: Doctors who want to receive expertise training have to take the Medical Specialty Exam (TUS). That’s why they have to study for TUS in the last period of their undergraduate medical education. However, the content of TUS is different from the undergraduate medical education content (UÇEP) which is determined by the national core education program. This situation causes physicians preparing for TUS to ignore basic medical knowledge. This study aims to determine how much TUS, which is the main purpose of undergraduate medical education, measures basic medicine. Our study is the first research on this subject.Methods: In this study, a descriptive scanning model and document analysis method were used. The sample of the study consists of TUS clinical science questions belonging to the years 2009-2018. The 2009-2018 basic medical sciences TUS questions and all TUS questions asked in 2019-2020 were not included in the study. After the 2280 questions that could be reached from this sample were evaluated by a commission formed by the faculty members of Ankara Yıldırım Beyazıt University Faculty of Medicine, Department of Family Medicine, the data obtained were analyzed with the SPSS 23.0 package program.Results: In the study, 3 different faculty members were asked to score all questions between 0 and 9 according to the degree of basic medicine measurement. The average of the scores given by the three faculty members was found as 1.64 ± 3.02. All 3 faculty members gave 0 points to 1622 questions and 9, which is considered full points, to 177 questions. When the change in the average scores according to the exams was examined, it was seen that the highest average score was the spring TUS of 2009 with 3.2 points. The lowest score was the 2018 autumn TUS, with a score of 0.8. It was seen that the scores given by the three faculty members independently were compatible with each other and showed a strong positive correlation (r=0,970; p &amp;lt;0.001).Conclusions: Even though undergraduate education is tried to be standardized with the National Core Education Program (UCEP), as a result of our research, it has been seen that the content of the questions asked in TUS is incompatible with UÇEP and therefore basic medicine. As the years progressed, it was determined that the questions measuring basic medicine were replaced by questions containing detailed information of the branches. We think that this situation will constitute an obstacle for undergraduate medical education students to acquire fundamental medical proficiency.

Activities experience activities of small students in elementary schools in Thuy Nguyen District, Hai Phong City by access to capacity

In order to perform well the organization of experiential activities for students of primary schools in Thuy Nguyen district, Hai Phong city in the direction of approaching the capacity, primary schools in the district have been invested and created favorable conditions for education. however, there are certain limitations as well. The results of the survey on the actual situation of experiential activities for students in primary schools in Thuy Nguyen district, Hai Phong city in the direction of competency approach are the basis for proposing measures to manage experiential activities in the direction of competency approach. , along with the requirement of renovating school administration in order to effectively implement the 2018 National Education Program, contributing to improving the quality of comprehensive education.

Developing an integrated national simulation-based educational programme for Scottish junior doctors through structured, multistep action research cycles

ObjectivesSimulation is widely employed to teach a range of skills, across healthcare professions and is most effective when embedded within a standarised curriculum. Although recommended by many governing bodies, establishing...

Transformation of Islamic education curriculum development policy in the national education system

The most essential tool in any education system and for any learning process is the educational curriculum. Curriculum orientation is used as a reference to the direction of studies in learning outcomes. In the presence of western-based models in the development of educational techniques, students in Islamic universities are found to be aloof from their religious and cultural norms as they graduate from educational institutions. This paper aims to describe the transformation of Islamic Education in national education programs and curricula. For the purpose of this study, we have taken Islamic pedagogy and research methodology as well as cultural reinvigoration as the independent variable. Whereas the development of national education system along the Islamic model is the dependent variable. State organized curriculum is deemed as the mediator, which affects the later and is affected by the presence of former. Data was collected via questionnaires from a total of 550 respondents where the respondents chosen were experts in curriculum development and Islamic education. The data collected was analyzed using the SPSS and Smart PLS. The results illustrate that with cultural reinvigoration and development of Islamic pedagogy, not only the development of the curriculum will be facilitated in Indonesia, but its implementation will also be expedited.&#x0D; Keywords: Curriculum, Islamic, education, pedagogy, culture, national

Correlations Between the UN SDGs and Educational Technology From the Perspective of Taiwan's Educational Innovation

Society 5.0 is characterized by problem solving and value creation, decentralization, diversity, resilience, and environmental harmony. It also indicates that the major mankind needs to face are presented in the seventeen SDGs proposed by the UN. Therefore, the educational context of the UN SDGs was investigated in this study. Through a dialogue with Taiwan’s educational context and link with the educational technology behind the current Society 5.0 proposed by Japan, UN SDGs were discussed and aligned with the 12-year national basic education program of Taiwan. Societal design was applied to drive the practice of maker education, demonstrating the three core ideas of the 12-year national basic education: taking initiative (ontological view), engaging the public (cognitive view), and seeking the common good (ethical view). Defining the 12-year national basic education program can help truly implement the connotations of education in SDGs and highlight the key role of educational technology.

Editors' Notes on Themed Issue on Civil Society Education: East Asia

This is the fourth themed issue in the Journal of Nonprofit Education and Leadership (JNEL) in which researchers around the world examine regional and national training and education programs for individuals with civil society leadership roles. The issue has its origin in a post-conference airport meeting a few years ago between one of the editors of this series of themed issues and a set of prominent scholars from East Asia. As most researchers would confirm, the value of a research conference is seldom found in the various seminars or panels, but rather in the unplanned encounters that take place at breakfast, over a coffee, or—in this case—at the airport. The mere airport happenstance turned out to be the beginning of several valuable research initiatives. Since then, among other things, the authors and the editors have met and organized public disseminations, including the Nonprofit Higher Education Research Summit at he ISTR International Conference in 2021. The overall result is not only a significant contribution to the series of themed issues, but also, and more importantly, the first mapping of programs in nonprofit and nongovernmental management education in East Asia.

Obesity and its associated factors among older adults: MyHEBAT (Malaysian HEalth and Well-Being AssessmenT) study.

BackgroundDespite being a preventable disease, the prevalence of obesity is rising progressively worldwide. However, the prevalence of obesity and its associated factors among older adults remains unclear in Malaysia. The aim of this study was to determine the prevalence of obesity and its associated factors among older adults who voluntarily attended the health screening programs, which were part of the Malaysian HEalth and Well‐Being AssessmenT (My‐HEBAT) Study.MethodsCross‐sectional study was conducted among Malaysian adults, aged ≥60 years. A standardized self‐administered questionnaire was used to gather information regarding socio‐demographic status, personal, family and medical history. Anthropometric indices, blood pressure and physical examinations were conducted on site. Venous blood samples were collected for lipid profile and blood glucose analysis. Participants with BMI of ≥30 kg/m2 or < 30kg/m2 were classified as obese or non‐obese respectively. Age was categorized into three subgroups: 60–69, 70–79, and ≥80 years old. The factors associated with obesity among older adults were then identified using multiple logistic regression.ResultsA total of 716 older adults aged ≥60 years (mean ± SD: 66.6 ± 6.0 years) were recruited. The prevalence of obesity among older adults was 15.8%, while higher prevalence was found among females (42.9%) compared to males (38.3%). The prevalence of obesity decreased with increasing age (48.5% in 60–69 years, 20.8% in 70–79 years, and 11.8% in ≥80 years).ConclusionThe prevalence of obesity among Malaysian population is higher than that of worldwide prevalence. Current national health promotion and educational programs should focus on identifying factors associated with obesity, and promotion of healthy lifestyle with obesity should be improved and modified, particularly for older adults in Malaysia.