Positive Educational Experience Research Articles

THE FORMATION OF POSITIVE EXPECTATIONS AS A MOTIVATIONAL RESOURCE FOR PERSONNEL TRAINING

The purpose of the article: based on the analysis of the most popular theories of motivation to study, to show the role of the formation of positive expectations in adult study participants on motivation to study and its results. Motivation to study is understood as a hypothetical construction that consists of a general set of processes, methods, and means of motivating individuals to productive cognitive activity, and active assimilation of knowledge, which depends on the level of formation of their motivation to study, as well as the desire and desire to learn. One of the factors of motivation is expectations, which are interpreted as the result or its probability, what a person would like to get from his efforts and, accordingly, exactly what efforts he is ready to spend for this. The article examines the theories of activity motivation and learning motivation with a focus on the formation of positive learning expectations as a factor in motivating the learning activities of employees of enterprises. It analyzes how expectations affect the motivation of learning in adults, how they can be used in the formation of learning strategies, and which needs are the most critical for the formation of internal learning motivation. It was determined that according to the latest research, the most relevant expectations in the formation of educational motivation are the interaction of the need for autonomy, competence, social context, the practicality of acquired knowledge, the formation of a positive educational experience, and incorrectly formed expectations can be a powerful demotivating factor. Keywords: learning motivation, internal and external learning motives, learning motivation in crisis conditions

Determining the thermal comfort of naturally ventilated state colleges located in Madhya Pradesh, India

ABSTRACT Through the establishment of optimal thermal conditions, educational institutions can develop an environment favourable to learning, concentration, and academic achievements. Additionally, comfortable temperatures can contribute to the overall well-being and satisfaction of both students and teachers, fostering a positive educational experience. In this study, we aimed to determine the impacts of environmental factors on students’ thermal comfort in three state colleges of Madhya Pradesh. A total of 784 students participated in a questionnaire study conducted during May (Summer season), August (Monsoon season), October (Autumn season), and December (Winter season) of 2023 to assess occupants’ degree of clothing, temperature preference, and metabolic rates. Indoor and outdoor temperatures, relative humidity, and air velocity were measured using an anemometer. Throughout the study period, the thermal comfort range was determined to be between 21.5°C and 28.5°C, with 25°C as the neutral temperature. It has been noted that the clothing pattern varies during the year (0.47-0.85 Clo). Additionally, implementation of the adaptation strategies, such as switching on and off fans or opening windows, helped lessen discomfort in the classroom. The findings indicate that, in contrast to the other seasons, the summers brought exceptionally high levels of heat discomfort to the occupants.

Narrative Identity Dimensions of Students in Private Alternative Schools

This study examines how students’ identities are co-constructed through educational experiences. We analyzed narratives of fifth and seventh grade students from two private alternative schools in the Czech Republic. The findings reveal that students identified with friends, had positive relationships with teachers and the school, and experienced interesting education, closeness, and respect. These insights highlight typical identity characteristics for their age group and emphasize the importance of positive educational experiences in shaping students’ identities. This study contributes to research on narrative identity and the role of alternative private schools in primary and lower secondary education.

South African Teachers’ Insights on Improving the Sensory Classroom Teacher Questionnaire (SCTQ) for Inclusive Education and ADHD Support

The Sensory Classroom Teacher Questionnaire (SCTQ) is a psycho-educational tool designed to empower teachers in creating sensory-rich, inclusive environments that promote diversity, equity, accessibility, and inclusivity through the application of sensory ergonomics. Unlike other tools that focus on isolated strategies, the SCTQ takes a holistic approach by optimizing the overall classroom environment to meet the sensory and ergonomic needs of learners, particularly those with ADHD and sensory integration/processing challenges. This makes the SCTQ especially vital in diverse and under-resourced quintile schools, where creating sensory-optimized, inclusive environments is essential for fostering equitable learning experiences. By addressing sensory needs through thoughtful classroom design, the SCTQ not only strengthens learners’ cognitive development and socio-emotional well-being but also improves behavior regulation, physical comfort, and overall functioning. This manuscript is part of a larger exploratory mixed-methods study that validated the SCTQ using both qualitative and quantitative approaches. Here, the focus is on the qualitative aspect, utilizing thematic analysis to explore data from 23 focus group interviews with 88 Grade 1, 2, and 3 teachers from various Quintile 1–5 schools in Gauteng, South Africa. Guided by the enactivism paradigm, the study emphasizes the crucial role teachers play in creating and adapting sensory environments. Their insights were key to refining the SCTQ, ensuring it is practical, developmentally appropriate, culturally, linguistically, contextually, and socio-economically relevant. Developed through collaboration among researchers, specialists, and teachers, the SCTQ supports sensory ergonomic practices, raises awareness of ADHD and sensory integration/processing challenges, and supports both learners’ potential and teachers’ well-being, contributing to a more sustainable and positive educational experience.

Comparison of Pilates and Core Exercises for Flexibility, Endurance and Weight Reduction in Adults

Background: This study explores the factors influencing student satisfaction in public sector medical colleges, emphasizing the impact of various educational aspects on the overall experience of students. Objective: To examine the determinants of student satisfaction in public sector medical colleges, with a focus on infrastructure, quality of instructional materials, and clinical and practical training exposure. Methods: A survey-based primary data collection was utilized, with a sample size of 100 students from public sector medical colleges. The survey included questions targeting different aspects of the educational experience. Statistical analysis was performed to assess the correlation and regression among the variables. Results: The correlation analysis showed a significant relationship between all examined variables and student satisfaction. Infrastructure and facilities emerged as the most influential factors, with a Pearson correlation coefficient of 0.957 (p < 0.001). Student satisfaction with practical training and clinical exposure had a correlation of 0.608 (p < 0.001), and the quality of teaching and learning materials was correlated at 0.475 (p < 0.001). The regression analysis yielded an R-squared value of 0.917, indicating a strong positive correlation between these factors and student satisfaction. Conclusion: The study concludes that while several factors contribute to student satisfaction in public sector medical colleges, infrastructure and facilities, along with quality instructional materials and clinical exposure, are key drivers. Enhancing these areas could lead to a more positive educational experience for students.

Supporting the educational integration of young people seeking asylum and refuge: examining good practices from Germany, Sweden and England

ABSTRACT The educational integration of Newly Arrived Migrant and Refugee (NAMR) children and youth in a host country is complex. It requires educational systems responding to their diverse needs. Some of these needs are exacerbated by NAMR young people and their families’ limited understanding of the host country’s policies, structures, and procedures. Amidst these complexities, policy makers, practitioners, and other stakeholders strive for guidance in developing effective interventions that are transferable across different settings. This paper builds on the good practices that were identified and exchanged between seven partnering countries from Europe and the UK in 2017–18 as part of SIRIUS network’s RefuEdu project. Researchers, policymakers, and practitioners shared good practices that were grounded in their knowledge, experience, and examples. A set of core principles and individual sets of good practices are highlighted with action steps from the contexts of Germany, Sweden and England (UK). This may assist policy makers and practitioners in comprehending the challenges and opportunities within the educational integration of NAMR children and youth. The implications are for strengthening their holistic integration alongside positive educational experiences and advancing further research.

Managing Satisfaction in synchronous online learning: results of a statistical study on the material of teaching Russian as a foreign language

Introduction. The widespread adoption of distance learning makes it relevant to reflect on the experience gained during the period of ubiquitous transition to the online format in 2019-2021. The purpose of the research is to investigate the factors influencing student satisfaction with synchronous online courses and to develop recommendations aimed at creating a positive educational experience for students in the online environment, specifically for teachers and methodologists. Materials and methods. This study draws upon survey data concerning the synchronous online acquisition of Russian as a foreign language among tertiary education students, both domestically and internationally. The sample comprised 307 individuals representing 16 countries, all of whom had engaged in at least one synchronous online course in the Russian language. Evaluation of satisfaction regarding the online learning experience centered on the variable denoted as "Course Satisfaction Assessment." The survey instrument was constructed based on the three-factor model, Community of Inquiry (COI), recognized for its efficacy in assessing effective online learning. This model, adapted to suit the context of synchronous online learning, comprehensively incorporates cognitive, pedagogical, and group communication factors. Results. As a result of correlation analysis, the ten most significant correlations with the variable "Course Satisfaction Evaluation" were identified. The most significant correlation of satisfaction with learning was established with positive evaluation of the course content – its practical usefulness and relevance to the needs of learners (r=0,44; p<0,01). Factors related to feedback from the instructor (r=0,34; p<0,01) and the motivational effect of the learning showed a high level of correlation with satisfaction with the training (r=0,35; p<0,01). Meanwhile, the factors of group communication did not show significant correlations. Considering the most important factors of satisfaction, recommendations were formulated to improve the effectiveness of synchronous online learning and enhance student motivation through content and organizational aspects of learning. Conclusion. The conducted study contributes to the understanding of significant aspects of student satisfaction management in synchronous online learning. Practical recommendations have application value for the practice of online learning design and teaching in synchronous online format.

In-silico Functional and Structural Annotation of Rheumatoid arthritis linked Gene and Protein

Background: Rheumatoid arthritis (RA) is an autoimmune disease marked by chronic inflammation and immune system dysregulation. The Ankyrin repeat domain 55 (ANKRD55) gene, located on chromosome 5q11.2, has been associated with RA susceptibility. Understanding the gene and protein characteristics could illuminate pathways involved in RA and aid in the development of targeted therapies. Objective: To conduct a detailed analysis of the ANKRD55 gene and protein, focusing on its structure, expression profile, functional domains, and polymorphisms, thereby establishing its role in RA and potential as a therapeutic target. Methods: Using bioinformatics tools, we analyzed ANKRD55's genomic localization (NCBI), peptide sequences (Uniprot), physicochemical properties (Protparam Server), signal peptides (SignalP v4.1), transmembrane helices (TMHMM), and glycosylation sites (NetNGlyc 1.0). Polymorphism and methylation patterns were examined using PolyPhen and MethyCancer, respectively. Splice variants were identified, and protein-protein interaction networks were assessed (STRING database). Protein domains were characterized, including the prediction of RhoGAP domains. Structural modeling was conducted to identify potential drug-binding pockets with the DoGSite Scorer server. Results: ANKRD55's expression was predominantly observed in the testis (RPKM 1.8) and to a lesser extent in lymph nodes (0.8), appendix (0.6), and brain (0.2). It encodes a 614-amino-acid protein with a molecular weight of approximately 68.4 kDa and a pI of 6.72. Six splice variants were identified, enriching the understanding of its potential isoform diversity. No significant N-glycosylation sites were predicted, and methylation analysis suggested a nuclear localization without DNA methylation sites. Structural analysis revealed drug-binding pockets with volumes ranging from 233.35 to 5389.58 A^3, with drug scores between 0.78 and 0.82. Conclusion: The study concludes that while several factors contribute to student satisfaction in public sector medical colleges, infrastructure and facilities, along with quality instructional materials and clinical exposure, are key drivers. Enhancing these areas could lead to a more positive educational experience for students.

Digital Learning Content in Automotive Technology Program Towards Student Cognition in TVET: A Partial Experiment

This study examines, via a partial experiment, the impact of the automotive technology program digital learning content on students' cognition. Consequently, the researcher conducted a partial experiment in this study to evaluate the functionality and usability of digital content. It fits with the social stigma of TVET, shaped by the perception that vocational education and training exist to serve school leavers rather than as an essential strategy to provide competent workers to the labour market. In total, 47 students in the Bachelor of Engineering Technology (Honours) in the Mechatronics (Automotive) programme participated in the investigation. The study's findings indicated that digital learning content has a significant positive influence on the cognitive and psychomotor achievement of students. The functionality of digital learning content is evaluated based on its capacity to produce the desired learning outcomes and its compatibility with the current curriculum. Assessing the usability of digital learning content involves measuring usability, navigation, and overall user experience. This evaluation demonstrates that the digital learning content is functional and usable, providing students with a positive learning experience. In addition, the results of this test demonstrate a significant improvement in students' cognitive achievement, indicating that digital learning content is beneficial in facilitating the learning process, and students are evaluated on their ability to perform practical tasks related to the course material. The results of this evaluation demonstrate a significant improvement in the psychomotor performance of students, indicating that digital learning content can enhance their practical skills. This study concluded that incorporating digital learning content into the curriculum for automotive technology has a significant positive influence on students' cognitive and psychomotor achievement. Available digital learning content can facilitate learning and provide students with a positive educational experience. These findings suggest that incorporating digital learning content into automotive technology programs may be a valuable addition to conventional learning methods. This study implies that digital learning effectively facilitates the learning process and that students are evaluated on their ability to complete practical tasks related to the course material. Consequently, this study was conducted to aid educators in using digital learning for students in automotive programs.

Impact of Digitalization on Automotive Technology Curriculum Concerning Student Psychomotor Achievement

Through the implementation of digital learning content, this study sought to investigate the impact of digitalization on automotive technology curriculum. A quasi-experiment was conducted to assess the functionality and usability of the digital content, as well as its effect on psychomotor performance. 47 students enrolled in the Bachelor of Engineering Technology (Honours) in Mechanical, Manufacturing, and Mechatronic (Automotive) programme participated in the study. The study found that the digital learning content had a significant positive influence on the psychomotor achievements of the students. The functionality of the digital learning content was evaluated based on its capacity to deliver the desired learning outcomes and its compatibility with the existing curriculum. In addition, we evaluated the efficacy of the digital content by measuring its usability, navigation, and overall user experience. The analysis is based on the four primary research questions to determine the effect of digital learning content on students' cognitive and psychomotor achievement in automotive technology programs. IBM SPSS Statistical Version 23 was utilized to analyse the listed variable. p 0.05 is the significance level for all analyses. The findings are presented in the sections that follow. These evaluations revealed that the digital content is functional and effective, providing students with a positive learning experience. In addition, the results of these tests indicated that the digital learning content effectively facilitated the learning process. Finally, students were evaluated based on their ability to complete practical tasks related to the course material. The results of these evaluations demonstrated a significant increase in the psychomotor performance of the students, indicating that the digital learning content was able to improve their practical skills. This study concluded that incorporating digital learning content into the curriculum for automotive technology had a significant positive influence on the psychomotor achievements of students. The digital content is functional, usable, and effective in facilitating learning, providing students with a positive educational experience. These results suggest that incorporating digital learning content into a programme for automotive technology can be a valuable addition to conventional learning methods.

Identification of Factors Affecting the Satisfaction of Students with Public Sector Medical Colleges: A Survey Based Study

Background: This study explores the factors influencing student satisfaction in public sector medical colleges, emphasizing the impact of various educational aspects on the overall experience of students. Objective: To examine the determinants of student satisfaction in public sector medical colleges, with a focus on infrastructure, quality of instructional materials, and clinical and practical training exposure. Methods: A survey-based primary data collection was utilized, with a sample size of 100 students from public sector medical colleges. The survey included questions targeting different aspects of the educational experience. Statistical analysis was performed to assess the correlation and regression among the variables. Results: The correlation analysis showed a significant relationship between all examined variables and student satisfaction. Infrastructure and facilities emerged as the most influential factors, with a Pearson correlation coefficient of 0.957 (p < 0.001). Student satisfaction with practical training and clinical exposure had a correlation of 0.608 (p < 0.001), and the quality of teaching and learning materials was correlated at 0.475 (p < 0.001). The regression analysis yielded an R-squared value of 0.917, indicating a strong positive correlation between these factors and student satisfaction. Conclusion: The study concludes that while several factors contribute to student satisfaction in public sector medical colleges, infrastructure and facilities, along with quality instructional materials and clinical exposure, are key drivers. Enhancing these areas could lead to a more positive educational experience for students.

‘He’s actually learning’: an Appreciative Inquiry story of a student with complex learning characteristics

ABSTRACT The compulsory education of students who have complex learning characteristics has received little attention in New Zealand research literature. This paper explores the positive educational experiences of a student who transferred from one high school to another in the same city, which resulted in him ‘actually learning’. Using Appreciative Inquiry (AI) methodology, qualitative interviews and focus groups were held with educators and the student’s mother, and time was spent with the student. Thematic analysis revealed the significance of communication/relationships, values and flexible teaching and learning practices. The analysis also revealed that educators’ beliefs included relational understandings of disability and a presumption of competence, while their practice evidenced elements of inclusive pedagogy.

Assessing Relationship of Student Learning Experiences and Academic Performances in Higher Education through Online Learning Platforms

In recent years, the entire world experienced the impact of the Coronavirus disease (COVID-19), leading to significant disruptions across various economic sectors, including the field of education. Since then, online learning has made a significant impact in addressing educational needs. This study’s primary objective is to assess the relationship between higher education student learning experiences and their academic performances through online learning platforms. This study adopts a quantitative approach with a descriptive, comparative, and correlational research design. Surveys through Google Forms were used as instruments to gather data from 119 mathematical students from the Faculty of Education, UiTM Puncak Alam. The survey encompasses 24 questions covering students’ personalization, learning authenticity, and collaboration in online learning settings. Results of this study indicate that students exhibited positive educational experiences, particularly in terms of personalization, authenticity, and collaboration. Lastly, the research also reveals a strong positive correlation between students’ experiences and academic performance, specifically in the factors of personalization, authenticity, and collaboration. These findings contribute valuable insights into the effectiveness of online learning for higher education students and highlight the importance of personalized and authentic online educational experiences in fostering academic success.

Sentiment Analysis of Student Evaluation for Teachers Using Valence-Aware Dictionary and Sentiment Reasoner

This study analyzed the quality of teaching using the Student Evaluation of Teaching (SET) and the Valence Aware Dictionary and Sentiment Reasoner (VADER) to assess textual comments, providing a comprehensive view of teaching effectiveness beyond numerical ratings. The objectives were to identify faculty strengths and areas for improvement based on student feedback, analyze sentiment toward teaching methods, and determine the optimal number of clusters within the dataset. The analysis included 28,222 student comments from three semesters, preprocessed through tokenization, stopword removal, part-of-speech tagging, and lemmatization. A word cloud visualized common terms, while K-means clustering and the Elbow method identified five as the optimal number of clusters. Results indicate that most comments are positive, emphasizing effective teaching methods' role in creating a positive educational experience. The findings suggest integrating machine learning with VADER and expanding the dataset for broader insights. Institutions should develop effective teaching strategies, prioritizing regular feedback collection and analysis.

TERTIARY STUDENTS’ PERCEPTIONS ON ELSA SPEAK APPLICATION FOR PRONUNCIATION LEARNING

In the context of Industry 4.0, the integration of Artificial Intelligence (AI) into English language education is increasingly prevalent. Notably, the proliferation of English language applications, exemplified by the Elsa Speak Application, underscores the noteworthy advancements in pedagogical tools for English instruction. This study aims to scrutinize the perspectives of non-specialized students within the High-quality program at Can Tho University (CTU), investigating their encounters with learning English pronunciation through the application of Elsa Speak. The research employed a structured questionnaire distributed to a cohort of 180 students. The outcomes reveal a predominantly positive reception among students regarding the process of acquiring pronunciation skills through the Elsa Speak Application. Significantly, the application contributes to an augmented grasp of pronunciation, development of English language proficiency, and overall enhancements in learning outcomes. This exploration provides insights into the efficacy of the Elsa Speak Application in fostering positive educational experiences for non-specialized students, thereby contributing valuable data to the discourse on the integration of AI in language education within the Industry 4.0 paradigm.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0018/a.php" alt="Hit counter" /></p>

다관점 디브리핑 적용 하이브리드 간호 시뮬레이션 교육

Objectives The purpose of this study was to develop and apply hybrid nursing simulation training with multi-perspective debriefing, to identify nursing students' learning attitude, confidence in learning, standardized patient evaluation, and to explore educational experiences.
 Methods This study was a mixed method case study design of descriptive research study and qualitative content analysis. The participants of the study were 126 senior nursing students. A survey was conducted to measure the learning attitude, confidence in learning, standardized patient evaluation level of nursing students, and the educa-tional experience was qualitatively analyzed through descriptive data in the reflection journal.
 Results As a result of the descriptive research study, the subjects' learning attitude was 4.36±10.48 points, learn-ing confidence was 6.78±1.77 points, and standardized patient evaluation was 4.40±0.48 points. The ‘hybrid sim-ulation experience’ was shown in three categories: (1) satisfaction with hybrid simulation, (2) difficulty of hybrid simulation, and (3) effect of hybrid simulation education. The ‘multi-perspective debriefing experience’ was shown in four categories: (1) debriefing methods and strategies, (2) debriefing with instructor, (3) debriefing with standardized patients, and (4) peers-led and self-debriefing using video.
 Conclusions This study is significant in that it suggests a hybrid nursing simulation training with multiperspective debriefing that can increase nursing students' learning attitude and confidence in learning and promote a positive educational experience.

138 Falls management simulation

Abstract Background Simulation is a clinical education opportunity that creates an experience without having to go through a real event. Simulation facilitates a debriefing for the participants of the ‘event’. Simulations support healthcare professionals in developing knowledge and skills. Falls are common in hospital and are potentially serious events. Prompt patient post-fall assessment is important in identifying injuries, ensuring safe observations levels and taking action to prevent the next fall. Our aim was to improve post fall patient care through a Falls Management Simulation. Methods Falls management simulations, with a standardised patient event, took place on two Specialist Geriatric wards between February and April 2023 with 31 learners taking part consisting of CNM’s, staff nurses, healthcare assistants, and physiotherapists. Post simulation participants completed a Kirkpatrick’s level 1 and 2 evaluation. Results Kirkpatrick’s level 1 evaluation (feedback questionnaire) asks participants to rate eight general statements about the programme. The median outcome for each of these statements indicated participants found the simulation to be a positive learning experience. Kirkpatrick’s level 2 evaluation (self-assessment pre and post training) showed an improvement in knowledge post simulation. Participants were asked to evaluate their level of knowledge pre and post simulation from very high to very low. In the assessment of injuries post fall and, the care of the patient after an unwitnessed fall participants’ knowledge improved post simulation from a median of unsure (pre simulation) to very high (post simulation). Conclusion The feedback on the simulation reflected an increase in participant’s knowledge and confidence on the management of a patient post-fall. This education programme is in its early development. We aim to continually monitor and adapt the simulation to meet the learners’ needs, provide variation for repeat learners and ensure it is a positive educational experience for all.

Oral maxillofacial surgery resident, faculty and practitioner role models and dental students' interest in oral maxillofacial surgery careers: Does gender matter?

Residency programs in oral maxillofacial surgery (OMS) have the lowest percentage (2020: 18.4%) of female graduates among all dental specialty programs. When considering this underrepresentation of female OMS residents, prior studies have not examined how OMS role models might shape dental students' interest in OMS careers. The objectives were to assess female versus male students' OMS-related career motivation, their experiences/attitudes toward three groups of OMS role models (i.e., OMS residents, faculty, and practitioners), and relationships between role model-related experiences/attitudes and career motivation. 363 female and 335 male students from 14 United States and two Canadian dental schools participated in this cross-sectional study by responding to an online survey. 13.8% of female and 26% of male respondents (p<0.001) were much/very much interested in OMS careers. More male than female students had shadowed an OMS in an office setting (43.4%vs. 35.1%; p<0.05). The groups did not differ in their motivation to learn more and earlier about OMS nor in the quantity of OMS-related experiences prior to and during dental school. However, male students were more satisfied with the quality of these experiences (5-point scale with 5=most positive: Means: 3.76vs. 3.53; p<0.05), were more comfortable approaching/working with OMS instructors (3.51vs. 3.19; p<0.01) and reported to have learned more from residents (3.52vs. 3.31; p<0.05) and faculty (3.75vs. 3.45; p<0.01) than female students. Female students agreed less that OMS residents, faculty, and practitioners encouraged students to pursue OMS (3.27vs. 3.44; p<0.01 / 3.46vs. 3.63; p<0.01 / 3.45vs. 3.61; p<0.01). Role model-related experiences and attitudes correlated with an interest in an OMS career. The two groups do not differ in the quantity of most OMS experiences before and during dental school and their motivation to learn more and earlier about OMS. However, female students' less positive OMS-related educational experiences and less positive attitudes toward role models correlate with a lower interest in OMS careers.

Investigating parents' degrees of trust and communication towards teachers in Indonesian kindergartens

The parent-teacher interaction has been identified as a critical component in the development of children. Teachers' capacity to educate children is influenced by the level of trust parents have in them. Creating a supportive environment at home and cooperating with the school are essential components of a positive educational experience for all parties involved. Prior research, however, found little parental involvement particularly in establishing a quality relationship with the schools in Indonesian kindergartens. This research aimed to examine Indonesian parents’ degrees of trust and communication toward the teachers in 8 kindergartens in Dairi regency, North Sumatra. In constructing the questionnaire, 9 early childhood education practitioners were invited to make content suggestions before conducting a validity test and reliability through factor analysis. The validity is guaranteed by the Kaiser-Meyer-Olkin Measure result of .872 and Barlett's Test (Chi-Square = 3451.561, df = 406, p 0.05). The reliability was measured using Cronbach's Alpha obtaining an alpha coefficient of .870, indicating good reliability. The findings from the 203 questionnaires consisting of 29 items that were distributed indicate parents’ favorable attitudes toward teachers. Besides, the parent’s background does not reflect their attitudes and practices. Suggestions, including delivering the concept of partnership to the parents and increasing the opportunities of participating in school activities, are provided to promote greater quality of the parent-teacher relationship.

Impact of Australian general practice alcohol and other drugs education: a qualitative evaluation.

Many GPs are challenged to deliver safe and effective care for patients who use alcohol and other drugs (AOD). The Royal Australian College of General Practitioners (RACGP) developed the AOD GP Education Programme to support Australian GPs and optimise AOD care in the community. How the programme impacted GP participants is not yet fully understood. To explore the views and experiences of GP participants who completed the AOD GP Education Programme, and AOD experts who were involved in the programme as a presenter or mentor. Situated in the constructivist paradigm, this qualitive descriptive study engaged GPs across Australia. This study employed semi-structured, online, focus groups interviews. Data were analysed thematically. Five focus groups were held with a total of 35 GP participants. Five themes developed, which illustrated that the study participants viewed the programme design as comprehensive and flexible. It has also been shown that participants' individual learning needs were addressed. Impacts of the programme on clinical practice included the following: confidence to care for patients who use AOD; confidence to collaborate with colleagues in delivery of AOD care; confidence to develop AOD professional networks in their community setting; and confidence to manage complex AOD presentations. Participants described the AOD programme as a high quality and positive educational experience. The prioritisation of core treatment skills (whole-person care and structured approaches to behavioural change) was a feature of the professional development programme. The AOD programme design is a practical model to implement for future AOD GP education and continuing professional development.