Positive Student Outcomes Research Articles

GP trainees as teachers: a rapid review of the barriers, facilitators and outcomes

ABSTRACT Background There is a workforce crisis in General Practice (GP) within the United Kingdom (UK). High-quality clinical placement experiences in GP influence medical students’ interest and likelihood to enter this speciality. GP trainees often express a desire to teach, yet teaching does not feature significantly within their current practice. This study aims to explore outcomes, barriers, and facilitators of GP trainees teaching medical students through a rapid review of published literature. Methods MEDLINE, EMBASE, PsychINFO, Web of Science were searched for articles relating to GP trainees teaching. Studies conducted in the UK and Australia, between January 2000 and October 2022 were included. The Medical Education Research Study Quality Index and the Critical Appraisal Skills Programme checklist were used to assess quality. Results Twenty-seven publications, 11 qualitative, six quantitative, three mixed-methods and seven opinion pieces, were identified. Many studies have methodological limitations. Empirical studies show that there are benefits of near-peer teaching, but these are limited by trainees’ capacity and capability to teach, and GPs' confidence in trainees’ teaching. The culture within the practice influenced whether trainees were seen solely as learners or also as teachers for students. Discussion When GP trainees teach there are positive outcomes for medical students and trainees. Teaching was considered an activity that trainees did in ‘addition to’ rather than ‘part’ of’ their training. Appropriate teaching opportunities, and relevant training, were key to trainees’ competence and confidence in teaching. Resources and recognition and a strong teaching culture are needed to support GP trainees to teach.

Clinical Supervision for Quality Education Delivery in Public Schools in Nigeria

This paper discussed clinical supervision for quality education delivery in public schools in Nigeria. Clinical supervision is a formal process of professional support and learning that enables individual practitioners to develop knowledge and competence, assume responsibility for their own practice, and enhance consumer protection and safety of care in complex clinical situations. Clinical supervision stands as the cornerstone of educational excellence in Nigerian public schools, offering a dynamic and transformative approach to elevate the quality of education delivery. The paper emphasized that clinical supervision can bring about quality education delivery in several key aspects which include: Professional Growth and Development, Contextual Adaptation, Innovative Pedagogies and Technology Integration, Quality Assurance and Standardization, Professional Collaboration and Peer Learning, Emotional and Social Well-being, Observation and Feedback, Assessment of Teacher Competencies and Reflective practices. Also, identified the impacts of clinical supervision on quality education delivery, which includes: Enhanced Teaching Practices, Professional Development, Increased Teacher Self-Efficacy, Alignment with Standards, Retention and Job Satisfaction, Technology Integration, Positive Student Outcomes, Promotion of Reflective Practice, Enhanced Collaboration, Leadership Development and Quality Assurance. It therefore concluded that clinical supervision emerges not merely as a pedagogical process but as a transformative force poised to elevate the landscape of education delivery in public schools across Nigeria. The paper likewise made some outstanding suggestions that; School Administrators should clearly define the objectives of clinical supervision, outlining specific goals for professional development, teaching improvement, and student outcomes. This clarity provides a roadmap for both supervisors and educators. Finally, Federal ministry of education should offer regular professional development opportunities aligned with the needs identified through clinical supervision. Provide access to workshops, training sessions, and resources to enhance educators' skills and knowledge.

VIEWS ON PROFESSIONAL DEVELOPMENT ISSUES FROM THE PERSPECTIVE OF ESL TEACHERS

It is indeed true that, teachers are the most important elements of education who constantly need professional development (PD) activities, targeted to improve their pedagogical and teaching practice. Considering this, many educational systems worldwide have paid special attention to designing courses by which the quality of teaching and learning increases considerably. This paper presents a comprehensive examination of English as a Second Language (ESL) teachers' perceptions regarding professional development (PD). With the dual objectives of understanding teachers' recognition of PD necessity and gauging their willingness to engage in PD activities, the study identifies key motivations, effective PD practices, and prevalent challenges. The research employs a survey-based approach, targeting teachers with varying teaching experience, genders, and levels of professional satisfaction. The data gathered from the survey was processed and analyzed through descriptive statistics and Likert scale was employed for outcome assessments on some survey questions. . The results obtained, when compared with the results of other scholars, involved in the relevant investigation, coincided considerably, although some inconsistencies were observed. The findings reveal that a vast majority of ESL teachers appreciate the value of PD and demonstrate a strong willingness to participate in activities aimed at enhancing their teaching effectiveness and English competency. However, the study also highlights significant barriers such as time constraints due to heavy workload and the need for better access to high-quality PD resources. Most teachers associate their PD involvement directly with positive student outcomes, reflecting a clear link between teacher development and student academic achievements. The research uncovers a pronounced interest in the use of interactive tools in education among ESL practitioners, collaborative learning with AI, lesson planning, and feedback provision. Lastly, the paper delves into the factors impacting motivation for PD and underscores the importance of knowledge sharing and an adequate reward system to foster a thriving PD environment for ESL teachers.

Access to the General Education Curriculum for Students with Extensive Support Needs: Experts’ Perspectives

Despite the repeated documentation of the positive outcomes for students with extensive support needs (ESN) when they are included in general education settings and receive access to state-adopted general education standards, there has been little systemic progress on the inclusion of students with ESN across most states. The purpose of this exploratory survey was to find out how experts in the field of ESN describe the reasons why access to general education curriculum is important, the legal requirements for access to the general education curriculum, the meaning of access and the processes by which education teams can provide access, the ability to address individualized needs within the general education setting, and the barriers and facilitators of access. The findings from our thematic analysis of experts’ responses demonstrated strong agreement that “access to the general education curriculum” meant access to state-adopted general education standards; access to general education settings; and access to curriculum, teachers, and instruction that facilitate meaningful inclusion. In addition, themes related to why access is important generated thoughtful reflections on Individual Education Program (IEP) priorities for students with ESN. Barriers and facilitators are also described, as well as a discussion including suggestions for systemic changes.

Parenting style and students’ happiness in China

This study examined the dynamic between perceived authoritarian parenting style (PAPS), and subjective wellbeing (SWB) among purposively recruited 423 college students in China. Expectancy value beliefs (EVB), fear of failure (FOF), and competitiveness were taken as mediators. The data were analyzed using Bootstrap method of 5000 sample and 95% confidence interval. The results revealed a significant negative total effect of PAPS on SWB. Additionally, two indirect paths were found to be significant: the mediation of FOF (Path 2) and the serial mediation of FOF and competitiveness (Path 6). These findings suggest that the perception of authoritarian parenting style is a negative predictor of students' happiness, and that FOF and competitiveness played important mediating roles in this relationship. These findings have important implications for educators, parents, and policymakers who aim to promote positive academic and personal outcomes for college students. The results suggest the need for interventions that address the negative impact of PAPS on students' wellbeing, and the importance of fostering positive beliefs about the value of education and academic achievement, as well as reducing FOF and promoting healthy competition.

Reframing perceptions: A phenomenological inquiry into students’ written reflections on learning about mindfulness

Introduction
 Mindfulness practices offer approaches to reflection that have been argued to contribute to positive outcomes for students in the health professions. Despite calls for more phenomenological investigations in the field, few studies examine the lived experience of learning about mindfulness in professional schools. Objective
 The objective of this study was to inquire into first-hand written accounts of students’ experiences of learning about mindfulness. Methods
 This study reports on occupational therapy health professions students’ phenomenological reflections written during and following a 5 week, 15 hour, mindfulness elective course offered at a Canadian University. The study adopts a hermeneutic phenomenological methodology and is informed by theoretical frameworks of embodiment and practice theories. An indepth thematic analysis of twenty-one students' written reflections on the experience of integrating mindfulness practices into their lives was undertaken. Results
 Predominant themes identified in students’ written reflections include: reframing perceptions, ‘being’ while ‘doing’, witnessing the struggle, and compassion for self and others. Conclusions
 This research contributes richly textured accounts that advance understandings about the affordances of mindfulness education in the lives of future health care practitioners. The results also hold implications for educational design in higher education professional school contexts, considerations of mindfulness practices in future professional practitioners’ everyday and workplace occupations, and identification of promising avenues for future research. This study is funded by the Social Science and Humanities Research Council of Canada (SSHRC).

Supporting Higher Education Students Through Polls in Inclusive Digital Formats

As digital learning increases globally, the use of evidence-based practices to create community and foster engagement is meaningful for higher education learners. Higher education students in digital formats have identified a lack of engagement and community in their courses. As more instruction moves to digital formats, research demonstrates the use of polls as a strategy based in increasing active learning, resulting in positive outcomes for students and to support student needs. As heterogeneous students are enrolling in online coursework, it is imperative that inclusive teaching strategies are employed. Utilizing this strategy in online coursework would benefit diverse higher education students in academic outcomes, experience and application.

Appreciation of differences: promoting diversity and flourishing among college students

PurposeCollege students who are interested in experiencing and learning about other cultures could be potential agents to ongoing social and policy initiatives in promoting societal changes. As universities intensify their efforts toward embracing cultural diversity, it is imperative to gauge how these diversity initiatives resonate with students' developmental stage and pursuits in diverse campus climates. However, what kinds of educational experiences/contexts students choose for enhancing cultural competence, and how seeking diversity experiences might benefit college students in emotional wellbeing and cognitive skills, are under-investigated.Design/methodology/approachThis study explores the relationships among college students' diversity-seeking behaviors, cultural competence, perspective-taking, and flourishing. A total of 359 college students from a STEM-focused university participated in this study. Students were recruited from classes over four semesters, from 2021 to 2023.FindingsStudents exhibited moderate to high levels of interest in seeking diversity in their learning experiences. Results from the structural equation modeling showed that higher levels of diversity-seeking in learning were associated with higher levels of perceived cultural competence, as well as higher levels of perspective-taking and flourishing.Originality/valueThis research delves into experiential and extracurricular dimensions of learning diversity, bridging a significant gap in academic literature. This study also elucidates the links between aspects of diversity engagement, cultural competence, and positive outcomes for college students, which underscores the significance of diversity-focused educational opportunities in higher education. Such opportunities are instrumental in enhancing cultural proficiency and further implications on cognitive growth and emotional well-being.

A systematic review of performance feedback interventions targeting secondary teachers’ use of praise and reprimands

High rates of teacher praise are associated with positive student outcomes (Royer et al., 2019). Research shows secondary teachers deliver more reprimands than praise (e.g. Floress et al. 2022). Performance feedback (PF) is a strategy used to change teacher behaviors. However, it is unknown if PF targeting praise and reprimands for secondary teachers is an evidence-based practice. Although reviews on PF exist, none focus exclusively on secondary teachers. This review was to synthesize 14 PF intervention studies targeting praise and reprimands for secondary teachers. We evaluated PF studies to determine if PF is an evidence-based practice. Results indicate PF targeting praise and reprimands cannot yet be determined as an evidence-based practice for secondary teachers. Limitations, implications, and future directions are discussed.

A typology of undergraduate biology research experiences in Ontario

Undergraduate research experiences (UREs) have long been integrated into the landscape of undergraduate education, and the typical, one-on-one model has been associated with several positive student outcomes. Newer models of URE, aimed at improving scalability and promoting access for larger cohorts of students, have proliferated. However, due to the absence of a systematic classification of the models of UREs, comparisons across model types are limited, particularly in Canada. Therefore, it is unclear if these scalable models have achieved the aim of providing a more accessible, but equally impactful URE. We used principal component analyses of key variables derived from the course syllabi of 76 UREs to generate a typology of curriculum-based biology UREs, categorized into the following: Type A (apprenticeship-style research), Type B (field courses), and Type C (high enrollment, course-based research). Analysis of the course characteristics of these three course types revealed that Type C courses were the best positioned to provide an accessible learning environment and to include students who would otherwise not participate in research. The development of a typology of UREs provides a foundation to extend previous research on undergraduate research courses—which primarily focuses on the apprenticeship model—to include the other course types characterized in this study.

The outcomes of students’ citizenship behaviors in higher education: a transformative service research (TSR) perspective

ABSTRACT Universities face a lot of challenges, such as increased competition and budget cuts. To overcome these challenges, universities need to consider the role of students as key stakeholders in the value co-creation process. Guided by the Transformative Service Research (TSR), this study explores the individual and institutional outcomes of students’ citizenship behaviors in a higher education context. Drawing on a sample of 343 students and using structural equation modeling, the results show that students’ citizenship behaviors have positive outcomes for both students and universities: they positively affect students’ psychological well-being and university brand image. Furthermore, the study indicates that university service quality mediates the relationship between students’ citizenship behaviors and students’ psychological well-being as well as the relationship between students’ citizenship behaviors and university brand image. The findings of this study have implications for the decision-makers who wish to build a strong brand image and offer superior service quality.

Does environmental education work differently across sociopolitical contexts in the United States? Part II. Examining pedagogy in school field trip programs for early adolescent youth across political contexts

Political polarization in the United States has made many environmental issues strongly partisan, with Democrats largely receptive to environmental messaging and Republicans commonly pitted against it. This phenomenon may have meaningful implications for how environmental education is conducted for people from different sociopolitical contexts. We explored whether certain pedagogical approaches to single-day environmental education field trip programs were linked to better or worse outcomes for early adolescent youth (ages 10–14) from different sociopolitical contexts: majority Republican, majority Democrat, or mixed (roughly even). All observed effect sizes were small with one exception. Play-based pedagogies tended to yield less positive outcomes for students from Republican majority contexts than others, with a medium effect size. The findings suggest that some traditional approaches to play, such as role-playing as animals or pretending to be water droplets, may feel incongruent with the social identities of students from largely Republican communities.

Snippets of Student Centric Methods for Postgraduate Teaching

The field of medical education has witnessed a transition from traditional teaching methods to competency-based medical education, with an increasing focus on student-centered learning. This study aims to provide additional evidence supporting the effectiveness of student-centric approaches in medical education. The main objectives of this study are to assess the implementation of student-centered methods for second-year pathology postgraduate students and to evaluate the outcomes in terms of feedback and performance. In the Department of Biochemistry, several student-centered methods, including experiential learning, flipped classroom, student-led seminars, and a constructivist learning model, were employed for the assigned second-year pathology postgraduate students. Following a 15-day posting period, feedback was collected from the students, and their performance was assessed through graded examinations. Feedback from the participating postgraduate students was obtained, and their performance in the end-of-posting exams was analyzed. The results indicated positive student outcomes, with all students passing the exams. Self-perceived increased critical thinking and reasoning skills were reported during focus group discussion. The findings of this study support the effectiveness of student-centered approaches in medical education. The successful implementation of various student-centered methods for second-year pathology postgraduate students highlights the importance of incorporating learner-centric strategies. These results emphasize the need for faculty development at all levels to facilitate the adoption of student-centered teaching methods in medical education. Keywords: Competency based education, Postgraduate medical education

The role of teachers’ emotion regulation in teaching effectiveness: A systematic review integrating four lines of research

Theoretical perspectives emphasize the relevance of teachers managing their emotions for positive teacher-student interactions and student outcomes (i.e., teaching effectiveness). Four largely distinct lines of research inspired by (1) Gross’ process model of emotion regulation, the concepts of (2) coping, (3) emotional labor, and (4) emotional intelligence have tested this assumption empirically. Yet, the use of different terminology complicates reviewing the current state of knowledge. Thus, we suggest a theoretical integration and synthesize evidence across research traditions. A systematic literature search resulted in 68 relevant records. We identified typically adaptive external and internal strategies as well as expressive regulation and general regulation ability as the most prominent research topics across traditions. Our results revealed mostly negative relations between expressive regulation and teaching effectiveness, but in some instances expressive regulation appeared beneficial. We also found evidence of a positive correlation between teachers’ external and internal regulation and their effectiveness, but most of these studies relied on teacher self-report questionnaires, hence, these results require cautious interpretation. In studies that went beyond teacher self-assessment and relied on student reports, classroom observations, or tests, general regulation ability also did not appear related to teaching effectiveness. Implications for theory and avenues for future research are discussed.

Supporting Positive Post-School Outcomes for Students With Disabilities in Rural Locations

Individuals with disabilities are less likely than their peers without disabilities to be employed or enrolled in postsecondary education. Even with federal legislation efforts designed to provide targeted supports to this population, the discrepancy persists. Students with disabilities who attend schools in rural settings may experience additional barriers to employment and postsecondary enrollment not faced by those in urban and suburban locales. This article reviews post-school outcomes and barriers that youth with disabilities in rural areas may encounter. These may include concerns related to transportation, limited opportunities, and varied perceptions on the value of higher education. In addition, special educators in rural schools may have limited training opportunities and a wide range of position responsibilities that require expertise in many areas. Then, to help address these discrepancies, strategies to support students and improve services are presented in four broad areas, including (a) augmenting teacher training and practice, (b) partnering with vocational rehabilitation, (c) improving public policy, and (d) leveraging the strengths of rural communities.

Building the Plane as We Fly It: Experimenting with GenAI for Scholarly Writing

Due to the COVID-19 pandemic that forced universities to shift to online learning, the need for proper training and support for faculty to ensure effective online teaching and positive student outcomes has resurfaced and gathered momentum. This paper experimented with a GenAI tool (Perplexity) toward generating content on the effects of a lack of online teacher training on teaching, cognitive, and social presence in online university courses, specifically discussing how each presence is affected according to the Community of Inquiry extant literature. The authors’ reflection on the adopted process and GenAI content yielded mixed results and proposed future strategies for improved outcomes of similar research endeavors. Implications for education stakeholders and the field at large were discussed culminating in a shared perception of the value of Critical AI Literacy skill development while thoughtfully leveraging the vast capabilities of GenAI to bring about a profound transformation of teaching, learning, and scholarship.

Time for Dementia: innovation in dementia education

Background:The future healthcare workforce needs the skills, attitudes, and empathy to better meet the needs of those with dementia. Time for Dementia is an educational programme in which healthcare students from a range of professional groups visit a person with dementia and their family carer over a two-year period. The first phase of research demonstrated positive outcomes for students (Banerjee et al., 2021; Daley et al., 2020). Here we discuss the most recent findings from the second phase.Objectives:to evaluate the impact of Time for Dementia on student attitudes, knowledge and empathy towards dementia, and satisfaction of students and families.Methods:A mixed methods longitudinal cohort study was conducted between 2014- 2021. Measures of dementia knowledge, attitudes and empathy were administered to healthcare students at five universities in the south of England before and after (24 months) they completed the Time for Dementia programme. Data were also collected at equivalent time points for a control group of students who had not taken part in the programme. Outcomes were modelled using multilevel linear regression models. Satisfaction surveys were completed by students and families at the end of the programme.Results:2,700 intervention group students, 562 control group students and 803 families consented to participate in the research. Students undertaking the Time for Dementia programme had higher levels of knowledge and positive attitudes at follow-up compared to equivalent students who did not undertake the programme. Satisfaction was high for both students and families, with both perceiving benefits of taking part.Conclusions:The results suggest the Time for Dementia programme is effective in improving the knowledge and attitudes of healthcare students across different professional groups and universities. It also demonstrates that dementia education that meaningfully involves people with dementia and their carers can be delivered at scale for healthcare professionals.

LEADERSHIP PRACTICES OF SUBJECT GROUP HEADS (SGH) AS PERCEIVED BY SENIOR HIGH SCHOOL (SHS) TEACHERS: A QUANTITATIVE ACTION RESEARCH APPROACH

Enhancing the leadership of subject group heads lies in the recognition of the crucial role that effective leadership helps improve and promote positive outcomes for both teachers and students. This research was conducted to identify leadership practices of Subject Group Heads (SGH) along communication skills, decision-making abilities, support for professional development, and their overall effectiveness in managing the subject groups and evaluate how these insights can be used to provide recommendations for enhancing their leadership effectiveness towards the improvement of the Senior High School Programs in Gallanosa National High School (GNHS). This study used a quantitative action research approach, to promote collaboration between researchers and practitioners and ensure informative and actionable findings. A survey with a 5-point Likert scale questionnaire was done. Its reliability was confirmed with an excellent internal consistency of 0.90 using Cronbachs Alpha. The results demonstrated that the effectiveness of communication in schools facilitates effective leadership and promotes a positive learning environment.Also, decision-making skills are crucial in enhancing student achievement and addressing challenges. Supporting the professional development of Teachers fosters a culture of continuous learning and collaboration. However, it is notable that some areas of concern focus on conflict and challenge management, giving timely and constructive feedback, and fostering unity and collaboration. As a result, it is recommended to improve leadership practices by fostering effective communication, decision-making skills, supporting teacher professional growth, and managing subject groups effectively with unity and collaboration provide quality educational experience for students, teachers, and the community.

Peers as an Educational Microsystem and Their Influence on the Formation of Student’s Morality

Peers as a social environment for learning to adjust to group standards, learning to share feelings, be sportsmanlike, learning to accept, and carrying out responsibilities. The purpose of this research is to find out and describe the influence of peers in shaping the morality of students. The method in this study used qualitative research with descriptive research types. The data sources are one school principal, two teachers, and four students. The instruments used are observation, interviews, and documentation. Data analysis techniques include data collection, reduction, presentation, and conclusion. The results of this study indicate that activities that can influence peers in shaping student’s morality include teaching and learning activities in the classroom, religious activities such as Duha prayers in congregation, memorizing of the Qur'an, and religious lectures on certain days. Peers can also provide positive outcomes for students, such as providing new information, social support, and motivation. This is because peer relations are reciprocal, helping each other, trusting each other, loving each other, and complementing each other to form a positive character or good morals for students.

Bringing engineering into primary science classrooms using engineering design and community of practice approach—An evaluation of STEM × Play program

Due to the rapid growth of STEM-skilled jobs, there is an urge of introducing engineering in earlier years of schooling to not only flourish students’ motivation and interest but to also acquire the required skills for surviving in the high digital demand environment. This paper aims to share an innovative pedagogy–STEM × Play in-curriculum program and to report the post-program evaluation of primary school students’ perceptions about and attitudes toward learning STEM and teachers’ perception of teaching STEM. There was evidence of positive student learning outcomes including critical skills needed for STEM professions such as comfort with failure, collaboration, critical thinking and problem solving. Mentors from universities and industries were found crucial for improving teachers’ STEM skills.