Preferred Teaching Methods Research Articles

PERCEPTION OF STUDENTS AND TEACHERS ABOUT DIDECTIC TEACHING AMONG PUBLIC AND PRIVATE COLLEGES

Didactic teaching remains the dominant pedagogical approach in many educational institutions worldwide, including Pakistan. This study aimed to assess and compare the perceptions of students and teachers regarding didactic teaching in public and private colleges in Lahore, Pakistan. Methods: A descriptive cross-sectional study was conducted from January to July 2024, involving 152 participants (95 students and 57 teachers) from public and private colleges in Lahore. Participants were selected using stratified random sampling. Data were collected through a structured, pre-tested questionnaire assessing demographic characteristics, perceptions of didactic teaching, and preferences for interactive teaching methods. The data were analyzed using SPSS version 26.0. Chi-square and t-tests were employed to compare perceptions between groups, with statistical significance set at p < 0.05. Results: The majority of teachers (68.4%) favored didactic teaching, particularly for syllabus coverage in limited timeframes. In contrast, only 42.1% of students found didactic teaching effective, with significant differences between public (54%) and private (36.4%) college students (p < 0.05). Furthermore, 70.5% of students preferred interactive teaching methods such as group discussions and problem-solving activities, compared to 36.8% of teachers (p < 0.05). Private college participants, both students and teachers, showed a higher preference for interactive methods compared to their public counterparts (p < 0.05). Conclusion: This study highlights a significant divide between students' and teachers' perceptions of didactic teaching in public and private colleges. While teachers, particularly in public colleges, defend didactic teaching as efficient, students, especially in private colleges, express a clear preference for interactive methods. These findings suggest the need for reforms in Pakistan’s higher education system to integrate more interactive teaching approaches while maintaining the efficiency of didactic methods, especially in public institutions.

Evaluation Of Medical Registrar Confidence In Approach To Acute Stroke And Experience Of Stroke Teaching

Abstract Background The American Heart Association scientific statement (2022) addressing inpatient stroke recommends the delivery of stroke-response training to all hospital staff. While performing a service evaluation on in-patient stroke metrics, we explored the self-perceived confidence levels of medical registrars at this hospital, and whether formal on-site teaching was received. We explored various components including awareness of local stroke protocol and teaching pedagogy. Methods Using Google Forms, a survey was sent to all medical registrars in our hospital. A 5-point Likert scale was used to assess the confidence levels of various topics. Results The response-rate was 63% (N=12). Fifty percent (N=6) of participants were on Higher Training Schemes while the remaining 50% (N=6) occupied standalone appointments. Most respondents (83%, N=10) reported experience managing an acute stroke as a registrar. Forty-two percent (N=5) of registrars ‘strongly agreed’ they were confident in assessment of acute stroke, with 50% (N=6) ‘agreeing’, and one respondent remaining ‘neutral’ (N=1). Some registrars were unfamiliar with local stroke protocol (23%, N=3). Half of respondents (50%, N=6) reported no formal teaching on acute stroke. Fifty percent (N=6) of registrars reported that most teaching occurred primarily on ward rounds, with 42% (N=5) reported teaching through lectures. The vast majority (83%, N=10) selected simulation as their preferred teaching method. Conclusion While our medical registrars were confident in their ability to assess and manage acute stroke, significant improvements can be made to ensure formal teaching is prioritized. As stroke protocol can change from site-to-site, it is crucial to define expectations and standards for registrars to ensure timely care for patients. There is a clear preference for simulation as a teaching pedagogy, hence we plan on introducing a formal stroke simulation curriculum. Stroke response is a multidisciplinary effort, hence future research directions include exploring stroke training in nurses, junior doctors, and other healthcare professionals.

Perspectives on sustainability among surgeons: findings from the SAGES-EAES sustainability in surgical practice task force survey

BackgroundSurgical care significantly contributes to healthcare-associated greenhouse gas emissions (GHG). Surgeon attitudes about mitigation of the impact of surgical practice on environmental sustainability remains poorly understood. To better understand surgeon perspectives globally, the Society of American Gastrointestinal and Endoscopic Surgeons and the European Association for Endoscopic Surgery established a joint Sustainability in Surgical Practice (SSP) Task Force and distributed a survey on sustainability.MethodsOur survey asked about (1) surgeon attitudes toward sustainability, (2) ability to estimate the carbon footprint of surgical procedures and supplies, (3) concerns about the negative impacts of sustainable interventions, (4) willingness to change specific practices, and (5) preferred educational topics and modalities. Questions were primarily written in Likert-scale format. A clustering analysis was performed to determine whether survey respondents could be grouped into distinct subsets to inform future outreach and education efforts.ResultsWe received 1024 responses, predominantly from North America and Europe. The study revealed that while 63% of respondents were motivated to enhance the sustainability of their practice, less than 10% could accurately estimate the carbon footprint of surgical activities. Most were not concerned that sustainability efforts would negatively impact their practice and showed readiness to adopt proposed sustainable practices. Online webinars and modules were the preferred educational methods. A clustering analysis identified a group particularly concerned yet willing to adopt sustainable changes.ConclusionSurgeons believe that operating room waste is a critical issue and are willing to change practice to improve it. However, there exists a gap in understanding the environmental impact of surgical procedures and supplies, and a sizable minority have some degree of concern about potential adverse consequences of implementing sustainable policies. This study uniquely provides an international, multidisciplinary snapshot of surgeons’ attitudes, knowledge, concerns, willingness, and preferred educational modalities related to mitigating the environmental impact of surgical practice.

Infection preventionists’ current and preferred training strategies and tools

Educating healthcare staff on infection prevention and control (IPC) is an essential role of infection preventionists (IPs), but the COVID-19 pandemic diverted resources away from IPC education. Association for Professionals in Infection Control and Epidemiology members were invited to complete an online survey from spring 2023 to assess current and preferred approaches and tools for training healthcare personnel on IPC. Vendors, retirees, APIC staff, or those not working in healthcare or public health were excluded. In all, 2,432 IPs participated. IPs were more likely to report engaging in impromptu healthcare worker training (ie, just-in-time teaching and team huddles) versus planned educational activities (ie, learning modules, formal presentations, train-the-trainer, or simulation; Kruskal-Wallis=288, P<.001). IPs' top preferred teaching methodologies included simulation or interactive activity, and their lowest preferred approach was independent learning modules. IPC training apps were frequently requested technology. IPs ranked simulation as their top preferred teaching method; however, simulation was one of the least frequently used approaches. IP education should include strategies for delivering effective impromptu training and how to develop and implement interactive simulation-based education. The expressed needs and preferences of IPs should be considered when developing IPC-related teaching and training tools.

Identified Needs in Pediatric Education for Emergency Medicine Physicians: A Qualitative Analysis.

General emergency medicine (EM) physicians provide most pediatric emergency care in the United States, yet EM physicians feel underprepared to manage pediatric emergencies. Pediatric emergency medicine (PEM) education during EM residency is variable, and learner preferences regarding educational experiences have not been widely explored through a qualitative lens. We aimed to better describe EM physicians' PEM educational needs and preferred teaching methods. In 2021, as part of a survey querying senior EM residents and recent graduates from 8 diverse EM programs regarding perceived preparedness for PEM emergencies, educational needs and content delivery methods were assessed using 2 free-text questions. Qualitative analysis included deidentification and iterative coding of the data with double coding of 100% of the comments. We performed conventional content analysis of responses to identify emerging themes. The overall response rate for the survey was 53% (N = 129 out of 242 eligible participants) with 84 distinct free-text responses. Major themes included: 1) desire for education regarding neonates, infants, and critically ill children, especially airway management and 2) need for help translating lessons from PEM rotations to community EM practice. Respondents desired more autonomy during training. Their preferred PEM educational modality was simulation, and they appreciated online clinical pathways for just-in-time decision support. This qualitative study of EM physicians proximal to training adds to a prior needs assessment by describing in detail desired pediatric content and preferred delivery. The findings can be used to better inform the development of PEM curricula for this group of EM physicians.

English Major Students' Preference Towards the Language Teaching Methods Used by English Language Instructors at Hebron University

Teaching methods have an impact on the learning process and it may or may not be useful for the students. This study explores the preferred teaching methods of English language used by English language instructors among a sample of English major students from Hebron university in Hebron, Palestine. 100 participants took part in this study. They are between 18 and 28 years old. Regarding their gender, eighty-four are females and sixteen are males from different levels of study. The study employed a quantitative research methodology. The researchers used a 15-item questionnaire to gather data. SPSS was used to analyze the data. Finding shows that the students prefer using communicative activities (Mean=3.34) and using technology (Mean=3.29) in the teaching process. The researchers concluded with a number of recommendations. The teachers should make a combination of teaching methods and techniques. Thus, the method will be successful, more effective and makes the teaching process efficient. In general, the results of the study may help instructors to become more professional and this is going to be reflected in their students' performance.

The new Foundation Programme Mental Health Curriculum: foundation doctors' perceptions of its importance and their competency: pre-post psychiatric placement evaluation study.

The new 2021 UK Foundation Programme Curriculum mandates foundation doctors to acquire mental health competencies. This study aimed to evaluate the effectiveness of psychiatry placements in facilitating competency attainment, foundation doctors' perceived importance of acquiring these and their preferred teaching methods. Utilising Kirkpatrick's evaluation framework, the study employed a pre-post intervention design assessing the impact of psychiatry placements on 135 foundation doctors across three cohorts from August 2021 to March 2022. Initially, foundation doctors assigned high importance to mental health competencies. Post-placements, this perceived importance improved slightly, whereas that of clinical skills scenarios slightly decreased. Significant confidence increases were observed in recognising and assessing specific psychiatric disorders. Foundation doctors favoured small seminar groups and on-the-job ad hoc teaching. Qualitative insights underscored the need for context-specific teaching. Psychiatry placements enhance foundation doctors' confidence and perceived importance of mental health competencies as specified by the curriculum. Addressing clinical scenario gaps through context-specific teaching and transferable skills development is essential. Customised teaching approaches, especially small seminars and ad hoc teaching, hold promise for effective mental health training.

Factors affecting Saudi medical students’ engagement during synchronous and asynchronous eLearning and their impacts on the students’ academic achievement: a national survey

BackgroundNowadays, especially after the COVID-19 pandemic, electronic learning (eLearning) has become a necessity in education. eLearning can be either synchronous, where classes are conducted in real-time, or asynchronous, where students can access the class material at any time. Student-instructor interaction has become essential to the educational process. In the literature, most studies have focused on the preferred methods of eLearning and the barriers to interaction in eLearning. Thus, this study aimed to investigate the factors that affect students’ interactions during eLearning and their impacts on students’ academic achievements.MethodsA national cross-sectional study was conducted among clinical and pre-clinical medical students who were attending universities in five regions of the Kingdom of Saudi Arabia. Data were collected using a bespoke online self-administered questionnaire covering sociodemographic features, eLearning barriers, preferences, and the impact of eLearning on students’ performance and understanding.ResultsThis study involved 1371 medical students, of whom 52.37% were male and 51.13% were in their pre-clinical years of medical college. Of the participants, 59.88% (n = 821) preferred synchronous modalities of eLearning, and 33.33% (n = 457) avoided interaction during synchronous lectures. The main predictors of avoiding interaction during online lectures were being male in the clinical years of medical studies, being in a quiet atmosphere, having difficulties using the eLearning platform, having a poor internet connection, having a visual learning style, being insecure, and the presence of opposite-sex students and facilitators. In addition, 12.25% students (n = 168) reported a lower grade point average (GPA), whereas 11.96% (n = 164) reported an improved GPA after eLearning compared with in-person/onsite learning sessions. The GPA fluctuation was related to gender, personality type, learning style, interaction, and eLearning modality preference. Moreover, the students’ understanding was enhanced by recorded lectures (n = 1,093, 79.72%) and supportive multimedia (n = 1,037, 75.64%), and the easy to use platform (n = 1037, 75.64%).ConclusionThe synchronous modality of eLearning was the preferred teaching method among the medical students. However, multiple individual, technical, and environmental factors affected their interaction, performance, and understanding during these sessions. Hence, future interventional research is recommended to overcome interaction barriers and enhance student performance and understanding of eLearning.

Factors affecting pharmacology learning in integrated PBL in diverse medical students: a mixed methods study

IntroductionProblem-based learning (PBL) was introduced to address passive teaching limitations. However, it is not fully characterised as a teaching modality in pharmacology. The present study investigated the factors affecting pharmacology learning in an integrated PBL-based curriculum in diverse learners.MethodsYear 1 undergraduate medical students from two cohorts at St. George’s University of London and University of Nicosia, participated. Statistical analysis of pharmacology knowledge scores, at the beginning (pre-test) and end of the academic year (post-test), investigated readiness to benefit from PBL based on diverse student characteristics (educational background, age, gender, country of origin, ethnicity, native language, PBL experience). Focus groups/interviews and a survey investigated aspects of integrated PBL impacting learning in depth.ResultsPre- and post-test scores were positively correlated. Students with biomedical sciences degrees performed better at the pharmacology pre- and post-tests, while post-graduate degree holders performed better only at the pre-test. Effect size was of moderate magnitude. However, progress in learning (post-test performance after controlling for pre-test scores) was unaffected. Qualitative analysis revealed three major themes: 1) PBL as a learning environment; 2) PBL as a learning environment in pharmacology; and 3) PBL as a learning environment and confidence in prescribing. Under theme one, skill development, knowledge acquisition through collaboration and self-directed learning, group dynamics and preferred teaching methods were discussed. Under theme two, contextual learning, depth of knowledge and material correctness were raised. Under theme 3, students expressed variability in prescribing confidence. They perceived that learning could be improved by better integration, further references earlier on, more lectures and PBL facilitators with greater content expertise. The survey findings were consistent with those from focus groups/interviews.ConclusionPharmacology learning in a PBL-based curriculum is facilitated by constructive, collaborative and contextual learning. While baseline pharmacology knowledge may be advantageous, the other aforementioned characteristics studied may not affect readiness to benefit from PBL. However, further instructional scaffolding is needed, for example through further resources, lectures and self-assessment. The results from our study can inform evidence-based curriculum reform to support student learning further. Addressing learning needs could ultimately contribute to reducing medication errors through effective training of future prescribers.

Experiences of Adult Educators in Selecting Appropriate Teaching Methods in Engineering Courses at TVET Colleges in Mpumalanga Province, South Africa

ABSTRACT This study’s sought to identify and fix problems with teaching strategies used in engineering courses at a TVET college in South Africa’s Mpumalanga area. A Phenomenological, explorative, and descriptive research approach was used to capture the experiences of educators in choosing effective teaching approaches. Convenience sampling was employed to select 10 educators who participated in two Focus Group Discussions in an endeavor to collect qualitative data. These discussions were conducted through the lenses of Albert Bandura’s social learning theory. Two audio recorders were used to capture the debates, thereafter verbatim transcribed. A computerized software called NVivo was used to do content analysis and theme analysis on the gathered data into manageable themes and sub-themes. Subsequently, the findings revealed the following five themes: preferred teaching methods, the effectiveness of teaching methods, the relationship between teaching methods and pass rate, assessing teaching and learning outcomes, and factors influencing adult learners’ performance: however, by the scope of this article only three were discussed in the forthcoming paragraphs. These themes demonstrated that some engineering educators struggle to choose the best teaching strategies which meet industrial skills requirement. Thus, the authors advise industry and TVET colleges to work together so that educators can teach adults the essential engineering skills.

An Analysis of Medical Students’ Learning Experiences in Small Group-Based Teaching in Kurdistan Region-Iraq

Objective: This study aims to evaluate the learning styles, activities, and experiences of medical students within the context of small groupbased teaching in the Kurdistan Region of Iraq. Methods: A cross-sectional study was conducted between February and May 2022 at Zakho College of Medicine, involving students from various medical colleges in the region. A pre-designed questionnaire was administered both in-person and online. Comprising two main parts in addition to demographic information, the questionnaire assessed students' learning styles based on O'Brien's modality learning channel preference and their preferences and experiences in small-group settings. Results: The sample included students from the 1st to the 5th stage, totaling around 400 participants. The cohort was predominantly female (60.05%) and largely from the 2nd stage of medical education (55.03%). Visual Learning was the most common learning style, particularly among female students. Significant variations in learning styles were noted across different academic stages and universities. Small-group activities and formative assessments were generally favored. While most students were either "satisfied" or found it "natural" concerning group size, dissatisfaction was prominent regarding available teaching resources. Statistical analyses confirmed significant differences in learning styles, preferred teaching methods, and feelings about the learning environment. Conclusion: The study offers critical insights into the diverse learning preferences and experiences of medical students in small-group settings. Despite a general preference for Visual Learning and small-group activities, significant variations exist, warranting a nuanced approach to educational strategy. Given the diverse learning preferences and significant dissatisfaction with available resources, a multifaceted educational approach is recommended, including diverse teaching and assessment methods and increased investment in teaching resources.

Assessment and evaluation of nutrition education among physicians in a tertiary paediatric specialist hospital: The need for improved clinical nutrition teaching

Background Nutrition education is one the essential components of any paediatric residency training. However, many paediatricians world-wide have suboptimal knowledge in core clinical nutritional topics. The purpose of our study is to assess the perceived effectiveness of nutrition training among physicians, including paediatric residents, paediatric trainees and paediatricians; identify areas of need for additional education resources and the preferred method of teaching for nutritional topics for medical education. Material and Methods A survey-questionnaire was sent to our physicians in our centre to assess general nutrition education via self-assessment of current nutritional knowledge across 12 distinct topics; importance of teaching amongst these topics and the preferred method of teaching. Results A total of 64 physicians completed the survey with an overall response rate of 88%. Most responders reported having average or above-average knowledge base in all nutritional topics except for nutritional aspects of special diets. Poorest knowledge base (either below average or poor) was reported in special diet ( n = 38, 59.4%), inflammatory bowel disease ( n = 17, 26.6%) and gastrointestinal allergy ( n = 16, 25.0%). There was strong interest in additional teaching needs for the topics of failure to thrive ( n = 38, 59.4%), nutritional assessment ( n = 34, 53.1%) and infant feeding ( n = 31, 48.4%). Most popular teaching methods were clinical case review (31.7%) followed by didactic lectures (29.8%) for overall clinical nutritional education. Conclusions Physicians identified gaps in their nutrition knowledge base and multiple topics were identified for additional nutrition education. Preferred methods of teaching for nutritional education were clinical case reviews and didactic lectures.

Knowledge, perceptions, and attitudes toward pharmacogenomics among pharmacists and pharmacy students: A systematic review.

Pharmacists have been recognized as one of the most qualified healthcare professionals in the clinical implementation of pharmacogenomics, yet its widespread implementation in clinical pharmacy practice has remained limited. The review aims to systematically investigate knowledge, perceptions, and attitudes toward pharmacogenomics among pharmacists and pharmacy students to inform the future delivery of pharmacogenomics education programs. PubMed, MEDLINE, Embase, Scopus, and the International Pharmaceutical Abstracts were searched up to May 17, 2022. Studies were selected if they included data on pharmacists' or pharmacy students' knowledge, perception, or attitude about pharmacogenomics and were published in a peer-reviewed, English-language journal with full-text availability. Any published study not deemed original research was excluded. All included studies were critically appraised using the Center for Evidence-Based Management's critical appraisal tools. The data were descriptively analyzed and presented based on pharmacists' and pharmacy students' knowledge/awareness, perception/attitudes toward pharmacogenomic (PGx), confidence in using or interpreting PGx testing results, and their desire to get further PGx education or their most preferred method of further education. A combined total of 12,430 pharmacists and pharmacy students from 26 countries are represented in the 52 included studies. Despite overwhelmingly positive attitudes and perceptions toward pharmacogenomics among pharmacists and pharmacy students, an overall lack of adequate knowledge and confidence was found. The review also found a strong desire for further pharmacogenomics education among pharmacists and pharmacy students. Pharmacists and pharmacy students have positive perceptions and attitudes toward pharmacogenomics, which is hindered by a lack of knowledge and confidence. However, inadequate control for confounders, limited representativeness of the studied population or region, and small sample sizes diminish the generalizability of the review results. Knowledge and confidence could be improved through enhanced delivery of pharmacogenomic courses within the pharmacy curriculum and continuing education programs.

Digital learning about patients: An online survey of German medical students investigating learning strategies for family medical video consultations.

Training in video consultations is seldom included in the curriculum for future physicians. Exploration of preferred teaching methods and learning objectives in this context among medical students remains limited. This study addresses this research gap by conducting a survey among medical students in Germany to assess their educational requirements concerning video consultations and patient-centred distance learning. This quantitative study employed an online questionnaire designed for German medical students, following the guidelines of the International Association for Health Professions Education. The study primarily focused on discerning the didactic preferences related to patient-centred digital teaching regarding family medical video consultations. We provided a detailed explanation of a concrete learning concept, a family medical synchronous distance learning seminar. Subsequently, we surveyed students to gauge their needs, expectations, and evaluations of this concept. The collected data were subjected to descriptive analysis. The analysis revealed that students aspire to offer video consulting services to their patients in the future (sample size (n) = 369, median (med) = 68 of 101 Likert scale points, interquartile range (IQR) = 53.75), despite having limited knowledge in this area (n = 353, med = 21, IQR = 33.25). To acquire expertise in telehealth, students favor blended learning models (n = 331, med = 76, IQR = 50). They also recognize the benefits of distance learning, particularly for students with family responsibilities or those who must travel long distances to their learning institutions,. The presented distance seminar concept resonated with them (n = 278, med = 72.5, IQR = 50.5), surpassing five other digital learning models in preference. Furthermore, they expressed a desire for its continued implementation beyond the Coronavirus SARS-CoV-2 pandemic (n = 188, med = 77.5, IQR = 44.75). The deficiency in medical school education regarding video consultations requires attention. This issue could be resolved by integrating one of the five distance learning concepts outlined in this article.

University teachers’ well-being in ICT-enhanced teaching: The roles of teacher self-efficacy and teaching support

In the context of information and communication technology (ICT)-enhanced teaching, teacher well-being plays a crucial role in promoting teaching effectiveness and students’ learning achievement. Drawing on the interactionist model of teacher well-being, this study investigated university teachers’ well-being (e.g., emotional exhaustion and teacher engagement) in ICT-enhanced teaching and its associations with their self-efficacy (e.g., classroom management, instructional strategy and course design) and teaching support (e.g., autonomy support, teaching resources and peer support). The results of an online questionnaire survey conducted among 836 university teachers in China indicated that the enhanced integration of ICT into teaching practices neither impaired teacher engagement nor caused them significant emotional exhaustion. Instead, adequate teaching resources and autonomy support contributed positively to both teacher self-efficacy and engagement. Increased efficacy in course design and classroom management alleviated their emotional exhaustion. Moreover, teacher self-efficacy significantly mediated the effects of autonomy support on emotional exhaustion and teacher engagement. These results have practical implications for understanding and promoting university teachers’ well-being as well as teaching effectiveness in ICT-enhanced teaching environments. Implications for practice or policy Administrators may consider providing adequate resources geared towards enhancing university teachers’ confidence and engagement in ICT-enhanced teaching. Administrators may avoid introducing excessive and burdensome initiatives to university teachers to prevent teacher emotional exhaustion. University teachers may be granted significant autonomy in selecting their preferred teaching platforms, methods and materials to meet their specific needs and preferences in ICT-enhanced teaching.

Perception of the utilization of teaching methods by student nurses in South-east Nigeria: A Cross-sectional study

Aim: The study aims to ascertain the student’s perception of the utilization of teaching methods by nurse educators in nursing education institutions in southeast Nigeria. Design: A cross-sectional study design was used. Method: Multistage sampling was employed to randomly select 11 nursing education institutions in south east Nigeria. Data was collected from 328 students using a self-administered questionnaire and analyzed using SPSS version 21. Hypotheses were tested using the Mann-Whitney and Kruskal-Wallis test at the 0.05 significance level. Result: All 328 student nurses completely filled out and returned the distributed questionnaire. Of the respondents, 83.2% were female, and 16.8% were male. Most nurse educators were perceived to use all the enumerated teaching methods optimally, except for the introduction of games during teaching. However, 97.2% of the students preferred all the identified teaching methods for various reasons. The demographic profile of students (gender, year of study, except age) significantly influenced their perception of the teaching methods utilized by the educators. Conclusion: Students acquire nursing skills through formal instruction and practical experiences, as seen in the Dreyfus model of skill acquisition (2004) and student preferred teaching methods that enhance exchange of ideas and interactive Ness. Hence, nurse educators should consider student nurses age and preferred teaching styles to ensure well imparted knowledge.

Evaluation of the knowledge and practice of family physicians in the management of diabetes mellitus type 2 in Iran

BackgroundThe increasing prevalence and occurrence of type 2 diabetes has made it a widespread epidemic. Being the first line of care, family doctors can play an essential role in this field. The knowledge of these doctors about how to deal with the prevention, diagnosis, and correct treatment of patients is fundamental in reducing the burden of this disease in the community. In this study, we decided to evaluate the knowledge and practice of family doctors in Shiraz-Iran and its related factors in managing Diabetes.MethodThis analytical cross-sectional study was conducted among family doctors of two primary healthcare centers, Shahadai Wal-Fajr Health Center and the Enghlab Health Center in Shiraz, Iran, from March 2021 to August 2021. A researcher-designed diabetes questionnaire consisting of 21 items and a data collection form including demographic information and other related factors was used in this study. An interviewer asked the questions from participants at their workplace and completed the questionnaires. The data were analyzed by SPSS-20 software. A linear regression test was used to investigate the factors affecting the questionnaire score. A one-way ANOVA test was used to compare questionnaire scores among multiple groups.ResultsOn average, the participants obtained 62.5% of the total score. The average scores for each question in the screening, the diagnosis, and the treatment sections were 0.5 ± 0.28, 0.65 ± 0.2, and 0.66 ± 0.17, respectively. Physicians’ knowledge about the blood sugar threshold for diagnosing Diabetes was suboptimal, and 81.9, 47, 43 correctly mentioned the FBS, 2hrpp BS, and HbA1c threshold, respectively. Although 95% knew the first line medication but 33.6% prescribed 2nd or 3rd medication for DM treatment. Only 43% knew the goal of therapy. Sixty-three doctors (42%) have not registered any referrals for newly diagnosed uncomplicated diabetic patients, and 37.6% referred these new DM cases to an internist or endocrinologist at the first visit. Microvascular complication screening, such as testing for microalbuminuria and ophthalmologist consultation reported by 32. 89% and 8% of physicians, respectively. Years since graduation was the determining factor of the knowledge level of doctors in this study. Regarding the preferred education method, most participants selected the workshop method as the preferred training method. Virtual education was ranked as the second preferred educational method.ConclusionThe knowledge and practice of general family doctors were lower than the optimal level in diabetes screening, diagnosis, and treatment. In the treatment of patients, the knowledge of most of the physicians was appropriate in the early stages of treatment, such as determining the time to start the medication and the first line of treatment, but in the follow-up and more advanced treatment, the knowledge and performance of the doctors were less than expected. They prefer to refer patients to higher levels in the healthcare system. Recently graduated physicians had better knowledge and approach to DM management. Therefore, effective periodic training should be conducted as soon as possible to address this pitfall and improve the quality of care. Workshops and virtual education were the most preferred education methods from the participants’ points of view. So, it is suggested that these methods be used as the first training methods. Implementing the specialty training program for family medicine (which has been started in our country for a few years) is the best final solution. In addition, A clinical guideline should be designed for family physicians highlighting these physicians’ roles in the management of Diabetes.

A Lenz into the predictive power of language teacher emotion regulation and self-evaluation on L2 grit, teaching style preferences, and work engagement: a case of Chinese EFL instructors

An individual’s capacity to successfully control their emotional experiences and react to them requires them to engage in a number of processes, including those that are physiological, behavioral, and cognitive. When educators engage in self-evaluation, they investigate and assess the quality of their professional work. These two teacher-related conceptions have the potential to open up valuable perspectives in the course of the professional pursuits of teachers. Even though earlier research has shown their significance, the potential implications of these factors on the resiliency and teaching style preferences of language instructors have not been emphasized. As a result, the purpose of this study was to determine the extent to which a language teacher’s ability to regulate their emotions while carrying out self-evaluation procedures may accurately predict their level of resilience as well as their preferred method of instruction. To accomplish this, 399 English as a foreign language (EFL) teachers were asked to reflect on their experiences by responding to the following related questionnaires: The Language Teacher Emotion Regulation Inventory (LTERI), The Core of Self-evaluation Questionnaire (CSEQ), the L2-teacher Grit Scale (L2TGS), Grasha Teaching Style Inventory (TSI) and the Engaged Teacher Scale (ETS). The results demonstrated that those EFL teachers who maintained healthy emotional control were grittier and more engaged. They also tended to teach in a manner focused on the students. The pedagogical implications of this research are discussed further in depth.

Exploring Teachers’ Perceptions of English Teaching Method Preferences and Learning Styles in Selected Secondary Schools of Morogoro Municipality

This study explored teachers’ perceptions of English teaching method preferences and learning styles in selected secondary schools of Morogoro Municipality by finding their impacts on teaching and learning styles and the challenges of matching English teaching method preferences and learning styles in secondary schools. The study used an exploratory case study design under a qualitative approach where five teachers from five selected schools consisting of four males and one female were selected purposely and voluntarily to be interviewed using semi-structured questions. The results indicate that three teaching methods are mostly preferred by teachers: learner-centred, engagement style, and multiple styles methods. These methods assist learners to achieve good performance in their studies. Moreover, the aforementioned approaches affect the teaching process as they are more effective in facilitating teachers’ tasks. However, shortage of teaching materials, English language communication barriers, shortage of classroom facilities, and students’ readiness are the challenges in implementing teaching preferences and learning styles in English classes. It is therefore recommended that English teachers should work out to improve their utilization of teaching methods and learning styles to reduce the setbacks found in this study. Additionally, curriculum developers, the Ministry of Education, and other education stakeholders may consider the findings of this study for tackling the challenges faced by English teachers in secondary schools

Perceived Palliative Care Education Needs of GP Trainees: A National Study.

GP's provide palliative care in the community. Managing complex palliative needs can be challenging for GPs and even more so for GP trainees. During the postgraduate training period GP trainees are working in the community but have more time for education. This time in their career could present a good opportunity for palliative care education. For any education to be effective their educational needs must first be clarified. To explore the perceived palliative care education needs and preferred education methods of GP trainees. A national, multisite qualitative study involving a series of semistructured focus group interviews with third and fourth year GP trainees. Data were coded and analyzed using Reflexive Thematic Analysis. Perceived Educational Needs: five themes were conceptualized: 1) Empowerment vs. Disempowerment; 2) Community Practice; 3) Intra- and Interpersonal Skills; 4) Formative Experiences; 5) Contextual Challenges. Three themes were conceptualized: 1) Oriented Learning-experiential vs. didactic; 2) Practicalities; 3) Communication Skills. This is the first multisite national qualitative study exploring the perceived palliative care educational needs and preferred educational methods of GP trainees. Trainees expressed a unanimous need for experiential palliative care education. Trainees also identified means to address their educational requirements. This study suggests that a collaborative approach between specialist palliative care and general practice is necessary to create educational opportunities.