Preferred Learning Methods Research Articles

Evaluation of the attitudes, actions, and preferences of pharmacists about ongoing education

Background: Pharmaceutical care is a dynamic field that requires continuous education (CE) to ensure pharmacists remain proficient in addressing advancements in healthcare. Understanding pharmacists' attitudes, actions, and preferences toward CE is crucial for designing effective programs that align with their needs and overcome barriers to participation. Methods: A cross-sectional study was conducted among 500 licensed pharmacists using a structured, self-administered questionnaire. Participants were recruited from various practice settings, including community pharmacies, hospitals, academia, and medical representatives. The survey assessed demographic characteristics, attitudes toward CE, participation frequency, preferred learning methods, and barriers to engagement. Data were analyzed using descriptive and inferential statistics, including multivariate logistic regression to identify predictors of positive attitudes and high CE participation. Results: Of the participants, 78% strongly agreed or agreed that CE is essential for professional development. Common barriers to participation included time constraints (62%), lack of access to quality programs (45%), and financial limitations (30%). Preferred CE formats were online courses (65%) and workshops (50%), with high interest in clinical practice topics (82%), drug safety (58%), and pharmacy management (40%). A significant association was observed between professional roles and preferences for CE formats and topics (p < 0.05). Conclusion: Pharmacists strongly value CE for professional growth, favoring flexible and workplace-relevant learning formats. Addressing barriers such as time, cost, and access to quality programs is critical to enhancing participation. Future CE initiatives should include routine needs assessments and offer diverse, cost-effective, and practical learning opportunities tailored to pharmacists’ professional roles and preferences.

Innovative Approaches to Continuing Medical Education.

Continuing medical education (CME) is vital for healthcare professionals to maintain clinical competence and keep pace with the rapidly evolving medical landscape. Traditional CME models often fall short of meeting the dynamic needs of modern healthcare professionals. This study explores innovative CME methods, including microlearning, Just-in-Time Training (JITT), and digital platforms, to assess their effectiveness and identify potential barriers to adoption. A mixed-methods approach was employed, integrating a systematic literature review with quantitative surveys of 300 healthcare professionals and qualitative interviews with 50 CME administrators. The study was conducted at Birmingham Heartlands Hospital. Statistical analyses were performed on the quantitative data, while thematic analysis was applied to qualitative responses to identify key themes and insights. Microlearning was regularly utilized by 234 participants (78%), with 204 participants (68%) indicating it as their preferred learning method due to its flexibility and efficiency. JITT was particularly valued in critical care settings, with 135 participants (45%) employing it and 210 participants (70%) expressing high satisfaction. Digital platforms were accessed by 276 participants (92%), with 264 participants (88%) expressing satisfaction with their content diversity and ease of access. Major barriers identified included digital literacy challenges, reported by 156 participants (52%), and technological access limitations, reported by 144 participants (48%). Innovative CME approaches like microlearning, JITT, and digital platforms show great promise in aligning with the current needs of healthcare professionals. Addressing barriers such as digital literacy and technological infrastructure is essential to ensure widespread adoption and maximize their impact on healthcare outcomes.

Determinants of nursing students’ satisfaction with blended learning

BackgroundBlended learning, a pedagogical approach combining traditional classroom instruction with online components, has gained prominence in nursing education. While offering numerous benefits, student satisfaction with blended learning remains a critical concern. This study contributes to the existing literature by providing a comprehensive evaluation of the determinants influencing nursing students’ satisfaction with this innovative educational modality. By examining a wide range of factors, including sociodemographic characteristics, academic factors, and environmental influences, this research offers valuable insights for educators to optimize blended learning experiences in nursing education.MethodsA descriptive cross-sectional research design was conducted. This study investigates the factors influencing nursing students’ satisfaction with blended learning at Alexandria University, Egypt, where blended learning programs have been integrated into the curriculum primarily through the Microsoft Teams platform. A convenient sample of 1266 nursing students from both bachelor and technical educational institutions participated in the study from September 2023 to the end of December 2023. Data were collected using an online survey containing two measurement tools: the Blended Learning Satisfaction Scale and the Environmental Facilitators and Barriers to Student Persistence in Online Courses scale. Statistical analyses, including descriptive statistics and backward multiple linear regression, were conducted to identify factors that are associated with the satisfaction of nursing students’ with blended learning.ResultsFindings indicate that factors such as age, gender, income, employment status, access to suitable internet sources, academic year, computer literacy, preferred learning method, and perceptions of environmental facilitators significantly influence satisfaction scores (all p < 0.001). The overall regression model, with an adjusted R² of 0.31, signifies that 31% of the variance in satisfaction scores is explained collectively by the previously mentioned variables (F = 21.21, p < 0.001).ConclusionStudents’ sociodemographic variables, preference for blended learning, and perception of environmental facilitators such as encouragement to enroll in the course significantly influence nursing students’ satisfaction levels with blended learning. However, limitations in the current study such as self-report bias, convenient sampling, and cross-sectional design limit the generalizability and causal inferences of these findings.

Physician preferences for Online and In-person continuing medical education: a cross-sectional study

BackgroundThe worldwide market for continuing medical education (CME) was severely affected by the COVID-19 pandemic, which precipitated an increase in web-based CME course attendance. Virtual education methods may be effective for engaging learners and changing behaviors. However, more information is needed about physician preferences for in-person vs. livestreamed CME courses in the postpandemic era. Because of the paucity of data regarding this topic, the current study was designed to evaluate CME participant characteristics, preferences, engagement, and satisfaction with traditional in-person vs. virtual educational methods.MethodsA cross-sectional study was performed of attendees of two large internal medicine CME courses held in 2021. Both CME courses were offered via in-person and livestream options, and were taught by Mayo Clinic content experts. Participants, who consisted of practicing physicians seeking CME, completed a 41-question survey after CME course completion. Statistical comparisons were performed by using Fisher exact tests for all survey items, except for those with ordinal response sets, which were compared with Cochran-Armitage trend tests.ResultsA total of 146 participants completed the survey (response rate, 30.2%). Among the 77 respondents who attended in-person courses, the most frequent reasons indicated were the opportunity to travel (66%) and collaboration/networking with others (25%). Among the 68 respondents who attended the livestream courses, the most frequent reasons indicated included COVID-19–related concerns (65%), convenience (46%), and travel costs (34%). The percentage of respondents who indicated that they would choose the same mode of attendance if given the option again was higher for those who attended in person than for those who attended via livestream (91% vs. 65%, P < .001).ConclusionsThese data suggest that in-person course offerings will continue to be a preferred learning method for some physicians. However, most respondents who attended virtually preferred that method. Therefore, hybrid CME models offering both in-person and virtual options may be most beneficial for meeting the needs of all CME learners.

Neuroendoscopy Training

AbstractNeuroendoscopy can be learnt by assisting or doing live human surgery, cadaver dissection with or without augmented pulsatile vessel and cerebrospinal fluid (CSF) perfusion, and practicing on live animal, dead animal model, synthetic models, three-dimensional printing model with or without augmentation with animal, cadaver tissue, pulsatile vessel and reconstructed CSF model, virtual reality (VR) simulator, and hybrid simulators (combined physical model and VR model). Neurosurgery skill laboratory with basic and advanced learning should be there in all teaching hospitals. Skills can be transferred from simulation model or VR to cadaver to live surgery. Staged learning (first with simple model to learn basic endoscopic technique, then animal model, and then augmented cadavers) is the preferred method of learning. Although most surveys favor live surgery and practice on animal models and cadavers as the most preferred training model now, in future VR may also become a favored method of learning. This article is based on our experience in over 10,000 neuroendoscopic surgeries, and feedback from over 950 neuroendoscopic fellows or consultants who attended workshops conducted every 6 monthly since 2010. A literature search was done on PubMed and Google Scholar using (neuroendoscopy) AND (learning), and (neuroendoscopy) AND (training), which resulted in 121 and 213 results, respectively. Out of them, 77 articles were finally selected for this article. Most of the training programs typically focus on microneurosurgical training. There is lack of learning facilities for neuroendoscopy in most centers. Learning of neuroendoscopy differs greatly from microneurosurgery; switching from microneurosurgery to neuroendoscopy can be challenging. Postgraduate training centers should have well-equipped neuroendoscopy skill laboratory and the surgical educational curriculum should include neuroendoscopy training. Learning endoscopy is about taking advantages of the technique and overcoming the limitations of endoscopy by continuous training.

Exploring the perception of English lecturers about incidental vocabulary learning and involvement load hypothesis in their classrooms

Despite extensive research on vocabulary acquisition, limited attention has been given to how these theories are applied in English as a foreign language (EFL) teaching practices, particularly in Indonesia. This qualitative case study addresses this gap by exploring English lecturers' perceptions and use of incidental vocabulary learning (IVL) and the involvement load hypothesis (ILH) in their classrooms. Data were collected through interviews and classroom observations with five English lecturers from universities in Malang, Indonesia, and analyzed using thematic analysis to identify key patterns and themes. The findings revealed that all participants recognized the importance of vocabulary in language learning and preferred implicit learning methods, such as exposure to authentic language in literature and films. However, the integration of theoretical concepts like vocabulary size and frequency into teaching practices was limited due to constraints such as time and lack of dedicated vocabulary instruction. Moreover, participants were unfamiliar with the ILH, though some of its elements were present in their teaching. The study suggests that better dissemination of research and professional development is essential to bridge the gap between theory and practice, ultimately improving vocabulary instruction in EFL contexts.

Cultural synergy: Integrating Lamin Dayak Kenyah in English language learning – A need analysis study

This research aims to identify students' preferences and interests in learning English through Lamin Dayak Kenyah architectural buildings. This research is a mixed research that combines quantitative and qualitative data. The participants were 271 students and 33 English lecturers at universities. The methods used to collect data were classroom observations, surveys, and interviews to identify specific needs faced by students and lecturers when incorporating traditional houses into learning materials. The four fundamental English language skills—listening, reading, writing, speaking—are included in the results. In listening skills, students and lecturers prefer to learn and teach English by watching videos and listening to dialogues or conversations. In reading ability, students and lecturers want to learn with intensive reading, active reading, and critical reading. Regarding writing skills, students and lecturers prefer assignments such as writing descriptive texts and opinion articles. In speaking skills, students and lecturers want to learn through discussion and describing pictures orally. In choosing topics, students and lecturers are interested in the history of local architectural buildings, traditional house design, and the symbolism, color, and meaning of the carvings. Project-based learning (PBL) is the preferred learning method, and learning resources are drawn from videos and interactive learning tools. Future research can utilize these findings to design more targeted instructional materials, leveraging the results of the needs analysis that has been conducted in this study.

The potential of a hygiene-based message, preferred learning modalities, and *iLubricarte, Liberarte, Lavarte+!" or L 3 + for the prevention of HIV/STI in Peru.

Hygiene-based practices of lubrication, genital cleansing, postcoital urination, and rectal douching are common behaviors among populations at higher risk of human immunodeficiency virus (HIV)/sexually transmitted infections (STI). Yet, the role these behaviors have on HIV/STI risk has not been well elucidated, especially among transgender women (TW) and gay, bisexual, and other men who have sex with men (GBMSM). Additionally, advances in biomedical strategies have heralded a new era of HIV/AIDS prevention that may be accompanied by behavioral changes that lead to decreases in condom usage and subsequent changes to STI sequelae. Nevertheless, many people at higher risk are not benefiting equally from these options, strengthening the need for more sustainable, evidence-based methods. This study explored the knowledge, attitudes, and behaviors of hygiene-based practices, proven preventative methods, and preferred learning methods among Peruvian TW and GBMSM. 30 interviews and 50 questionnaires were conducted with TW (N=35), GBMSM (N=35), healthcare providers (N=5), and key community informants (N=5). Most participants perceived hygiene-based practices to be common behaviors and a significant aspect of sexual wellbeing. Educational materials utilizing social media and hosting in-person events were also viewed favorably, with value to enhancing HIV/STI knowledge. Several barriers to autonomy surfaced in the data, including systemic disparities to adequate HIV/STI services, top vs. bottom social dynamics, and PrEP accessibility issues. Continued work is needed to address the barriers to the acceptability, feasibility, and potential efficacy of hygiene-based practices, biomedical/barrier strategies, and L 3 +.

WP8.6 - Improved confidence levels with the introduction of a junior doctor led surgical handbook for first rotation foundation year one doctors

Abstract Aims Assess the confidence levels of general surgical foundation year one (FY1) doctors in managing patients at the start of their rotation in August 2022 and August 2023. Assess the impact of a surgical handbook on confidence levels at the start of the rotation. Methods Cohort one (August 2022) were asked to reflect on their confidence before their surgical placements. Cohort two (August 2023) were surveyed at the start of their rotation. A surgical handbook was given to cohort two pre-rotation. Ten questions used Likert scales (1 to 5: not at all confident to very confident). One question on education methods and one was an open question. Data was initially inputted using Google Docs and analysed in Microsoft Excel. Results 100% (10/10) cohort one and 100% (12/12) cohort two completed the survey. 83% (10/12) of cohort two had read the surgical handbook pre-rotation. 100% (10/10) who read the guide found it useful. Modal confidence scores were higher across all 10 questions in cohort two in comparison to cohort one. The lowest confidence levels in both cohorts were in speaking to a dying patient’s family. The majority of FY1 doctors would prefer case-based discussions as their preferred method of learning. A common concern of FY1 doctors was a lack of senior support. Conclusions Confidence levels were higher pre-rotation with the cohort that received the surgical handbook. Targeted case-based discussions may support increasing confidence through the rotation

Adapting to Diversity: Leveraging AI for ESL Learning Enhancement

Recent years have seen tremendous advancements in artificial intelligence, which is now pervasive in many aspects of society. Its ability to emulate human intelligence sets it apart. Artificial Intelligence is being explored more and more in the field of education as a possible aid to enhance language acquisition, particularly in the development of students' communication skills. Artificial Intelligence possesses the capability to deliver dynamic, adaptable, and personalized learning experiences that are suited to individual student needs and interests. The purpose of this research is to identify each student's preferred method of learning and adapt the language-learning process to meet their needs. This suggests that each student can focus on the areas in which they require the most assistance and work at their own pace while studying. The important part that social interactions, group projects, and cognitive development play. According to this viewpoint, less skilled students participate in cooperative learning activities with more skilled people, such as teachers or, in modern environments, computer programs. In addition, the enormous volumes of data that AI can analyse and draw conclusions from can be utilized to address the varied language and cultural backgrounds of students. It also shows how important it is to adapt lessons to meet the different needs of English language learners. Overall, these results show how important it is to change the way we teach to fit the needs of different groups of people and to use new technologies like AI to make learning more specific and help students do better in ESL classes.

Prescription of psychotropic drugs by non-psychiatrist specialists in Morocco: current practices and educational needs

IntroductionMental health is considered a major public health issue. Non-psychiatric physicians often engage in the treatment of mental disorders. The aim of this study was to describe psychiatric drug prescription knowledge and practices among non-psychiatric specialists and evaluate their training needs.MethodsA descriptive cross-sectional study was conducted from September 1st to October 15th, 2021, in 3 Moroccan healthcare facilities and among private practitioners in Kenitra. We asked non-psychiatric specialists about their knowledge and current practices regarding psychotropic drugs, and their needs in psychiatric training.ResultsThe study included a total of 150 participants. The majority of participants demonstrated insufficient knowledge regarding the selection of psychotropic drugs and the duration of pharmacotherapy. Specifically, 61.3% were unaware of the average duration of treatment for depression. 22.7% of participants did not feel comfortable when prescribing psychotropic drugs. Anxiolytics were the most commonly prescribed class of psychotropic drugs, accounting for 30.7% of prescriptions. The most common indications for psychotropic drugs prescription were anxiety (35.3%), followed by insomnia (34.7%) and depression (31.3%). The majority of participants (72%) reported receiving clinical training in psychiatry, with 74.7% expressing varying levels of satisfaction with their undergraduate psychiatry training, while 7.3% expressed dissatisfaction. Regarding CME, only 11.3% of participants engaged in at least one psychiatry-related CME session in the past two years. 54.7% of participants expressed interest in expanding their knowledge of prescribing psychotropic drugs. Around 40% of participants preferred trainings in psychotropic drugs prescription related to their specialty, while 34% were not interested in receiving further training.ConclusionsOur study shows gaps in knowledge of non-psychiatric specialists, which raises concern regarding their ability to care for mental disorders. Educational efforts should be made to improve teaching of psychiatry from the undergraduate level. Continuing Medical Education should be tailored to the specific needs and preferred learning methods of non-psychiatric physicians.

A REVIEW ON OPTIMIZING THE CHILD PERSONALITY WITH PRAKRITI-BASED LEARNING: A PEDAGOGICAL APPROACH

Every child is unique from others and has a preferred method of learning. The results of the psychological experiments indicated that the students are not equal in terms of intellect, innate ability, interest, potential, and needs. Every student is not at the same level in this manner. According to this principle, each student's unique characteristics must be considered. We need to optimize the growth of each student based on their unique individual differences in order to prepare them for similar opportunities. This particular variation in children can be linked to prakriti, according to Ayurveda. According to Ayurveda, children can be generally categorized into three groups based on their prakriti (individual differences) - Vata prakriti, Pitta prakriti, Kapha prakriti. To maximize their potential and achieve optimal outcomes, various prakriti children's learning and educational patterns can be modified. This paper will discuss particular learning patterns in children with various prakriti in order to enhance their personalities.

Time to sense biofield (Prana) experiences between hands: A preliminary single blinded randomized placebo controlled trial

Aims There is minimal research on the duration of biofield experiences. This preliminary study used the experiential learning practice of Master Choa Kok Sui's hands sensitisation to determine the duration to experience biofield sensations in between hands and to find the relationship between learning style preferences and biofield sensations. Methods This randomized placebo controlled, single blinded trial included 88 male and female pre-service teachers, aged 22.8±1.2 years. Participants completed a ruler drop test for reaction time, and Six Letter Cancellation test for measuring attention, learning style questionnaire for preferred method of learning, before randomization. The experimental (hands facing each other as introduced by Master Choa Kok Sui) and sham (hands facing opposite) groups practiced hands sensitisation. A semi-structured questionnaire was provided to gather information about biofield sensations and the time it took to experience these sensations between the hands. Results All (N=44) the participants in the experimental group and 13 participants in the sham group reported experiencing biofield sensations. A significant difference was noticed in experiencing magnetic (X2 = 38.247, p ≤ .001), physical sensations of energy (X2 = 12.02, p ≤ .001) and pain (X2 = 62.259, p ≤ .001) among the experimental and sham group . In the experimental group, the average time taken to first experience magnetic sensation, other biofield sensations and temperature variation was 34.84±12.97seconds, 40.28±20.96 seconds and 42.50±19.79 seconds, respectively. Minimum time taken to first experience biofield sensation was 5 seconds and lasted up to study duration of 120 seconds. There was no correlation found between reaction time, sustained attention, and the time needed to experience biofield sensations. Conclusions This study highlights importance of Master Choa Kok Sui hand sensitization in controlled setting revealing differences in experiences of various biofield sensations, showing valuable time-related insights and variability of sensation based on preferred learning.

Satisfaction of lecturers and undergraduate students of medical faculties in Indonesia towards online anatomy learning during COVID-19 pandemic

The changing of education activities (offline into online) to reduce coronavirus transmission during COVID-19 pandemi has influence on the learning strategies, which ultimately might impact the achievement of learning objectives. Therefore, we conducted a cross-sectional study using a valid (p < 0.01; two-tailed Pearson correlation) and reliable (r = 0.878 and r = 0.849; Cronbach Alpha) online questionnaire to evaluate the perspectives of human anatomy lecturers and undergraduate medical students in Indonesia in implementing the online anatomy learning. We also explored their expectations and preferred learning methods after COVID-19 pandemic. Using purposive sampling, 467 respondents, which consisted of 66 lecturers from 41 universities in six islands (Java, Sumatera, Kalimantan, Sulawesi, Nusa Tenggara and Papua) and 401 students from 19 universities in four islands (Java, Sumatera, Kalimantan, Papua) were recruited. A Chi-square test was used to analyze the differences in categorical variables. The lecturers (74.2%) and students (63.1%) agreed that online learning effectively delivered the course material (p = 0.095). They (69.7% lecturers and 57.9% students) also agreed that learning time allocation was sufficient (p = 0.079); moreover, lecturers (53%) and students (56.1%) had good interaction (p = 0.689). Nevertheless, 56.1% lecturers and 63.3% students had problem during online practical sessions. They had different perspectives about issues during online classes (69.7% vs 36.4%; p < 0.01), motivation improvement (72.7% vs 37.4%; p < 0.01), and time management (87.9% vs 58.4%; p < 0.01). According to the location of the university, especially in the student's side, students in Java had higher proportion in the two aspects, i.e. learning material (p < 0.01) and lecturer-student interaction (p < 0.01), and had lower proportion in the problems during online class (p = 0.003) and practical sessions (p = 0.008). Majority of the respondents (62,2% lecturers in Java, 71.4% lecturers outside Java, 79.6% Students in Java, and 76.6% students outside Java) preferred the use of blended learning after the pandemic (new normal era) and expected to continue the cadaveric practical sessions (82.2% lecturers in Java, 81.0% lecturers outside Java, 91.1% students in Java, and 78.3% students outside Java). In conclusion, the study showed that the satisfaction toward online anatomy learning related to the subject’s role (lecturer or student) and the university region in some aspects.

Inflammatory bowel disease training assessment of gastroenterology fellows in Saudi Arabia.

Recent advancement and complexity in the management of inflammatory bowel disease (IBD) has made it challenging for gastroenterology (GI) fellows to obtain competency and confidence in managing the complex IBD patient. We aimed to evaluate the confidence and training in IBD among GI fellows in Saudi Arabia. We conducted an electronic, voluntary, and anonymous multicenter survey study of GI fellows in Saudi Arabia, from 1/5/2023 to 1/9/2023. The survey evaluated the fellows' confidence level in IBD management, methods of training received, and the amount of additional training desired in 20 core IBD domains. GI fellows' preferred learning method was also evaluated. A total of 65 GI fellows responded to the survey. In the entire cohort, >50% of fellows reported low confidence in 7 out of 20 IBD management domains, which included 71% in managing j-pouch disorders, 67% in managing the elderly/frail patient with IBD, 60% in managing extraintestinal manifestations, 57% in recommending preventative health services, and 54% in counseling patients on small molecules. Receiving >4 IBD didactic sessions per year was significantly associated with high confidence in managing j-pouch disorders (44.4% vs 13.3%, P = 0.05) and managing the elderly/frail patient with IBD (86.7% vs 50.0%, P = 0.03). Doing an external rotation to expand IBD knowledge was associated with high confidence in managing the elderly/frail patient with IBD (100% vs 26.7%, P = 0.01). Many GI fellows lacked confidence and training in key domains of IBD management. Enhancing IBD exposure with didactics and external rotations improved fellows' confidence in specific domains.

Time to sense biofield (Prana) experiences between hands: A preliminary single blinded randomized placebo controlled trial

Aims There is minimal research on the duration of biofield experiences. This preliminary study used the experiential learning practice of Master Choa Kok Sui's hands sensitisation to determine the duration to experience biofield sensations in between hands and to find the relationship between learning style preferences and biofield sensations. Methods This randomized placebo controlled, single blinded trial included 88 male and female pre-service teachers, aged 22.8±1.2 years. Participants completed a ruler drop test for reaction time, and Six Letter Cancellation test for measuring attention, learning style questionnaire for preferred method of learning, before randomization. The experimental (hands facing each other as introduced by Master Choa Kok Sui) and sham (hands facing opposite) groups practiced hands sensitisation. A semi-structured questionnaire was provided to gather information about biofield sensations and the time it took to experience these sensations between the hands. Results All (N=44) the participants in the experimental group and 13 participants in the sham group reported experiencing biofield sensations. A significant difference was noticed in experiencing magnetic (X2 = 38.247, p ≤ .001), physical sensations of energy (X2 = 12.02, p ≤ .001) and pain (X2 = 62.259, p ≤ .001) among the experimental and sham group . In the experimental group, the average time taken to first experience magnetic sensation, other biofield sensations and temperature variation was 34.84±12.97seconds, 40.28±20.96 seconds and 42.50±19.79 seconds, respectively. Minimum time taken to first experience biofield sensation was 5 seconds and lasted up to study duration of 120 seconds. There was no correlation found between reaction time, sustained attention, and the time needed to experience biofield sensations. Conclusions This study highlights importance of Master Choa Kok Sui hand sensitization in controlled setting revealing differences in experiences of various biofield sensations, showing valuable time-related insights and variability of sensation based on preferred learning.

Intrinsic Motivation in Learning History Using Project-Based Learning in Online Environment

The purpose of this study was to evaluate that project-based learning results in learners to be intrinsically motivated when learning History. Three methods were implemented in this study, namely role playing, poster-making and mixed projects (i.e., role playing and poster-making). To further enhance the understanding of intrinsic motivation, the three basic psychological needs, autonomy, relatedness and competence were implemented during all three methods of project-based learning. Adopted from the Self-Determination Theory’s intrinsic motivation, a 5-point Likert scale questionnaire was developed and administered to sixty-eight Years 9 to 10 secondary school students from an international school at Sungai Buloh, Malaysia. Results from this study indicated that role playing was the preferred method of learning compared to the other two methods, and that project-based learning has been useful and effective in the acquisition of historical thinking skills. The findings also indicated the participants were receptive to implementation of project-based learning into their curriculum as a teaching tool for it proves to be beneficial in knowledge gain and memory retention, as well as intrinsically motivating them to perform better. The key finding of this study proves that project-based learning has contributed to students forming intrinsic motivation when it comes to learning History.

Clinicians’ perceptions of “enhanced recovery after surgery” (ERAS) protocols to improve patient safety in surgery: a national survey from Australia

BackgroundSurgical patients are at risk of postoperative complications, which may lead to increased morbidity, mortality, hospital length-of-stay and healthcare costs. Enhanced Recovery After Surgery (ERAS®) protocols are evidence-based and have demonstrated effectiveness in decreasing complications and associated consequences. However, their adoption in Australia has been limited and the reason for this is unclear. This study aimed to describe clinicians’ perceptions of ERAS protocols in Australia.MethodsA national online survey of anaesthetists, surgeons and nurses was undertaken. Invitations to participate were distributed via emails from professional colleges. The 30-item survey captured respondent characteristics, ERAS perceptions, beliefs, education and learning preferences and future planning considerations. The final question was open-ended for elaboration of perceptions of ERAS. Descriptive and inferential statistics were used to describe and compare group differences across disciplines relative to perceptions of ERAS.ResultsThe sample included 178 responses (116 nurses, 65.2%; 36 surgeons, 20.2%; 26 anaesthetists, 14.6%) across six states and two territories. More than half (n = 104; 58.8%) had used ERAS protocols in patient care, and most perceived they were ‘very knowledgeable’ (n = 24; 13.6%) or ‘knowledgeable’ (n = 71; 40.3%) of ERAS. However, fewer nurses had cared for a patient using ERAS (p <.01) and nurses reported lower levels of knowledge (p <.001) than their medical counterparts. Most respondents agreed ERAS protocols improved patient care and financial efficiency and were a reasonable time investment (overall Md 3–5), but nurses generally recorded lower levels of agreement (p.013 to < 0.001). Lack of information was the greatest barrier to ERAS knowledge (n = 97; 62.6%), while seminars/lectures from international and national leaders were the preferred learning method (n = 59; 41.3%). Most supported broad implementation of ERAS (n = 130; 87.8%).ConclusionThere is a need to promote ERAS and provide education, which may be nuanced based on the results, to improve implementation in Australia. Nurses particularly need to be engaged in ERAS protocols given their significant presence throughout the surgical journey. There is also a need to co-design implementation strategies with stakeholders that target identified facilitators and barriers, including lack of support from senior administration, managers and clinicians and resource constraints.

SUBSTANTIATION OF THE CERTIFICATE PROGRAM «GLOBAL HEALTH» AS A COMPONENT OF THE TRAINING OF PUBLIC HEALTH SPECIALISTS

The aim: to develop a modern certification program "Global Health" for the continuous professional development of public health professionals. Materials and methods. The study employed bibliosemantic, informational-analytical, medical-statistical, sociological methods, and content analysis method. The research program included an analysis of the main competencies of public health professionals, as defined by the Association of Schools of Public Health in the European Region (ASPHER) and the higher education standard for specialty 229 "Public Health" for the second (master's) level of higher education; analysis of existing certification programs on global health; conducting sociological surveys of public health professionals regarding priority topics and preferred learning methods. The research was based on normative documents, electronic resources, and the results of sociological research. Statistical processing and mathematical analysis of materials were conducted using statistical analysis methods. Results. It was established that global health issues are significant in shaping the professional competencies of public health professionals, considering the requirements of the higher education standard for specialty 229 "Public Health" for the second (master's) level of higher education and those, defined by the European List of Core Competencies for Public Health Professionals ASPHER. The study of these issues was identified as important for continuous professional development based on sociological surveys of disease control and prevention center employees (38.4 out of 100 respondents). Among various forms of education, webinars (62.2±3.8 out of 100 respondents) and online learning (60.4±3.8) are most in demand. Analysis of the obtained data led to the justification of the "Global Health" certification program. In the developed "Global Health" certification program, 26.7% of the workload corresponds to lectures, 33.3% to practical classes, and 40% to preparatory work. Structurally, it covers 2 modules and 8 topics on current issues of the impact of globalization on health and analysis of global health indicators. Conclusions. The "Global Health" certification program meets the requirements of normative documents, considers contemporary challenges and consequences of globalization on health, highlights global health trends, and its topics are in demand among disease control and prevention center professionals.

Approaches to education for sustainability leadership development in higher education: an international comparative study in the Asia Pacific region

PurposeThis study aims to focus on key approaches to education for sustainability (EfS) leadership development in the context of Malaysian and Japanese universities. The authors identify key indicators of effective EfS leadership development approaches using both descriptive and inferential analyses, identify and compare the preferred leadership learning methods of academics and examine the impact of marital status, country of residence and administrative position on the three EfS leadership development approaches.Design/methodology/approachThe study is quantitative in approach and survey in design. Data were collected from 664 academics and analysed using the efficient partial least squares (PLSe2) methodology. To provide higher education researchers with more analytical insights, the authors re-estimated the models based on the maximum likelihood methodology and compared the results across the two methods.FindingsThe inferential results underscored the significance of four EfS leadership learning methods, namely, “Involvement in professional leadership groups or associations, including those concerned with EfS”, “Being involved in a formal mentoring/coaching program”, “Completing formal leadership programs provided by my institution” and “Participating in higher education leadership seminars”. Additionally, the authors noted a significant impact of country of residence on the three approaches to EfS leadership development. Furthermore, although marital status emerged as a predictor for self-managed learning and formal leadership development (with little practical relevance), administrative position did not exhibit any influence on the three approaches.Practical implicationsIn addition to the theoretical and methodological implications drawn from the findings, the authors emphasize a number of practical implications, namely, exploring the applicability of the results to other East Asian countries, the adaptation of current higher education leadership development programmes focused on the key challenges faced by successful leaders in similar roles, and the consideration of a range of independent variables including marital status, administrative position and country of residence in the formulation of policies related to EfS leadership development.Originality/valueThis study represents an inaugural international comparative analysis that specifically examines EfS leadership learning methods. The investigation uses the research approach and conceptual framework used in the international Turnaround Leadership for Sustainability in Higher Education initiative and uses the PLSe2 methodology to inferentially pinpoint key learning methods and test the formulated hypotheses.