Educational Priorities Research Articles

Development of Scholarship Core Competencies for Pediatric Hospital Medicine Fellowship Programs.

The Pediatric Hospital Medicine (PHM) Fellowship Directors, recent fellowship graduates, and senior leaders in PHM have long identified training in scholarly activities as a key educational priority for fellowship training programs. We led a 2-day conference funded by the Agency for Healthcare Research and Quality to develop scholarship core competencies for PHM fellows. Participants included fellowship directors, national experts in PHM research, and representatives from key stakeholder organizations. Through engagement in large group presentations and small group iterative feedback and editing, participants created and refined a set of scholarship core competencies. After the conference, goals and objectives were edited and harmonized by conference leaders incorporating feedback from conference participants. Core competency development included 7 domains: (1) study design and execution, (2) data management, (3) principles of analytics, (4) critical appraisal of the medical literature, (5) ethics and responsible conduct of research, (6) peer review, dissemination, and funding, and (7) professionalism and leadership. Specific objectives for each goal were further organized into 3 levels to indicate core skills for all fellowship trainees (level 1), specialized and specific skills determined by fellow scholarly focus (level 2), and advanced skills for fellows interested in a clinical investigator career path (level 3). These newly developed scholarship core competencies provide a foundation for curricular development and implementation to ensure that the field continues to expand academically, given the 2-year training period and variable infrastructure across programs.

MANAGEMENT OF THE EDUCATIONAL PROCESS ORGANIZATION MUNICIPAL INSTITUTION "POLTAVA REGIONAL CENTER OF NATIONAL PATRIOTIC EDUCATION, TOURISM AND LOCAL HISTORY OF STUDENTS OF POLTAVA REGIONAL COUNCIL" UNDER MARTIAL LAW

The article analyzes the management of the educational process of institutions of out-of-school education under martial law. On the example of the educational activity of the Municipal Institution "Poltava Regional Center for National Patriotic Education, Tourism and Local History of Students of the Poltava Regional Council," a purposeful process and result of training, education, development and socialization of the individual are described, aimed at strengthening patriotic values, beliefs and respect for the cultural and historical past of Ukraine in the consciousness and feelings of the individual. Priority directions of activity and ways of realization of certain tasks are defined. The mechanisms of cooperation of the institution with institutions of general secondary, out-of-school and professional (vocational) education, especially the involvement of students among internally displaced persons in the educational process are described.
 Currently, in the Poltava region, considerable attention is paid to national and patriotic education. Powerful work is being done on the formation of a high patriotic consciousness, a sense of loyalty, love for the Motherland, concern for the well-being of one's people, readiness to fulfill the civic and constitutional duty to protect the national interests, integrity, independence of Ukraine in the young generation, promoting its establishment as a legal, democratic, social state. The most important priority of national-patriotic education is the formation of a valuable attitude of the individual towards the Ukrainian people, the Motherland, the state, and the nation.

The selection of chief residents across residency programs at a large academic medical center

BackgroundChief residents have a unique role in graduate medical education (GME). They not only connect residents with program and hospital leadership, but also advocate for the wellbeing and educational priorities of trainees. Previous studies have focused on describing the characteristics of chief residents (CRs), however little is known about how CRs are selected across GME programs.MethodsOne-on-one semi-structured interviews with all (n = 21) GME program directors at the Johns Hopkins University School of Medicine were conducted from January to March 2022. Investigators independently coded the transcripts using an inductive approach to categorize meaningful segments of text; this culminated in the identification of explanatory themes.Results From discussions with 21 program directors, four themes were identified: (1) identifying candidates: timing, recruitment, nominations, as well as desirable attributes and data considered; (2) applications: expression of intent and participation in interviews; (3) selections: voting, discussions leading to consensus, and program director intimately involved in the choice(s); and (4) confidence in processes and outcomes.ConclusionsOur results provide a deeper understanding of the nuances associated with the selection of CRs. It is hoped that the descriptions of the similarities and differences across GME programs will prompt reflection about what is done at one institution such that all programs can consider what are the best practices to serve their individual goals and needs.

Socio-Cultural Determinants of Emphasizing Marks Culture in Matric and FA/FSc Level: A Case Study in Dir Lower

The emphasis on marks culture is intricately linked to socio-cultural determinants that shape educational priorities. The socio-cultural determinants play a pivotal role in reinforcing the significance attached to marks, impacting educational systems, and shaping the experiences of students as they navigate the academic landscape. The research delves into the complex web of socio-cultural factors that underlie the pervasive marks culture in Dir Lower's matric and FA/FSc education. This study underscores the significance of academic grading in shaping the educational landscape, policies, and societal perspectives on education. Within the unique socio-cultural milieu of Dir Lower, where the fixation on marks is deeply rooted in the cultural and social fabric, this research explores how these determinants interact with and influence the marks culture. This study employed quantitative research methods and Social Capital theory to explore the correlation between independent and dependent variables. The sample size of 326 high and higher secondary school teachers was done through stratified random sampling, and data were gathered utilizing structured questionnaires. Information was examined with SPSS, which includes univariate and bivariate, to grasp the singular variables and their interaction. The study shows the popularity of educational achievement as a cultural norm, inclined by family and socioeconomic status of individual and societal prospects. The study points out the subsidiary impact of cultural values on education and assessment practices where teacher and student relations, parental participation, and peer effect are recognized as arbitrating influences sandwiched between socio-cultural determinants and the marks emphasized in Dir Lower. This study underlines the importance of socio-cultural factors in determining students' attitudes and offers valuable insights for educational stakeholders. As an outcome, the research affords prized insights for educationalists and commends fostering social awareness, assisting different students, engaging the community, and implementing context-specific policies to create a more balanced educational environment in Dir Lower.

Manajemen Keuangan atau Pembiayaan Pendidikan

Education financing management is an important aspect in providing quality education. The main goal is to optimize the use of limited financial resources to meet educational needs effectively and efficiently. Financing management includes the process of budget planning, fund allocation, budget implementation, supervision, as well as evaluation and reporting. The main activities in education financing management include identifying funding sources, calculating operational and investment cost requirements, preparing budget plans, managing cash flow, making appropriate expenditures, and monitoring and evaluating budget use. Effective financing management requires careful planning, transparency, accountability and coordination between stakeholders. This aims to ensure the allocation of funds is fair, efficient and aligned with educational priorities. With good financing management, educational institutions can provide quality services and create a conducive learning environment for all students.

Enhancing School Appeal: How Experiential Marketing Influences Perceived School Attractiveness in the Urban Context

This study explores the mechanisms that underlie the effect of school marketing strategies on parents’ perceived school attractiveness, particularly emphasizing the mediating role of parents’ perceptions of being welcomed in urban schools. Additionally, we investigated how schools’ marketing strategies work differently among parents with different value orientations toward schooling. Structural Equation Modeling and Cluster Analysis Data were applied to analyze 510 questionnaires collected from parents. Two experiential marketing strategies, namely, one-way disseminating materials and interactive social networking, impacted parents’ perceived attractiveness of schools differently with the feeling of being welcomed mediating the relationship between parents and schools. Additionally, parents’ value orientations toward schooling could be classified into three profiles. The results suggest that schools should consider parents’ needs and preferences concerning their children’s schooling and employ appropriate marketing strategies to engage different types of parents. To facilitate this outcome, individualized interaction is necessary to accommodate the diverse needs of parents. The overall structural equation model validates the mechanism of experiential marketing in influencing parental perceptions, and the cluster analysis underscores the need to explore the complex relationship between parents’ educational priorities and their interpretation of marketing strategies.

Competencies of Medical Education Instructors In Simulation-based Education: a Descriptive Phenomenological Study

Introduction: Simulation-based training is a method of creating an educational experience without being present in a real environment. Recently, this method has become a priority in medical education, particularly in the context of patient safety. It is important to address the competencies of instructors in simulation-based education alongside the advantages and limitations of this method. Therefore, the aim of this study is to identify the components of competency for medical education instructors in simulation-based training. Methods:This qualitative study was phenomenology. Semi-structured interviews with 8 Purposive sample of medical education instructors was conducted (from 23 October 2022 to 20 February 2023). Interviews were analyzed using the seven-step Colaizzi method. Then the identified concepts were coded using MAXQDA software. Results: 115 primary codes, 18 sub-themes and 4 main themes were identified, including: personal competence (self-directed learning and teacher's attitude), professional knowledge competence (professional development and instructional design), professional skill competence (participation, collaborate and purposeful use of simulation) and assessment competence (Assessment and continuous improvement). Conclusion: Medical education instructors need to be empowered for using simulation-based education. The indicators identified in this research can be used to improving the competences of them.

THE IMPORTANCE OF LANGUAGE EDUCATION IN THE STRATEGY OF TRAINING PEDAGOGICAL PERSONNEL

. Actual scientific researches and issues analysis. In the process of studying the problems of language education in the pedagogical process, the scientific, pedagogical, and philosophical-educational developments of such researchers as A. Asanova, O. Bezkorovaina, M. Kazakova, V. Koval, O. Kucheruk, O. Palekha, N. PodolianskaKalko, S. Roman, T. Severina, N. Sura, N. Siaska and many others. The research objective of the article is a systematic understanding of language education in the strategy of training a future teacher. The statement of basic materials. The place and role of language education in the pedagogical educational space are considered, modern standards of foreign language training of future teachers are analyzed. It is emphasized that language education in pedagogical educational institutions should not only form the appropriate level of knowledge and competences, but also provide the studentteacher with a methodological and methodical arsenal for further work. The importance and priority of language education at the state level is emphasized. The role of foreign language training of future teachers in connection with the European integration plans of Ukraine, global processes of internationalization of the educational space is noted. Modern standards of foreign language training of future teachers are considered, determined by European practice in this area and existing domestic legislative acts. They are aimed at establishing qualitative changes in the foreign language training of teachers, an important component of which is the acquisition of stable conversational skills.

A Decision Support System for Personalized Learning in Higher Education

This research presents a Decision Support System (DSS) designed to facilitate personalized learning in higher education. Utilizing the Best Worst Method (BWM), a popular Multi-Criteria Decision-Making (MCDM) technique, the study evaluated various learning strategies against set criteria based on the preferences and priorities of educators at University X. The results revealed One-on-One Tutoring as the most preferred method for personalized learning, followed by technology-enabled strategies such as Online Self-paced Courses and Adaptive Learning Software. These findings provide critical insights into the relative importance of different learning strategies, contributing to the development of a DSS capable of recommending the most suitable approaches for personalized learning. The implementation of such a system has been proposed as a means to augment decision-making processes within educational environments and potentially yield positive impacts on academic achievement. It is advisable to conduct additional research to authenticate these findings in various educational settings and investigate prospects for integrating empirical data into the process of decision-making.

A3‘I have had an epiphany’ student nurses’ reflections on their carbon footprint in simulation

Healthcare delivery is a major contributor to the climate crisis, producing 4.4% of net carbon global emissions today [1]. The campaign ‘For a Greener NHS’ launched in 2020 set a road map for the National Health Service (NHS) in the UK to reach net-zero emissions for patient care by 2040 [2]. However, to achieve this, staff must be carbon literate and start by understanding the impact of their own professional practice. It follows, therefore, that carbon literacy education must be a priority for healthcare educators. There is to date no research on educating student nurses on carbon literacy or the personal carbon footprints of their practice. Using simulation could provide an innovative solution providing a system-thinking environment that could connect carbon emissions theory to actual practice and develop carbon literacy. The aim of the study was to explore student nurses’ reflections on their carbon footprint of resources used in simulation and identify the potential role of simulation in developing carbon literacy. This study used qualitative phenomenographic methodology, underpinned by transformational learning theory to explore student nurses’ awareness and attitudes towards their carbon emissions from simulation. Ten participants were asked to log the clinical resources used during a venepuncture and cannulation simulation skills station. Carbon emissions were then calculated for each participant using the Centre for Sustainable Healthcare [3] carbon emissions calculation and were shown to students during one-to-one semi-structured interviews. Data analysis was conducted, discovering the different ways participants conceptualized their carbon footprint. Students were unaware and shocked by their carbon emissions from resource use in simulation and wanted to be better educated to enable them to make an informed choice to practise sustainably. Students highlighted the crucial role of simulation educators to educate students using simulation but to role model sustainable practice and design low resource-use simulation. Finally, students were able to connect the impact of their personal clinical practice to the global climate crisis. Simulation is a powerful teaching approach to develop carbon literacy, challenging students’ pre-existing knowledge, and enabling them to link their personal practice to the global climate-change crisis. The authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

Diversity in patient and public involvement in healthcare research and education-Realising the potential.

Patient and public involvement (PPI) is an increasing priority in health-related research and education. Attracting and supporting people from different demographic groups to give up their time and get involved is important to help ensure that all parts of society are empowered, represented and their voices heard in decisions that may affect their health and quality of life. (1) To determine if a demographically diverse cross-section of society would be interested in contributing to healthcare research and education. (2) To understand factors that can act as barriers and enablers to effective and diverse PPI. PPI survey data was collected via engagement events, with the aim of scoping interest in PPI from a diverse public. A Focus Group study involving members of the public, academic and professional service staff, was then conducted to gain a deeper understanding around the barriers and enablers of diversity within PPI. 71% of a diverse rich public indicated they would like to get involved in healthcare research and teaching. 76% of survey respondents indicated that they would be happy to share a personal or family experience of healthcare. The two biggest factors impacting on our cohort getting involved are' availability of time' and 'being aware of PPI opportunities'. These factors may disproportionally affect specific groups. Shared and individual PPI enablers and barriers were identified across all stakeholder groups within the Focus Group Study, as well as generic and novel factors that would impact on an institutions' ability to improve PPI diversity. These data points confirm a demographically diverse public's appetite to get involved in academic health research and teaching. This needs to be recognised and harnessed to ensure public contributor networks are representative of society. Equality Impact Assessments should be undertaken in relation to all PPI opportunities. There is a need to recognise the investment of time and resources required to build mutually beneficial relationships with diverse communities as well as the development of inclusive 'fit for purpose' PPI infrastructures to support the uptake of diverse PPI contributors. This study involved members of the public responding to a short survey. Public contributors made up one of the three focus groups. The School of Medicine lead public contributor was also involved in the preparation of this manuscript.

What Are the Best Practices to Foster Students’ Motivation in Multilingual Schools? The Teachers’ Perspective

This contribution focuses on teachers’ perspectives on ways of motivating students in multilingual education settings where a local minority language co-exists with a State majority language, English as a lingua franca and additional immigrant languages. The findings we will be reporting on are from a study that was carried out in the two regions of the Basque Autonomous Community in Spain and of the Autonomous Region Friuli Venezia Giulia in Italy. Semi-structured interviews were carried out with 42 primary and secondary school teachers from both contexts, and data were analysed by means of content analysis following Dörnyei’s (2001) and Henry et al.’s (2018) taxonomies. Motivational activities described by teachers were categorised based on the language/s in which they were carried out. Empirically supporting Dörnyei’s and Henry et al.’s proposals, findings show that activities with authentic and teacher-created materials are prevalent, whatever the language, while textbooks appear to be almost never used. Designing activities that involve the use of authentic materials requires that teachers possess solid pedagogical and linguistic skills, a circumstance which makes the development of language awareness and motivational skills a priority in teacher education and professional development courses. Based on such findings, implications for future research are discussed.

Analysis of Strategic Plans from Accredited Graduate Planning Programs: A Rubric for Manifesting Equity and Justice Values

In a time of heightened politicization of equity, this research examines how equity, a long-standing value of planning, guides planning education priorities. Using equity-related language in planning education and research as a guide, we assess how these issues manifest today in the missions and strategic plans of fifty graduate planning programs accredited by the Planning Accreditation Board. We find that more recent plans have stronger equity orientations but that overall plans are limited in their claims and priorities. These findings animate opportunities for discussion and collective revisiting of the roles that equity plays in planning education and accreditation and the rigor and intentionality of our strategic plans.

Ten Top Topics That Neuro-Otologists Think General Practitioners and Family Medicine Specialists Must Know: A Multi-Center Study Using Delphi Method

In order to decrease medical errors and improve organized, targeted education pre- and post-graduation, we intended to detect 10 most important concepts that neuro-otologists believe family physicians and general practitioners must know. A multi-center study based on Delphi’s method was designed and conducted in three stages. Of 31 topics gathered by expert panel, 10 top priorities were ranked based on 50 neuro-otologists’ opinion over the country. Early diagnosis and management of sudden sensorineural hearing loss, foreign body removal from external ear canal, proper management of otitis extern, and management of emergency situations in chronic otitis media gained the highest scores among all. Also, some topics, such as managing serous and acute otitis media, differentiating peripheral vs. central vertigos, and early hearing screening at birth were among top topics, contrary to others, such as surgery in only hearing ears, or hearing losses after COM surgeries. Almost all of the top-ranked topics are among critical/organ saving, or most prevalent medical concerns in all of the world. Sudden deafness, complicated COM, and mis-diagnosing vertigo may be organ/life threatening, while foreign bodies or inflammations of external ear, acute or serous otitis media, and congenital hearing loss are among the most prevalent medical problems worldwide, with numerous malpractices in their diagnosis and management. Regarding educational and practical priorities should be considered a basic step in neurotology field, and targeted programming policies.

Approaches to Foster Young Children’s Engagement with Climate Action: A Scoping Review

Climate change poses a significant risk to young children (birth to eight years). Early childhood education and care is believed to play a pivotal role in guaranteeing young children’s understanding of sustainability issues and climate change. Yet how education translates into climate action in early childhood is still unknown, and there is a need for research to explore the approaches that may be deployed to foster young children’s engagement with climate action. This scoping review aims to identify and describe the existing literature highlighting the approaches used in early childhood education to foster climate action amongst young children; map the gaps in this emerging field of inquiry; and make recommendations for areas of future research to address this problem. These findings offer potential priorities for educators, researchers and policymakers to develop climate change education programmes that are meaningful to young children in the early years. Based on the findings, areas for interventions related to climate literacy and climate change education, which may be helpful in raising awareness of climate change among young children, will be outlined.

Current Trends of Teaching of School Geography in Romania

In recent decades, human society has undergone a series of changes unforeseen a century ago, and traditional education systems around the world have been forced to adapt to the new ideological shifts. Geography is one of the school subjects that has constantly adjusted its value and educational priority system in order to assimilate new approaches. Technological development and digital interconnection have reshaped the entire social structure, changes that didn’t take long to reshape the ways of teaching geography in schools. Meanwhile, the unprecedented economic development is being fueled by the growing costs of the increasing human pressure in all of the planet's geospheres. Under these circumstances, school geography has adapted its content in line with new environ-mental policies, which focus on eco-education through sustainability and sustainable development. The core information of school geography needs to include approaches that are adapted to each generation, corresponding to its problems, interests and dilemmas. Currently, the research in this area highlights two main directions of thematic and methodological innovation present in geography lessons worldwide: a) teaching/learning about digitization, technology, GIS platforms; b) educating generations about sustainable development and environmental responsibility. Therefore, this study proposes an analysis of the convergence of Romanian school geography with current international teaching directions. For this purpose, the construction, contents and ways of approaching these concepts in the current pre-university geography literature were examined through the documents that officialize the trends and teaching priorities – the textbooks and school curricula.

Teachers’ Perceptions of Institutional Quality Assurance in Higher Education: A Case of a Bangladeshi Public University

The fundamental target of the self-assessment is to assist institutions to in improving the quality of education and setting priorities in improvement plan as per requirements of relevant stakeholders and following the vision of a nation which requires a huge self-inspiration of faculty members’ within the organization. Universities in Bangladesh have already completed a self-assessment programme and this paper aims to investigate faculty members’ perception and perceived change impact of organizational self-assessment process on academic units using both qualitative and quantitative approaches. The SAC members’ perception on the self-assessment process is collected using likert scale. Overall, mean score implies that SA members are convinced with the standards set for SA process. Organizational improvement priorities and perceived change impacts are identified through Nvivo and in-depth interviews respectively. Although there are some priorities set by them cannot be executed without a grant, only a few departments are chipping away at their improvement plan. However, it is reported that, there is a big change happened in the affective domain of faculty members. Teacher’s World: Journal of Education and Research, Vol. 48(2), Dec 2022, p.67-82

Enhancing Learning Personalization in Educational Environments through Ontology-Based Knowledge Representation

In the digital age, the personalization of learning has become a critical priority in education. This article delves into the cutting-edge of educational innovation by exploring the essential role of ontology-based knowledge representation in transforming the educational experience. This research stands out for its significant and distinctive contribution to improving the personalization of learning. For this, concrete examples of use cases are presented in various academic fields, from formal education to corporate training and online learning. It is identified how ontologies capture and organize knowledge semantically, allowing the intelligent adaptation of content, the inference of activity and resource recommendations, and the creation of highly personalized learning paths. In this context, the novelty lies in the innovative approach to designing educational ontologies, which exhaustively considers different use cases and academic scenarios. Additionally, we delve deeper into the design decisions that support the effectiveness and usefulness of these ontologies for effective learning personalization. Through practical examples, it is illustrated how the implementation of ontologies transforms education, offering richer educational experiences adapted to students’ individual needs. This research represents a valuable contribution to personalized education and knowledge management in contemporary educational environments. The novelty of this work lies in its ability to redefine and improve the personalization of learning in a constantly evolving digital world.

The fus test: a promising tool for evaluating fundamental motor skills in children and adolescents

Fundamental motor skills (FMS) are essential for enjoyable, confident and skillful participation in physical activity across the lifespan. Due to the alarming low level of FMS proficiency in children and adolescents worldwide, the development of motor competency is an urgent issue for physical education. The promotion and implementation of a systematic process of teaching and learning FMS should be a physical education priority. Accordingly, effective assessment tools for evaluating FMS should be adopted or developed. Because FMS assessment for both children and adolescents need further effective solutions, the primary aim of this study was to develop the new age-related test of FMS (Fundamental Motor Skills in Sport test, in Polish: Test Fundamentalnych Umiejętności Ruchowych w Sporcie, FUS). The secondary aim of this study was to establish validity and inter-rater, intra-rater, test-retest reliabilities and internal consistency of the FUS test. The FUS test involves six sport skill-based tasks: hurdling, jumping rope, forward roll, ball bouncing, throwing and catching a ball, and kicking and stopping a ball. Two hundred sixty-four Polish students in grades 1–3 (7–9 yrs; n = 81), 4–6 (10–12 yrs; n = 89) and 7–8 (13–14 yrs; n = 94), including 139 girls and 125 boys completed the FUS test. The content validity index for all items was notably high. Both inter-rater and intra-rater reliability showed substantial to almost perfect agreement, with observed agreements for FUS skills between 78.5 and 93.1%. Ball bouncing had a moderate correlation with the forward roll and throwing and catching, while other correlations were low or insignificant. ICC values, ranging from 0.95 to 0.97, confirmed excellent test-retest reliability. The results of our study provide evidence that the FUS test is valid, reliable, and feasible to administer in school settings. Therefore, this tool test has the potential to support deliberate practice and improve motor competence by providing a standardized and structured approach to measuring FMS among school-aged children and adolescents.

How, and under what contexts, do academic–practice partnerships collaborate to implement healthcare improvement education into preregistration nursing curriculums: a realist review protocol

IntroductionInternationally, healthcare improvement remains a clinical and educational priority. Consensus in Europe, Canada and the USA to implement quality improvement (QI) education into preregistration nursing curricula ensures students become equipped...