Professional Education Courses Research Articles

Goal Progression, Trait Changes, and Practice Paths of Artificial Intelligence Ethics Education of Professional Courses in Higher Education

Artificial Intelligence as an emerging technology in a large number of applications at the same time gradually revealed many ethical issues. Artificial Intelligence ethics education has become an important initiative and a key link in the implementation of the fundamental task of moral education in Chinese higher education institutions, however, Artificial Intelligence ethics education in professional courses often lags behind the education of course knowledge and skills, and it is difficult to achieve the integration of the three educational requirements. This paper proposes that Artificial Intelligence ethics education in professional courses should meet the requirements of the progression of course teaching objectives and adapt to the changes of educational traits from explicit and implicit to integration, and puts forward a practical path of Artificial Intelligence ethics education in professional courses that is consistent with the objectives, adapted to the traits, and constructed with multiple synergies according to the progression of the educational objectives of the professional course system and the changes of the educational traits. This paper also proposes the following suggestions for ethical education in professional courses: in order to achieve the goals of ethical teaching, it is necessary to establish connections between courses at different stages of cultivation, so that each course forms a hierarchical, collaborative, and supportive relationship. After the relationship is established, it is necessary to strengthen the collaborative participation of various subjects and corresponding practical guarantees in the specific teaching practice. This helps to form a system of Artificial Intelligence ethics education throughout the whole process, which in turn improves students' Artificial Intelligence ethics literacy.

Analysis of Teacher's Professional Competency in Students of Teacher Professional Education

Improving the quality of teachers should be a severe concern of universities, including the University of Lampung, by implementing higher education reforms to produce prospective teachers with good competencies. This study aimed to examine the professional competence of prospective teachers in educating students who took the Teacher Professional Education Course (PPG) at the University of Lampung. The study used a quantitative approach, using a research sample of 310 students of Teacher Professional Education (PPG) of the University of Lampung with a questionnaire data collection technique. The method of analysis used descriptive statistical analysis with the help of the SPSS-26. The results showed that PPG students in a reasonably good category were as much as 40%, 25% were in a suitable category, only 6% were in an excellent category, 5% were in an inferior category, and 24% were in the poor category. In addition, there was no difference in the competence of Teacher Professional Education (PPG) students even though they were controlled by gender, age, teaching experience, and employment status.

PROTOCOL: Learner-educator co-creation of student assessment in health professional education courses: A scoping review protocol.

This is a protocol for a Campbell Review following JBI scoping review methodology. The objectives are to answer the following questions: What has been reported in the literature about collaborative learner-educator design, implementation, or evaluation of learner assessment in health professional education? (1)Where is learner-educator co-creation of assessment occurring? (i.e., which disciplines, course types, level of learner, year of study).(2) What course assessment decisions are influenced or being made together? (i.e., assessment instructions and/or grades).(3)How much influence do learners have on decision-making? (i.e., where does it fall on Bovill and Bulley's ladder of participation).(4) How do learners and educators go about making decisions together? (i.e., discussion or voting, with a whole class or portion of the class).(5) What are the perceived benefits, disadvantages, barriers, and/or facilitators reported by the authors?

A Comparative Analysis of the Rating of College Students’ Essays by ChatGPT versus Human Raters

The use of generative artificial intelligence (AI) in education has engendered mixed reactions due to its ability to generate human-like responses to questions. For education to benefit from this modern technology, there is a need to determine how such capability can be used to improve teaching and learning. Hence, using a comparative−descriptive research design, this study aimed to perform a comparative analysis between Chat Generative Pre-Trained Transformer (ChatGPT) version 3.5 and human raters in scoring students’ essays. Twenty essays were used of college students in a professional education course at the Mindanao State University – Tawi-Tawi College of Technology and Oceanography, a public university in southern Philippines. The essays were rated independently by three human raters using a scoring rubric from Carrol and West (1989) as adapted by Tuyen et al. (2019). For the AI ratings, the essays were encoded and inputted into ChatGPT 3.5 using prompts and the rubric. The responses were then screenshotted and recorded along with the human ratings for statistical analysis. Using the intraclass correlation coefficient (ICC), results show that among the human raters, the consistency was good, indicating the reliability of the rubric, while a moderate consistency was found in the ChatGPT 3.5 ratings. Comparison of the human and ChatGPT 3.5 ratings show poor consistency, implying the that the ratings of human raters and ChatGPT 3.5 were not linearly related. The finding implies that teachers should be cautious when using ChatGPT in rating students’ written works, suggesting further that using ChatGPT 3.5, in its current version, still needs human assistance to ensure the accuracy of its generated information. Rating of other types of student works using ChatGPT 3.5 or other generative AI tools may be investigated in future research.

The Conceptual View of the Department of Combat use of Communication Units on the Creation of a Training Game Complex for Training Military Specialists on the Basis of Leadership

Today’s cadet leader is tomorrow’s officer, a professional capable of integrating knowledge and solving complex problems in a full-scale war with incomplete information, being a leader and authority for the personnel. Most of the time, cadets study in study groups using traditional technology, which is not enough to form a professional cadet leader. With the advent of computer technology, students’ and cadets’ motivation to learn using traditional teaching methods has paradoxically begun to decline rapidly. The problem of the quality of training of military specialists for the needs of communication and cybersecurity units is not reflected in the publications reviewed. However, significant progress has been made in the use of computer technology as the basis of training tools for ground forces units. Similar training complexes are actively used in NATO member states in the military education system in the training of air force pilots (navigators). Therefore, the author chose the improvement of the educational process at the Department of Combat Use of Communication Units in combination with the methodology of professional-business game for the development of a cadet leader in professional training courses (L-1B) of the tactical level of military education as the direction of research. The purpose of the study and the article is to substantiate the conceptual view of the department in the need to build a computerized training complex for training officers of leaders in professional training courses (L-1B) of the tactical level of military education, capable of using communication units based on computer games. Fragments of the game mechanics of stimulating the interest and motivation of cadets to study, for example, electronic shooting range, and learning Morse code, are considered. Game mechanics is a proof of a professional business game in the course of the discipline: Combat use of military communication systems and complexes of the course of professional military education (professional course of tactical level L1B).

Longitudinal impact of an online interdisciplinary perinatal mental health module on Healthcare Professionals’ knowledge, skills, attitudes and confidence: A qualitative evaluation

Aim/objectiveThe current study aimed to explore the following research question; ‘What is the longitudinal impact, if any, of an online interdisciplinary perinatal mental health module on HCP knowledge, skills, attitudes and confidence’. BackgroundResearch suggests that one in five women/people will experience a mental health issue during the perinatal period. Healthcare Professionals (HCPs) play a critical role in identifying, supporting and referring those who disclose health or psychosocial concerns in pregnancy or after birth and consistent research findings highlight the need for appropriate targeted perinatal mental health education among this cohort. To address this need, a thirteen-week (Masters Level) interdisciplinary online module in perinatal mental health was collaboratively developed between one Irish Higher Education Institution and national mental healthcare specialists. The module aims to develop HCP knowledge, skills, attitude and confidence in sustainably supporting women/people and families experiencing perinatal mental health issues. However, a recent scoping review concluded that there was insufficient evidence with respect to the longitudinal impact of such courses on HCP practice. Design/methodsThe study design adopted a qualitative descriptive design that used online individual interviews for data collection. The evaluation was informed by the Kirkpatrick and Kirkpatrick Evaluation Model. The study group consisted of six voluntarily self-selected perinatal mental health module participants. Longitudinal impacts of the module were explored 8–10 months following module completion. Thematic Analysis was undertaken using Braun and Clarkes Framework. Ethical approval for the study was obtained from the author’s Higher Education Institution (HEI). ResultsFindings revealed several interrelated and reinforcing themes that had an impact on the longer-term application of enhanced knowledge, skills, attitude and confidence in practice. These were; pedagogical features of the interdisciplinary perinatal mental health education module, sociocultural and professional influences, persistent enthusiasm and commitment to improve care in spite of systemic obstacles and, ongoing need for perinatal mental health education. ConclusionsProvision of targeted, agile and manageable professional education courses on perinatal mental health care will continue to be required. However, despite sustained commitment and enthusiasm to implement enhanced knowledge and skills, systemic obstacles continue to exist and these may have an impact on the efficacy of such courses in the longer term.

Methodology of the Professional-Business Game for the Development of a Cadet Leader in Professional Training Courses (L-1B) of the Tactical Level of Military Education

The aim of the study is to develop a methodology for a professional-business game for the development of a cadet leader in professional training courses (L-1B) of the tactical level of military education on the example of teaching the discipline “Combat use of military communication systems and complexes”. After all, the most important prerequisite for the combat potential of the Armed Forces of Ukraine is a comprehensively trained officer-leader, his consciousness, knowledge, skills, military-technical qualifications, creative and innovative activity, developed emotional and volitional sphere of the psyche, beliefs, motivation, and ideals. The article summarizes the research on the state of development of a cadet leader in Ukraine. In the context of a full-scale war, there is a need to strengthen the development of the personality of a cadet leader (a future officer of the tactical level of military education). Today’s cadet-leader is tomorrow’s officer-leader, capable of integrating knowledge and solving complex problems in new or unfamiliar environments with incomplete or limited information, being a leader and authority for the personnel. Therefore, the scientific and practical task arises to consider aspects of the development of the personality of a cadet leader and to modernize the process of his development, for example, in the courses of professional military education L-1B (tactical level of military education) in terms of the disciplines of the Department of Combat Use of Communication Units. The periodization of cadets’ adaptation to the new educational space and service activities is considered, the optimal period of leader growth is determined, and the mechanism itself is proposed. The article separately identifies the key tasks for the selection of academic staff and admission to the educational process. The methodology of the professional and business game for the development of a cadet leader in professional training courses (L-1B) of the tactical level of military education is developed on the example of teaching the discipline “Combat use of military communication systems and complexes”. The scientific novelty of the work is the improved educational process of training and development of a cadet leader in professional training courses (L-1B) of the tactical level of military education by reformatting group classes in the traditional format into a professional business game for the positions of officers with the introduction of typical and atypical (force majeure) training tasks for cadets in everyday activities in new or unfamiliar environments in the presence of incomplete or limited information.

Case of technology in the methodology of training specialists in the processing of fish raw materials

Introduction. The interdisciplinary and transdisciplinary case technology for training specialists in the processing of marine biological resources is considered. The goal of the work is to modernize case technologies for professional training of specialists in the field of processing marine biological resources into food, feed and other products in the concepts of “Full Cycle Economy” and “Strategy of the Related Sector”.Materials and Methods. In accordance with the program of the special course of additional professional education “Fundamentals of Design under the Marinet program”, a case technology is proposed that contributes to the formation of fundamental knowledge and practical skills in areas related to the production of food, feed and other products with high added value based on fish raw materials. The technology case methodology includes elements of innovative methods of the educational process, the generation of new knowledge, the formulation of intellectual property objects as the results of intellectual activity, and the formation of a team of innovators to solve a specific production problem.Results. A case technology methodology has been developed in the Marinet specialist training system for organizing deep processing of marine biological resources, fishing industry waste, and recycling. The basis of the methodology is a technological case of a new format. The methodology involves home preliminary preparation of students with analysis of cases in the form of presentations, discussions, brainstorming sessions in practical classes in the classroom or in an online format, as well as in the form of events held at the Entrepreneurial Boiling Points of universities or directly in the production conditions of the university’s business partners . An interdisciplinary and transdisciplinary approach to creating technological cases has been developed, taking into account modern trends in the development of vocational education, including the use of artificial intelligence at all stages of classes, which can significantly change the methodology of vocational education in the coming years.Discussion and Conclusions. The developed case technology is an effective tool for versatile training of personnel for a full-cycle innovative economy. It represents part of a new model of continuous professional education, including modern methods of generating new knowledge using AI, blockchain and mediation approaches in organizing group training and can be used in other areas of professional training.

Cognition and attitudes of hospice care among healthcare providers: a case study of Sichuan Province

BackgroundUnder the background of the increasing aging population and cancer burden in China, the role of hospice care has become increasingly prominent. The government has paid more attention to the development of hospice care and set up pilot hospitals to promote hospice care. Moreover, healthcare providers play a leading role in hospice care services. To improve the quality of hospice care, the National Health Commission of the People's Republic of China proposed to set up hospice care training bases in municipal or above-level hospitals with hospice care or relevant work foundations, and train healthcare providers on hospice care. This study aimed to investigate the current situation of cognition and attitudes about hospice care among healthcare providers and provide a theoretical basis for hospital training.MethodsWe used a quantitative design. A questionnaire survey was conducted among 1591 healthcare providers from August 2022 to November 2022. SPSS 22.0 software was used to analyze the data.ResultsAs a significant way of continuing education for healthcare providers, hospital training hasn't been effectively exploited in hospice care education. The average score of hospice care knowledge among participants was (7.74 ± 2.242) and the average score of hospice care attitudes among participants was (4.55 ± 1.503). According to multivariate linear regression analysis, sex (p < 0.001), education levels (p < 0.001), and professional titles (p = 0.018) of participants had significant difference on the score of hospice care knowledge; education levels (p = 0.009) and professional titles (p = 0.016) of participants had significant difference on the score of hospice care attitudes.ConclusionsThere were some misunderstandings about hospice care among healthcare providers and their attitudes towards hospice care were inactive. It's suggested that hospitals should carry out professional and systematic education courses to help healthcare providers understand hospice care correctly, and participate in hospice care services actively.

Experience and Its Meaning of Taking a Teaching Profession Course Linked to the School Field of the Pre-service Elementary Teachers: Formation Teacher Identity and Agency Based on School Field

Experience and Its Meaning of Taking a Teaching Profession Course Linked to the School Field of the Pre-service Elementary Teachers: Formation Teacher Identity and Agency Based on School Field

Research on the Integrated Course System of Engineering Management Based on OBE-CDIO

This article analyzes the current curriculum of engineering management and constructs an OBE-CDIO concept based on the demand for engineering management talents in society. Based on the OBE concept, the expected teaching output is expected, and the teaching curriculum system is designed in reverse. CDIO concept is used to guide the design and practical teaching of professional courses, in order to improve students' professional knowledge and comprehensive quality and meet the industry's required ability level.

Fostering Pre-service Physical Educators’ Retention of Concepts in a Professional Education Course Using Moneypoly Game

Diversified development of educational strategies has been increasingly growing in the field of teacher education to address the challenges in residential-based learning brought by the virtual classroom setting. Necessarily, the application of game-based learning (GBL) is viewed to significantly contribute to complementing the students' learning deficiencies. Hence, this study was conducted to increase concept retention among pre-service physical educators (PSPEs) through a game-based assessment strategy called moneypoly game. This descriptive-qualitative collaborative action research study comprised 48 student-participants enrolled in the professional education course, “Curriculum and Assessment in Physical Education and Health Education for K to 12”, at a teacher education institution in Central Luzon, Philippines during the first semester of the academic year 2022-2023. Educational activities related to the moneypoly game were implemented multiple times during the face-to-face class sessions. Subsequently, open-ended reflective questionnaires were administered to obtain authentic and valid data to capture the increment of concept retention among the PSPEs. Adhering to Braun and Clarke’s Thematic Analysis technique, students’ responses were themed via qualitative analysis software powered by MAXQDA Analytics Pro 2022. Findings revealed three (3) emerging themes that helped learners retain long-term memory of the lessons' concepts. This includes (1) learners’ experiences in the moneypoly game that strengthen their concept retention, (2) contributing factors to students’ constant participation, and (3) significant recommendations to improve the game-based assessment strategy in the next cycle. These characteristics of the moneypoly game influenced the way that students learned and remembered information. This led to the perception that the intervention generated multiform driving forces for the learners' all-encompassing learning. The exploration and utilization of GBL could be applied to other areas of discipline to corroborate the findings made in this study.

Team Method for Teaching First Aid Skills in a Simulation Center

Simulation technologies are now being actively introduced at all levels of higher education in the training of qualified specialists in medicine: starting with basic general medical skills in junior courses, and ending with teamwork skills for interns and residents, as well as practicing doctors with work experience in the course of additional professional education.

Research on Educational Reform of Professional Courses in College Education Based on Practical Puzzle Games

With the development of educational ideas, practical puzzles emerged as a new cultural vehicle and mode of education in recent times. Game teaching itself is full of interest, interaction and collaboration, which greatly benefits the development of self-directed learning of student interests. At the same time, with the deepening of curriculum reform in colleges and universities, according to the “Science, Technology, Engineering, Art, Mathematics” (STEAM) concept, practical puzzle games including board games combined with professional basic courses will give them educational and social values which also leads to a concept of “teach through lively activities”. From the perspective of teachers and students, the paper further improves the application of tabletop gaming education for the teaching of professional courses in colleges and universities. This improvement will be basically achieved by providing feedback on learning from three aspects: pre-class preview, in-class teaching, and after-class review.

A study on how to Accelerate Cultivating of Innovative and Entrepreneurial Talents in Higher Vocational Colleges after the Epidemic

Innovation and entrepreneurship are becoming more and more prominent after the epidemic. The cultivation of students’ innovative and entrepreneurial ability has become an urgent task for education and training departments. This paper mainly introduces how to improve innovation and entrepreneurship education and focus on the strategies for cultivating innovative and entrepreneurial talents in higher vocational colleges, such as the infiltration of education concepts and talent training models, the integration of innovative and entrepreneurial education and professional education courses, the unification of innovative and entrepreneurial education theories and practices, the teaching and training group building, etc．

초등초임교사 심층면담을 통한 교직과목에 대한 인식과 개선요구

초등초임교사 심층면담을 통한 교직과목에 대한 인식과 개선요구

Designing ICT Competences-Integrated Syllabuses of Research Skills Professional Administration Courses

ICT has affected all aspects of life and has been used extensively in all sectors of human life, including Education. Integrating ICT into learning is one of the ICT implementations in the educational aspect. Therefore, one of the critical competencies of an educator in improving his professional abilities is Research Skills and Professional Administration courses in Education. This study designs the integration of ICT in the syllabuses of Research Skills and Professional Administration Courses. This study aimed to design the syllabuses for Research Skills and Professional Administration Courses based on integrated ICT competencies for the English Study Program. This study used Design and Development Research (DDR) as the research design and qualitative research methods. The stages used by DDR in this study are Need Analysis, Designing Preliminary Research, Evaluation, Revision and Design of Prototype Syllabus. This analysis involves ICT competencies proposed by UNESCO, Digital Media Descriptors from the European Profiling Grid (EPG) and other ICT-based theories. This study found that ICT competencies were integrated mainly into Learning Outcomes, Teaching Methods, Learning Activities and Assessments explicitly or implicitly. The study provides ICT integration procedures and designs the syllabuses of Research Skills and Professional Administration Courses; Introduction to Research Methodology, English Language Research Methodology and Professional Education in Administration. The resulting syllabus design is Content Based Syllabus which is product oriented.

Pengaruh Cooperatif Learning Tipe Think Pair Share (TPS) Berbasis Potensi Lokal terhadap Hasil Belajar Mahasiswa

The purpose of this study was to describe the effect of local potential-based Think Pair Share (TPS) cooperative learning on student learning outcomes in the teaching profession course. This type of research is a descriptive research with a qualitative approach. The sample of this research is the Biology Education Study Program FSTT Mandalika University who program the teaching profession course. The research instrument was in the form of student learning outcomes questions consisting of 6 questions in essay form. Data on student learning outcomes were analyzed descriptively. The results of the descriptive analysis showed that the pretest average score reached 67 increased to 89 on the posttest, so it can be concluded that there is an influence of the Think Pair Share (TPS) learning model on student learning outcomes.

Reflection Practice in Microteaching: Evidence from Prospective Science Teachers

Professional education courses such as microteaching are currently placing greater emphasis on reflective activities, particularly in the context of the new paradigm curriculum in Indonesia. The aim of this study is to investigate the ability of prospective teachers to reflect on their microteaching experiences, the common aspects discussed during reflection activities, and the peer feedback provided regarding lesson plan design and implementation within a microteaching setting. The study employs a sequential explanatory mixed-methods design and spans 13 weeks with 122 teacher candidates who participated in a flipped learning setting. Flipped learning was chosen as the instructional model to potentially enhance the level of collaboration in learning activities. Results revealed that flipped learning can indeed foster a collaborative environment among prospective teachers. Further, the most commonly identified aspect appearing in the reflections was the modeling of teaching techniques, outweighing other aspects such as classroom management, learning tools, lesson duration, pedagogical strategies, and student learning processes. These findings offer valuable insights for prospective teachers, particularly regarding feedback and reinforcement practices in microteaching. Moreover, this research suggests that flipped learning could be a promising approach to cultivating these practices. Future studies are recommended to further investigate the potential of different instructional models in enhancing reflection and collaboration among teacher candidates.

Continuing education with a holistic approach to the Brazilian LGBT+ population through use of the m-health App

AimThis article aims to discuss the development of a continuing education course for health care professionals to provide competent healthcare assistance to the Brazilian LGBT+ population and the implementation of this course using a m-Health solution. BackgroundThere is a scarcity of continuing education courses in the Brazilian context that update provides evidenced-informed education to ensure health care professional competence in the delivery of health care to LGBT+ individuals. MethodsBased on Bloom's taxonomy, with a main focus on the cognitive domain, the course "Ally: A Holistic Approach to the LGBT+ Individual'' was developed in five months. This was based on the Nurse's Health Education for LGBT Seniors (HEALE), the Curriculum Implementation and Institutional Climate manual, Changes to Improve Healthcare for LGBT People, Gender Nonconforming or Born with DSD" and the National Comprehensive Health Policy for LGBT+ People, among others. ResultsComprising six modules: i) human sexuality; ii) equitable care and appropriate terminology; iii) public health policy for the LGBT+ population; iv) cultural skills for health professionals; v) aging and health care for the LGBT+ population; and vi) mental health of LGBT+ people. Content validity indexing was established using an expert panel and was Ally was supported by a m-Health Solution called “Over the Rainbow'' and totals of 60 h of education. ConclusionsThis m-Health solution and continuing education course for health professionals can be an opportunity to change health professionals’ practice to offer more equitable health care for the LGBT+ population.