Professional Education Programs Research Articles

Analysis of The Feasibility of Hydrogen Injection in Pipeline Gas Challenges in The Management of Acute Myocardial Infarction in Patients With Associated Comorbidities: A Review of The Literature

Objective: The objective of this study is to investigate the challenges in the management of Acute Myocardial Infarction in patients with associated comorbidities, with the aim of identifying gaps in treatment and proposing strategies to improve care. Theoretical Framework: Modifiable risk factors play a significant role in the incidence of myocardial infarction, as evidenced by a relevant international study. Understanding the epidemiology of heart attack, including its prevalence, incidence and geographic distribution, is essential to develop effective prevention and control strategies. Identifying and managing traditional risk factors, such as smoking, hypertension, hyperlipidemia and obesity, is crucial in the preventive approach to this condition. Method: Through an integrative literature review, recent studies are explored that cover everything from epidemiology and risk factors to prevention and treatment strategies. An initial selection of 153 articles was refined to 10 studies that met all criteria. Results and Discussion: The results highlight an increasing trend in the prevalence of Coronary Artery Disease (CAD), with a stabilization in the age-standardized prevalence rate, suggesting advances in prevention and treatment. The analysis emphasizes the importance of robust and inclusive public health strategies, focused on educating the population about the risks, ensuring rapid access to treatment, and reducing inequalities in access to healthcare. Research Implications: The practical and theoretical implications of this research are discussed, providing insights into how results can influence healthcare management, public policy formation, and clinical practice in cardiology. These implications may include the need for continuing education programs for healthcare professionals, the implementation of integrated care models, and the adaptation of healthcare systems to meet the specific needs of patients with comorbidities associated with AMI. Originality/Value: This study contributes to the literature by highlighting the specific challenges faced in the management of AMI in patients with comorbidities, providing valuable insights to improve the quality of AMI care and reduce disparities in treatment. The relevance and value of this research are evidenced by its contribution to a more comprehensive understanding of the factors that influence the prognosis and quality of life of these patients.

STRUCTURAL-FUNCTIONAL MODEL OF PROFESSIONAL COMPETENCE FORMATION OF FUTURE MILITARY INTELLIGENCE OFFICERS IN THE CONDITIONS OF THE INFORMATION AND EDUCATIONAL ENVIRONMENT OF HMEI

The article updates the problem of the formation of professional competence of future military intelligence officers in the information and educational environment of a higher military educational institution, substantiates the theoretical foundations of professional training of future officers. The need to protect the territorial integrity of our state was analyzed, which determined the importance of the challenges posed to the transformation of military education into the professional training of Ukrainian officers. It is noted that one of the directions of the development of an effective system of military education, with the aim of gaining full membership of Ukraine in NATO, is the modernization of the officer training system, strengthening the integrity of the professional training of military specialists. It has been observed that military-professional education in accordance with the principles of the military doctrine of the state, target instructions of military policy and science, state educational standards, within which the professional training of future military intelligence officers is carried out, is based on the educational-professional program, the modern model of training competent specialists taking into account the methods preparation of NATO member countries. It has been found that the social order of society to ensure the interests of national security and defense of the state for the training of military specialists in higher military educational institutions, in accordance with modern requirements, determines the important problem of forming the professional competence of future military intelligence officers and the development of a structural and functional model of such a process in conditions of the informational and educational environment. It was found that modeling allows to analyze the real content, establish goals, highlight the main components of the structure, essential features, relationships, graphically display the functional specificity and determine the formation of professional competence of future military intelligence officers. A structural-functional model for the formation of professional competence of future military intelligence officers in the information and educational environment of higher military educational institutions has been developed, which contains blocks: conceptual-target (social order, goal, task, conceptual and methodological approaches, principles, functions), procedural- technological (informational and educational environment at higher military educational institutions, organizational and pedagogical conditions, stages, components, methods, forms, means, technologies, educational disciplines), effective (criteria, level indicators, result).

Interprofessional Curriculum Delivery: Experience of a Primary Care Education Program.

Few post-graduate training programs offer a comprehensive curriculum that includes structured clinical experiences to teach interprofessional care. To address this need, the United States Department of Veterans Affairs, Office of Academic Affiliations funded the Centers of Excellence in Primary Care Education (CoEPCE) from 2011-2019 to provide interprofessional curricula for health profession trainees (HPTs), including physician residents, nurse practitioner residents, pharmacy residents, and psychology residents. We examined changes over time in curricular domains, system impacts, and program practices based on HPT survey data and the qualitative evaluation of narrative feedback. An annual survey was administered to participants. Indirect standardized ratios were calculated for interprofessional professional education (IPE) program domains, system impacts, and program practices. Qualitative responses were coded based on curricular domains and key program components. The study cohort included 369 HPTs. Site and profession standardized indirect ratios across all professions indicated improvements in curricular domains, system impacts, and program practices, with significant differences observed for associated health HPTs as compared to other HPTs for performance improvement. Qualitative data indicated that profession was associated with differences in perceptions of the curriculum. Although improvements occurred over time, our findings support the need for the thoughtful consideration of profession-specific identity characteristics when designing interprofessional curricula.

Формирование плана диверсификации в инвестиционной и операционной сфе-рах деятельности АО «Пластик»

The comprehensive approach to the diversification of the chemical enterprise activity is suggested, it’s system repulse in the investment and operating budgets is justified. The au-thor developed the activity selection methodology of the diversification plan forming, re-ceived approval at the JSC “Plastic” and realized in the scientific productional and professional educational enterprise programs.

The pedagogical support system for students working at school

Introduction. The acute shortage of young teachers currently observed in Russia is of particular interest to students who have already started working in the education field during their studies. The search for ways to support and prevent potential difficulties for such students is the subject of discussion. Aim. The aim of the study is to explore potential strategies to assist students from pedagogical universities who are working in schools while mastering the basic professional educational programme. Methodology and research methods were based on systemic, activity-based, and personality-oriented approaches. Theoretical (analysis and author’s interpretation of psychological and pedagogical literature on the problem of accompanying higher education students, systematisation, and generalisation of scientific research results) and empirical (questionnaires, interviews, analysis and interpretation of results, pedagogical modelling) methods were used. Results and scientific novelty. The study presents a proven pedagogical system that considers the full cycle of support aimed at identifying the challenges faced by working students, determining the main directions of targeted support, implementing it, and fostering the development of students in educational and professional activities. The content and format of the subjects’ activities at each stage of support are described: preparation, correction, enrichment, reflection. The dyads “student-teacher” and “young teacher-teacher-mentor” are combined to address the shared goal of offering comprehensive support. Practical significance. The developed model of support for students at a pedagogical university who are working at schools can be implemented in the training of future teachers at the university and in the educational institutions where the students are employed.

Navigating the Digital Shift: Unveiling the TPACK Landscape among EFL Educators in Indonesia

Background: Enhancing English language learning activities can be achieved by integrating Technological Pedagogical Content Knowledge (TPACK). However, not all EFL teachers, particularly those participating in Indonesia's Teacher Professional Education Program (PPG), effectively harness TPACK to optimize their teaching methods. This study aims to explore TPACK proficiency among EFL teachers, emphasizing the disparities influenced by gender and school status, to guide targeted professional development strategies. Methodology: This study, conducted in 2023, was carried out by English Language Education study program lecturers who teach in the PPG. It employed a mixed-method study to investigate TPACK mastery among 285 EFL teachers. A comprehensive research questionnaire was developed and administered to assess TPACK proficiency, focusing on gender and school status as potential differentiators. Findings:The study delves into integrating TPACK dimensions in EFL teaching, revealing gender-neutral proficiency levels but significant disparities based on school status. While male and female teachers exhibited similar TPACK mastery, state school teachers demonstrated higher proficiency, indicating the influence of school context. Tailored professional development initiatives are crucial to address these disparities and foster effective technology integration in ELT, necessitating collaborative efforts among stakeholders to overcome challenges and promote innovative pedagogical practices conducive to modern learning environments. Conclusion:This study illuminates EFL teachers' TPACK mastery and obstacles and prospects. While ICT integration is difficult, the TPACK framework offers potential ways to create engaging learning environments. Successful implementation requires overcoming instructional challenges and maintaining stakeholder support. To maximize teaching and learning, educators must adapt their methods to technology. Originality: The study fills a knowledge gap by examining EFL teachers' TPACK proficiency, providing insights into gender and school status differences, and insights on challenges and opportunities. Given the prevalent use of technology in education, it is imperative to assess TPACK among professionally employed EFL teachers

Role of Non-Coding RNAs in Gene Regulation in Brazil

Purpose: The aim of the study was to examine the role of non-coding RNAs in gene regulation in Brazil Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The study found that non-coding RNAs (ncRNAs) play diverse and pivotal roles in gene regulation across various biological processes. From microRNAs (miRNAs) and long non-coding RNAs (lncRNAs) to circular RNAs (circRNAs) and transfer RNA-derived fragments (tRFs), ncRNAs participate in fine-tuning gene expression at multiple levels, including transcriptional and post-transcriptional regulation. These molecules act as crucial regulators of cellular homeostasis, development and disease pathogenesis. Unique Contribution to Theory, Practice and Policy: Central dogma of molecular biology & competitive endogenous rna (cerna) hypothesis may be used to anchor future studies on role of non-coding RNAs in gene regulation in Brazil. Leveraging the dysregulated expression of non-coding RNAs as diagnostic and prognostic biomarkers will facilitate the development of personalized therapeutic strategies. By targeting specific non-coding RNAs associated with disease states, clinicians can tailor treatment regimens to individual patients, improving efficacy and minimizing adverse effects. Policymakers should prioritize funding for non-coding RNA research, recognizing its significance in advancing biomedical knowledge and improving healthcare outcomes. Educational institutions and professional organizations should incorporate non-coding RNA biology into undergraduate and graduate curricula, as well as continuing education programs for healthcare professionals.

Celiac Disease Review: Background and Emphasis on the Important Role of Health Education in the Prevention and Control of Symptom

Celiac disease is related to dietary gluten found in wheat, rye, and barley, CD is an immune-mediated enteropathy and it is one of the most prevalent lifelong food-related illnesses globally. In addition, CD is also thought to be a systemic ailment marked by a variety of gluten-related signs and symptoms as well as disease-specific antibodies. When gluten is consumed, it produces toxic gluten peptides that can trigger both innate and adaptive immune responses in people who are predisposed to them. The transglutaminase enzyme plays a role in the development of the situation by deaminating gluten to produce glutamic acid. Furthermore, the peptidase enzyme finds it difficult to break down the prolamin component of gluten, which is high in proline and glutamine. This leads to incomplete protein digestion and the creation of peptides that trigger the immunological response. Moreover, CD causes remarkable damage to the small intestinal mucosa in the jejunum, resulting in inflammation of the villi and villous atrophy, which hinders the absorption of nutrients. Combining small intestine mucosal histology under a gluten-containing diet with CD serology allows for the diagnosis of the condition. A stringent lifelong gluten-free diet is now the only effective treatment for CD; nevertheless, the diet is demanding, and avoiding gluten is challenging. Further research is needed to improve and develop the diagnosis and treatment of CD via healthcare professional education programs.

Impact of Demographic Profile on Sustainability Learning: A Management Education Students’ Survey

PurposeThe specific objective of the research is to analyze the impact of academic level, year of study, age group and gender on cognitive learning, socio-emotional learning, behavioural learning and overall sustainability learning. MethodologyA sample of 389 management students were considered for the current study. The study incorporates multiple regression technique using SPSS software and structure equation modeling employing AMOS 26 software. For analyzing reliability Cronbach's alpha is used and further the construct validity is established via confirmatory factor analysis and for assessing discriminant validity Heterotrait-Monotrait ratio of correlations (HTMT) is employed. FindingsThe overall sustainability learning which has been calculated from the cognitive, socio-emotional and behavioural learning scores is found to be positively impacted by the demographic variables age group and is negatively impacted by the academic level. Practical implicationsThis study suggests that the educational programmes or initiatives must be specifically designed to induce sustainability learning based on gender and age-groups. Industry specific sustainability initiatives can be included in the curricula of professional educational programmes. Originality/valueThere is a dearth of studies in measuring the impact of age group, gender, level and year of study on attainment of sustainability learning objectives in terms of cognitive, socio-emotional, and behavioural learning on professional education students especially in India.

Sustainability in English Language Teaching: Strategies for Empowering Students to Achieve the Sustainable Development Goals

This article systematically reviews the studies integrating sustainability into English Language Teaching (ELT), underlining the critical role of education in addressing global environmental challenges through language learning. Through an extensive literature review encompassing empirical studies, theoretical articles, and case studies from 2013 to 2023, we evaluate the methodologies for incorporating sustainability in ELT, identify the challenges faced by educators, and propose practical solutions. Key findings demonstrate various effective approaches, such as interdisciplinary curriculum designs, innovative classroom activities, specialized teacher training, and novel assessment methods, which enhance language proficiency and significantly raise students’ language-learning awareness. Despite challenges such as limited resources and alignment issues between sustainability topics and language-learning objectives, strategies like developing open educational resources and professional development programs have shown promise in overcoming these obstacles. The review underscores the importance of embedding sustainability in ELT to foster informed, responsible global citizens and highlights future research directions to further this aim. It calls for continued innovation, research, and policy support to fully realize the potential of ELT in contributing to a more sustainable future.

Students’ Constructions of Professional Judgement in Teacher Education, Medical Education and Police Education

Professional higher education encompasses the development of relational skills and professional judgement, especially in welfare professions where close contact with people is essential, such as policing, teaching and health care. In the current article, using a cross-professional analysis, we explore how students from three different professional education programmes – teacher education, police education and medical education – construct professional judgement in group discussions and interviews. The results show that participants construct professional judgement as a relationship between three different dimensions: personal ethics, educational standards and professional practice. The examples in this article show how students utilise these three different dimensions when discussing professional dilemmas to account for choices that they (would) make as being morally or ethically sound. We argue that these results shed light on the importance of providing students with opportunities to reflect openly on professional judgement in different ways, even though this may not currently be examined or graded in their education. Furthermore, the analysis demonstrates similarities between the three examined programmes, as well as similar student reflections on essential aspects of the professions.

Why geopolymers and alkali‐activated materials are key components of a sustainable world: A perspective contribution

AbstractThis perspective article delves into the transformative potential of alkali‐activated materials, acid‐activated materials, and geopolymers in mitigating climate change and market challenges. To harness the benefits of these materials, a comprehensive strategy is proposed. This strategy aims to integrate these materials into existing construction regulations, facilitate certification, and promote market access. Emphasizing research and innovation, the article advocates for, increased funding to refine the chemistry and production of these materials, prioritizing low‐cost alternatives and local waste materials. Collaboration between academia and industry is encouraged to expedite technological advances and broaden applications. This article also underscores the need to develop economic and business models emphasizing the long‐term benefits of these materials, including lower life‐cycle costs and reduced environmental impact. Incentivizing adoption through financial mechanisms like tax credits and subsidies is suggested. The strategy also includes scaling up production technology, fostering industrial collaboration for commercial viability, and developing global supply chains. Educational programs for professionals and regulators are recommended to enhance awareness and adoption. Additionally, comprehensive life‐cycle assessments are proposed to demonstrate environmental benefits. The strategy culminates in expanding the applications of these materials beyond construction, fostering international collaboration for knowledge sharing, and thus positioning these materials as essential for sustainable construction and climate change mitigation.

The State of Teacher Training in the Conditions of Dual Training

The purpose of this article is to understand and justify the conditions for the use of elements of the dual training system in the implementation of professional educational programs to improve the efficiency and quality of training of qualified pedagogical personnel in secondary education institutions.
 The article discusses the advantages and disadvantages of dual education as a technology for preparing bachelor's degree programs in modern conditions of pedagogical university. Nowadays the topic of "dual training" is a very urgent problem on the pedagogical platform. Because vocational education has never been conceived without connection with the manufacturing sector. The authors describe how dual education is carried out abroad, as well as how the dual education model is being implemented in Kazakhstan. As an example to describe the introduction of elements of dual training, the system of dual training of some pedagogical universities of the Republic of Kazakhstan is presented. The article shows that this technology makes it possible to solve the tasks assigned to the pedagogical university for the training of pedagogical personnel for the system of secondary vocational education. Dual training reduces the gap between theory and practice, promotes the professional development of teaching staff. In addition, it sets new tasks for the higher education system: the development of dual training programs, the regulation of tripartite relations "university – student – employer".

The students’ perceptions of their online learning

This study intends to determine the perceptions of the in-service Teacher profession education program (PPG) students towards Indonesian network learning system (SPADA) hybrid learning. This study employed a survey method with a qualitative approach. Subjects in this study were 82 of 87 PPG Daljab 1 Batch 1 students. The technique of collecting data was through the instruments of questionnaires and interviews. The questionnaire was used to obtain data about the quality of online content and the assessment of online learning that has been carried out. Interviews were conducted to confirm the results of the questionnaire data to see the compatibility between the two data. Data analysis techniques in this study were conducted qualitatively and quantitatively by considering to the research objectives. The results showed that online learning had sharp quality content, can be accepted and well understood, easy to operate and use, overcomes distance and time constraints, and has benefits that are in line with the objectives of PPG implementation.

FEATURES AND EMPHASIS OF TEACHING FORENSIC MEDICINE FOR STUDENTS OF THE PEP "PAEDIATRICS"

This article addresses current issues in teaching the academic discipline "Forensic Medicine and Medical Law" to students of the professional educational program (PEP) "Pediatrics." With a focus on violence against children, the authors emphasize the necessity of educating pediatric students on forensic principles and practical skills. The article highlights the harmonization with international standards, the importance of awareness among students, and the critical role forensic medicine plays in pediatric training. Forensic medicine, as a discipline encompassing diverse medical fields, plays a crucial role in pediatrics. This article explores the integration of forensic principles into the PEP "Pediatrics," emphasizing the increasing societal issue of violence against children. The importance of training pediatric students to recognize and respond to such incidents while maintaining a solid evidence base is paramount.
 The authors emphasize that teaching forensic medicine to pediatric students should prioritize the following directions:
 
 Expert Involvement in Forensic Medical Examinations: Focuses on the significance of forensic medical examinations related to medical errors and offenses. Article 69 of the Criminal Procedure Code allows pediatricians to act as experts, emphasizing equivalence in rights and responsibilities with forensic medical experts.
 Physician Participation in Urgent Investigative Actions: Emphasizes the importance of practical skills, such as examining a corpse at the scene. Article 238 of the Criminal Procedure Code permits pediatricians to participate in urgent investigative actions. This includes instructing students on organizational and legal aspects, as well as theoretical and practical principles of examining a corpse at the scene.
 Accurate Documentation of Physical Injuries: Stresses the essential skill of accurately describing physical injuries on a child's body. Acknowledges the role of pediatricians in initial injury documentation, considering the potential involvement in criminal investigations.
 Accuracy and Completeness of Medical Documentation: Underscores the critical nature of accurate and complete medical documentation, serving as evidence in criminal proceedings. The article discusses potential legal consequences for physicians due to improper maintenance.
 Recording Sexual Offenses Against Children: Introduces an elective course focusing on preventing sexual offenses against children and domestic violence. Aims to form theoretical and practical competencies in students, adhering to the "Istanbul Protocol" and emphasizing the role of pediatricians in recognizing and responding to sexual violence against children.
 
 Therefore, educating pediatric students on how to act in such cases, how to work with patients without compromising the evidence base, and simultaneously providing timely medical assistance becomes paramount. This ensures the preparation of a highly qualified specialist in pediatrics whose competencies align with their professional qualification characteristics.
 Conclusion.
 
 Harmonizing domestic legislation with EU norms and standards as part of Ukraine's integration into the EU creates priority directions in teaching the discipline "Forensic Medicine and Medical Law."
 Insufficient awareness among pediatric students and a casual attitude towards the consequences of unprofessional actions or inaction in future professional activities contribute to a lack of motivation for studying "Forensic Medicine and Medical Law."
 Teaching forensic medicine is a crucial part of pediatric training. By providing students with the knowledge and skills necessary to recognize and respond to cases of violence against children, we can help protect children and ensure they receive the necessary assistance.

The benefits of breastfeeding for the health of the infant, the mother and the impact this has on public health in Brazil

Breastfeeding is a fundamental practice for a baby's health and proper development, offering a number of short- and long-term benefits for the baby and the mother. This natural form of feeding provides all the essential nutrients a baby needs in the first 6 months of life, promoting proper, healthy growth and strengthening the newborn's immune system. In nutritional terms, breast milk is a complete source of proteins, fats, carbohydrates and vitamins. Breastfeeding provides a deep emotional connection between mother and child, allowing the release of feel-good hormones, promoting an emotional bond and a sense of security and tranquillity for the baby. For mothers, breastfeeding also brings numerous benefits. The release of oxytocin during breastfeeding helps to reduce postpartum bleeding and increases contraction of the uterus, aiding postpartum recovery and preventing hemorrhage. Breastfeeding can help with post-pregnancy weight loss and reduce the risk of developing breast and ovarian cancer. The (WHO) and (UNICEF) recommend exclusive breastfeeding for the first 6 months of a baby's life, followed by the gradual introduction of complementary foods up to the age of two. However, despite the numerous benefits, many women face challenges to breastfeeding, including lack of support, returning to work and lack of information. It is therefore crucial to promote policies that support breastfeeding, such as paid maternity leave, breastfeeding-friendly workplaces and education programs for pregnant women and health professionals.

Digital Competence of Teachers and the Factors Affecting Their Competence Level: A Nationwide Mixed-Methods Study

Digital transformation opens up multiple opportunities for educators to achieve the continuity of learning through life, aligning with UNESCO’s fourth goal of sustainable development, and to prepare them for the digital age. Effective integration of technology goes beyond using it for its own sake; it involves using it to deepen students’ learning experiences. Digital transformation raises key questions about teachers’ digital competence. Building on the DigCompEdu framework, the current study aims to uncover the level of digital competence of science teachers and their perceptions towards it as well as to identify the factors influencing this competence. The study adopted a mixed-methods approach utilizing a sequential explanatory design. This design involved a questionnaire which was administered to a sample of 611 science teachers, while a semi-structured interview was applied to 13 teachers. The results indicate that the teachers’ level of digital competence was medium (58.4%). The study also revealed that the teachers had high-level positive perceptions towards the use of digital technologies (78%). Furthermore, the results indicate that perceived usefulness and subjective norms directly influence digital competence. This study also identifies the benefits of digital technologies and the challenges that teachers encounter in implementing them in the educational environment. The benefits focus on enhancing students’ motivation and assessing their learning experiences, communicating with the educational community, and the continuousness of e-learning. The challenges, however, include the acceptance of technology by the educational community; cognitive and skill-related challenges faced by teachers; administrative and teaching burdens; limited access to digital technologies and tools; and challenges related to student behaviors. As a result, a set of recommendations and implications are proposed for educational policymakers, curriculum and professional development program designers, researchers, and educational practitioners.

Content teachers’ beliefs and attitudes toward working with multilingual learners through integrative approaches

IntroductionThe fast-growing population of multilingual learners (MLs) in U.S. schools calls for ML-focused instructional support from content classroom teachers to acquire content knowledge and language proficiency simultaneously. However, teachers in general lack competency in content-language integrative pedagogy that builds on MLs’ transliterate capabilities, placing MLs at a greater disadvantage in the content classroom. Given that teachers’ classroom practices are shaped by their underlying language ideologies, it is important to examine what ideological beliefs and attitudes teachers are operating with for their day-to-day work with MLs. Framed by scholarship on content-language integrated instruction, language ideologies, and transliteracies approaches, this study examined the relations between content teachers’ ideological beliefs and attitudes toward teaching MLs in the content classroom and several teacher-related variables.MethodsThis study employed a sequential mixed-methods design for a more comprehensive understanding of teachers’ ideologies about working with MLs. Quantitative data analysis was conducted by confirmatory factor analysis and multiple regressions using survey responses of in-service content teachers (N=100) followed by focus group interviews (N=24).ResultsResults of a confirmatory factor analysis using a survey suggested that teachers who were more likely to endorse English-only monolingual pedagogy did not necessarily view themselves as having lesser sensitivity to MLs’ backgrounds in their classroom. Results of regression analyses showed that teachers using pull-out or push-in instruction were more inclined to support language-integrated content teaching and considered themselves more sensitive to MLs’ backgrounds than teachers who instruct specialized content. Interestingly, the specialized content teachers having a greater percentage of MLs in their classroom were more supportive of the language-integrated content teaching pedagogy than other teachers using the teaching role. Analysis of focus groups provided contextualized rationales for teachers’ chosen stances toward the English-only monolingual, separatist pedagogy or the transliterate, integrative pedagogy for MLs.DiscussionThe findings demonstrated that teachers’ ideologies were not merely individual beliefs but also intertwined with the hegemonic language ideologies of the larger education system. The complexity of the shifting ideologies points to the pressing need for integrating ML-specific attention into teacher education and ongoing professional development programs.

Hospital pharmacists’ knowledge, attitudes and practice of pharmaceutical care and the barriers for its implementation at the hospital setting

ObjectiveTo assess hospital pharmacists' understanding of pharmaceutical care and their attitudes regarding the adoption of the patient-centered model, as well as investigate Jordan's current state of pharmaceutical care implementation and the associated barriers. MethodsA validated survey was distributed to hospital pharmacists in different major tertiary hospitals in Jordan. The study questionnaire contained five sections to assess sociodemographic characteristics, pharmacists’ understanding of pharmaceutical care, attitudes towards pharmaceutical care, potential barriers that may limit the delivery of pharmaceutical care, and the extent of pharmaceutical care implementation in the hospital setting. ResultsThe survey was completed by 152 hospital pharmacists. Participants in this study demonstrated adequate levels of knowledge about pharmaceutical care (Mean = 9.36 out of 11, SD = 1.23) and expressed favorable perceptions of pharmaceutical care (mean = 3.77 out of 5; SD = 0.7). Although more than one-third of the pharmacists practiced pharmaceutical care, the study revealed a number of impediments to the delivery of pharmacological care services. Regression analysis revealed that age (P < 0.05) and years of experience (P < 0.05) were significant predictors of knowledge, while age (P < 0.05), gender (P < 0.05), the graduation university (governmental vs. private) (P < 0.05), and years of experience (P < 0.05) were significant predictors of attitude. Furthermore, Doctor of Pharmacy degree holders had fewer barriers to pharmaceutical care implementation but were more actively involved in pharmaceutical care practice than those with a Bachelor of Pharmacy degree (P < 0.01 and P < 0.05 respectively). Pharmacists with a Master's degree or higher in pharmacy were more actively involved in pharmaceutical care practice than those with a Bachelor of Pharmacy degree (P < 0.05). Pharmacists working in the Ministry of Health and the Royal Medical Services experienced more barriers than those working in teaching hospitals (P < 0.05). ConclusionsAlthough the current study indicated high knowledge and perceptions regarding pharmaceutical care among hospital pharmacists, the provision of pharmaceutical care is not widely practiced in Jordan. Moreover, several barriers to the practice of pharmaceutical care were identified, highlighting the need for effective strategies to be put in place to overcome these obstacles. These strategies should include increasing the number of pharmacy staff, resolving timing issues, providing adequate financial initiatives, improving communication skills, changing the layout of pharmacies to include a private counseling room, developing specific policies that support the role of the pharmacist in patient care, and providing effective training and continuing professional education programs.

Original article Formalization of the task of developing wartime curricula and programs

Managing higher education involves solving a number of problems that are difficult to formalize. Such tasks include ensuring consistency of the logical-time sequence of training in real conditions of continuous improvement of documents regulating the educational process (federal state educational standards, professional standards, approximate basic educational programs, curricula, basic professional educational programs, work programs of disciplines, indicators of achievement of competencies and so on.).Increasing the efficiency of higher education management is associated with the introduction of specialized information systems into the educational process of a university, designed to automate basic processes and tasks.The range of tasks solved by the higher education management system is also influenced by the actual sociopolitical situation. In modern conditions, it seems relevant to resolve the issue of developing curricula for shortened training or wartime plans in certain areas of professional activity.Works have been published in which formalized methods have been developed to ensure consistency of the logical-time sequence of learning in the higher education system. These methods create favorable preconditions for their further improvement and application in solving related problems.The applicability of graph theory methods for a formalized solution to the problem of developing wartime curricula and programs is shown.