Conduitoscopy is a technically demanding procedure with limited opportunities for structured training. We evaluated the educational impact of a 3D-printed ileal conduit simulator on knowledge acquisition and perceived learning among urology trainees and fully qualified urologists (FQU). We conducted a prospective, single-group study during a national urology training course in 2024. Participants included U.K.-based resident doctors in year 3 and year 7, as well as FQU; participation was voluntary. Knowledge acquisition was assessed with a five-item multiple-choice questionnaire (MCQ) administered before and after training, while educational experience was evaluated post-training using the Michigan Standard Simulation Experience Scale (MiSSES), covering key educational sections. Comparisons of MCQ scores were analyzed using Welch's t-test, and group differences in survey responses were assessed using Fisher's exact test. Free-text comments were also collected and thematically analyzed to capture participants' perceptions and suggestions. Fifty-three participants completed the study (36 resident doctors in year 3 [RDY3], 9 in year 7 [RDY7], and 8 FQU). Agreement rates were high across all MiSSES sections, with 100% endorsing teaching quality and overall ratings. MCQ scores improved significantly after training (mean 2.55 vs 3.23, p < 0.001; Cohen's d = 0.71). Comparison between RDY3 and the combined RDY7 + FQU group showed a significant difference in self-efficacy (p = 0.003), while no statistically significant differences were observed in fidelity, educational value, or teaching quality. The 3D-printed ileal conduit simulator is an effective tool for conduitoscopy training, improving theoretical knowledge and receiving strong endorsement across key educational sections. Participant feedback highlighted its realism and educational value, alongside suggestions for minor refinements. These findings support its integration into structured endourology urology training programs.

Against the dual background of digital transformation and the development of New Medicine, traditional paper-based experiment reports increasingly show inherent limitations in efficiency, interactivity, archiving, and resource sharing. This study designed and developed an online electronic experiment report submission system tailored for medical universities, and further explored the application of artificial intelligence (AI) technology in automated grading and plagiarism detection. The system was built on the ThinkPHP 5.0 framework and MySQL database, with three role-based portals for administrators, teachers, and students. To meet the specific requirements of medical experiment teaching, core functions including copy-paste restriction, modular grading, a reusable comment library, one-click score aggregation, and batch PDF export were implemented. Furthermore, this study proposed a multi-algorithm similarity-based plagiarism detection scheme and an AI auto-grading concept based on a dual-layer evaluation model, providing a feasible path for the intelligent upgrade of experiment teaching. The application of this system is expected to effectively alleviate problems such as heavy grading workload, delayed feedback, and physical archiving difficulties, thereby improving the management efficiency and teaching quality of medical experiment education.

ABSTRACT In the field of higher education, the strong correlation between teacher strategies and student engagement has been widely acknowledged. However, existing research has not yet provided comprehensive and nuanced evidence to fully elucidate the dynamics and complexity of this relationship. To address this gap, this study employed a mixed-methods approach, combining interviews with 30 university teachers and students with a survey of 3,819 undergraduates across four higher education institutions. This study identifies six effective teacher strategies that promote student engagement, namely selecting relevant teaching materials; adopting nontraditional teaching models; designing distributed course assessments; delivering clear expositions of knowledge; promoting meaningful classroom interactions; and attending to students’ learning status and needs. This study reveals that excessive use of technology is the direct cause of the ineffectiveness of teacher strategies (except for attending to students’ learning), while teacher care is a latent factor for sustaining the effectiveness of teaching strategies. As a caring teacher strategy, attending to and responding to students’ learning status and needs not only has a great impact on students’ learning engagement but also enhances the effectiveness of other strategies. These findings underscore the critical importance of instructors actively monitoring students’ learning states and responding promptly and appropriately to their evolving needs within real-world teaching contexts. Moreover, this study not only provides new insights into the relationship between teacher strategies and student engagement but also offers more targeted recommendations for college educators to improve teaching quality in complex educational contexts.

Quality Assurance (QA) in education as a continuous process focused on monitoring, evaluating, and enhancing the quality of teaching, learning, and overall educational outcomes has evolved and became a prominent feature of higher education reforms worldwide. In the Philippines, the Commission on Higher Education (CHED) Memorandum Order Number 46 series of 2012 defined quality as the continuity and integrity of the learning environment with the vision, purpose and goals of the organization, demonstrated by excellent results in learning and service, as well as the creation of a successful culture. To provide quality education and to address the global concern for excellence in education, the CHED memorandum stated that quality assurance mechanism should be in two components such as the internal and external mechanism. Despite the implementation of quality assurance mechanisms, autonomous higher education institutions were experiencing a myriad of challenges which were affecting the effectiveness of these quality assurance practices. Any Quality Assurance mechanisms, either locally or internationally recognized, that are being utilized and adopted by the autonomous university, may be greatly influenced by the quality assurance practices implemented by the faculty. The roles and functions of the Autonomous University's quality assurance mechanisms may not be well understood by the average faculty member. Teachers' effectiveness was largely dependent on the full usage of quality assurance practices such as capacity building, supervision, physical facilities, and accreditation. Teacher’s involvement and practices in the quality assurance (QA) endeavors of their institutions need to be examined since they were the direct implementer of their QA mechanisms. This study assessed the quality assurance practices of the teachers and the challenges they encountered in the College of Education in the different autonomous universities in the National Capital Region in the Philippines with the goal of crafting a proposed action plan for improvement. Utilizing descriptive-evaluative, comparative, and correlational designs, the study surveyed 505 College of Education faculty members from 26 private autonomous Higher Education Institutions (HEIs) in the National Capital Region, Data were collected through validated questionnaires and analyzed using statistical tools, including Pearson correlation, at a 0.05 level of significance. Ethical considerations were observed throughout the conduct of the study emphasizing the use of informed consent and confidentiality of responses. The findings revealed that there was a significant difference in the assessment of the respondents on the external quality assurance practices implemented by the College of Education for voluntary accreditation as to "IQuAME" when age (P=0.035), faculty rank (P=0.047), status of employment (P=0.043), and subject taught (P=0.023) were considered, in the assessment of the respondents on the External Quality Assurance practices implemented by the College of Education for voluntary accreditation as to "ISO Certification" when status of employment (P=0.049) and subject taught (P=0.042) were considered. There was a significant relationship between the internal quality assurance practices and challenges encountered by the College of Education (Pearson r of -0.629), with a qualitative description of "moderate negative relationship", which was significant since the computed P-value of 0.000 was less than 0.05 level of significance. Also, the external quality assurance practices and challenges encountered by the College of Education were also significantly correlated with the calculated Pearson r of -0.729, p &lt; 0.05. The Quality Assurance practices of faculty members positively influence the quality of teaching, learning, and overall educational outcomes. Hence, school administrators are encouraged to provide relevant trainings and other workshops pertaining to Quality Assurance Management alongside training in Digital Technology and Information Systems Management, including the proper allocation of sufficient financial support for their faculty members who would like to enroll in the doctoral program. The study proposes an action plan delving on the following Key Performance Indicators (KPIs) that could be utilized to monitor any intervening discrepancies or non -compliance to Quality Assurance Protocols via: a) determination of the actual percentage reduction in non-conformances or defects, b) identification of staff quality assurance training completion rate, c) performance of regular audit compliance score improvement schemes, d) regular monitoring of the customer/stakeholder satisfaction ratings, and e) strict adherence and compliance to turnaround time for corrective actions.

Peer teaching is an established pedagogical approach in medical education; yet, traditional methods face challenges including inconsistent knowledge support, variable teaching quality, and limited scalability. Artificial intelligence (AI) large language models offer potential to augment peer teaching by providing on-demand access to medical knowledge and clinical reasoning support. However, AI integration within structured peer teaching has not been systematically evaluated in clinical education. This study aims to evaluate the effectiveness of AI-assisted peer teaching compared to traditional peer teaching in orthopedic clinical education, with respect to knowledge acquisition, clinical skills development (particularly clinical reasoning), student engagement, and 3-month knowledge retention. This historical cohort study compared 2 consecutive cohorts of medical students (aged 20-27 years, 108/190, 56.8% male) at the Second Affiliated Hospital, Zhejiang University School of Medicine, Hangzhou, China. All eligible students from each cohort were enrolled. The control group (2021 cohort, n=96, taught in 2024) received traditional peer teaching; the intervention group (2022 cohort, n=94, taught in 2025) received AI-assisted peer teaching with access to DeepSeek-V3. Primary outcomes were assessed using a validated 50-item multiple-choice examination (0-100 points) and a 4-station Objective Structured Clinical Examination (OSCE; 0-100 points) with standardized rubrics (intraclass correlation coefficient>0.85). Secondary outcomes included student engagement and satisfaction (5-point Likert scales) and AI usage metrics. Assessments were conducted at baseline, postintervention (8 weeks), and 3-month follow-up. Analysis of covariance adjusted for baseline knowledge, prior AI experience, and learning interest to address observed baseline imbalances. Using independent samples t tests (α=.05, 2-tailed), the AI-assisted group demonstrated significantly higher postintervention knowledge scores (mean 79.69, SD 8.41 vs mean 75.33, SD 9.26; mean difference=4.36, 95% CI 1.84-6.87; P<.001; Cohen d=0.49). OSCE total scores were significantly higher (mean 80.95, SD 7.57 vs mean 76.24, SD 9.23; mean difference=4.71, 95% CI 2.31-7.11; P<.001; d=0.56), with clinical reasoning showing the largest effect (mean difference=2.22, 95% CI 1.18-3.25; P<.001; d=0.61). Analysis of covariance adjusted results remained significant for all primary outcomes (adjusted knowledge difference=3.52, P=.002; adjusted OSCE difference=4.52, P<.001). At 3-month follow-up (174/190, 91.6%), the AI-assisted group maintained higher knowledge scores (mean 77.36, SD 8.60 vs mean 72.84, SD 10.42; mean difference=4.52, 95% CI 1.68-7.36; P=.002; d=0.47), with similar knowledge decay rates between groups. This study provides the first systematic evidence that integrating AI tools within structured peer teaching enhances orthopedic clinical education across multiple domains, including knowledge acquisition, OSCE performance, and student engagement. Unlike prior studies examining AI as a stand-alone learning tool, this work demonstrates the synergistic potential of combining AI knowledge support with peer teaching's social learning benefits, with particularly strong effects on clinical reasoning. These findings support scalable, cost-effective implementation of AI-augmented peer teaching, though randomized controlled trials are needed to confirm causality and determine optimal implementation strategies.

ABSTRACT Against the growing global demand for market-oriented tourism professionals, Case-based Action Learning (CAL) has become an innovative teaching paradigm for cultivating applied talents in the undergraduate Tourism Marketing Course, with unique practical advantages. This study systematically elaborates on CAL’s theoretical basis and rigorously evaluates its implementation effectiveness by comparing it with traditional teaching methods in relevant courses of Chinese higher education. After clarifying the specific application framework of CAL in the Tourism Marketing Course and comprehensively assessing its learning outcomes, it further analyzes the teaching method’s theoretical contributions and practical values, clarifies its limitations, and proposes feasible future research directions. Empirical results show that CAL not only significantly improves students’ practical problem-solving abilities and collaborative literacy, but also deepens the effectiveness of university-enterprise cooperation, promotes the output of discipline competition achievements, and facilitates the formation of high-quality academic achievements, ultimately constructing a complete closed-loop teaching system of ‘theoretical construction – practical verification – industrial transformation’. By constructing an open classroom model, the evidence-based teaching plan formed in this study provides a replicable template for educators, and offers important reference for the innovation of undergraduate teaching methods and the improvement of teaching quality in the tourism management major.

Retraction: Evaluation of influencing factors of China university teaching quality based on fuzzy logic and deep learning technology

To construct an evaluation indicator system for ideological and political education (IPE) in Basic Nursing Courses, thereby providing a basis for improving the teaching quality of IPE in these courses. Based on the CIPP (Context-Input-Process-Product) model framework, a preliminary draft of the evaluation indicator system for IPE in Basic Nursing Courses was developed through methods, such as literature review and group discussion. Using the Delphi expert consultation method, 21 experts were invited to provide supportive feedback and suggestions for revising the evaluation system over two rounds. The scores, coefficient values and consistency ratios for the first-, second- and third-level indicators were calculated, and the weights of the indicators at each level were determined using the Analytic Hierarchy Process (AHP). The expert response rate in the two rounds of the Delphi survey was 95% and 100%, respectively. Expert authority coefficients were 0.856 and 0.865, and judgment basis coefficients were 0.865 and 0.880, respectively. Kendall's W values were 0.218 and 0.276 (p < 0.001). The developed evaluation indicator system comprised 4 first-level indicators, 12s-level indicators, and 55 third-level indicators. Guided by the CIPP theoretical framework, this study tentatively established an evaluation indicator system for IPE in Basic Nursing Courses. The consensus among experts reached an acceptable level, and the system could serve as a theoretical framework and reference for subsequent assessments of teaching quality and empirical validation of IPE in Basic Nursing Courses. However, as the system is still in the preliminary stage, further validation of its reliability, validity and feasibility, as well as its application in real teaching scenarios, is required.

This study develops and preliminarily validates a teaching-quality evaluation model for physical education (PE) in higher vocational colleges using student sports-performance data. The model responds to two persistent limitations in conventional PE evaluation: an excessive focus on terminal test scores rather than learning processes, and insufficient attention to occupation-specific physical demands. Guided by the reform orientation of integrating job requirements, courses, competitions and certificates in vocational education, the study constructs an indicator system covering four dimensions: general physical fitness, occupation-specific physical fitness, motor skills and participation. The Delphi method, analytic hierarchy process (AHP) and Markov-chain modelling are integrated to estimate indicator weights and to analyse dynamic transitions from basic fitness attainment to occupational fitness adaptation. A 10-week pilot application was conducted in an automotive maintenance programme and a nursing programme at a higher vocational college in Shandong Province, China. Results indicate that sports performance data collected through wearable devices and professional training equipment were strongly associated with PE teaching evaluation outcomes (r = 0.85), with occupation-specific physical fitness contributing 42% of the explanatory weight. Student participation mediated the relationship between sports performance and teaching evaluation, with a stronger mediating effect in occupation-specific training modules than in general fitness modules. Dynamic monitoring also showed a moderating effect (effect value = 0.41), particularly in engineering-related training scenarios. The findings suggest that embedding occupational adaptability into data-driven PE evaluation can provide a dual reference framework that integrates general physical development with professional competence requirements. The model offers a practical basis for process-oriented assessment, curriculum optimisation and professionalised PE reform in higher vocational education.

ABSTRACT Parental school choice in Kazakhstan takes place within a multilingual and rapidly changing education system shaped by post-Soviet legacies and shifting language hierarchies. This qualitative study draws on twelve focus group discussions with ethnic Kazakh parents in three regions to examine how families select state public primary schools. Findings show that parents act as constrained choosers: proximity, safety, work routines, and housing largely influence their tendency to remain within designated catchment schools. Medium of instruction, teacher quality, and sibling or intergenerational ties further shape their decisions. The study highlights how everyday pragmatics, linguistic identities, and region ecologies structure educational decision-making.

Instructional supervision is essential for improving teaching quality and strengthening professional practice among teachers. Despite its importance, few empirical studies have explored the relationship between the extent of instructional supervision implementation and teachers’ performance in public elementary schools, particularly in the Bohol Division. This research examined the association between the implementation of instructional supervision and teachers' performance in public elementary schools in Congressional District I of the Bohol Division during the 2024–2025 school year. The study also described the profiles of instructional leaders, specifically Public Schools District Supervisors and School Heads, and assessed the extent of instructional supervision in two domains: technical implementation competence and behavioral competence. Teachers’ performance was measured using classroom observable indicators. Using a descriptive-correlational research design, data were collected from Public School District Supervisors, School Heads, and teachers via survey questionnaires and analyzed using appropriate statistical methods. The results revealed significant differences in the implementation of instructional supervision across respondents’ profiles. A significant positive relationship was also found between instructional supervision and teachers’ performance (ρ = 0.63–0.68, p &lt; 0.01), suggesting that enhanced supervision practices contribute to improved teaching performance. These findings underscore the need to strengthen instructional supervision practices to enhance teaching effectiveness. In response to the results, an enhancement program was proposed to improve supervision strategies and promote higher teacher performance in public elementary schools.

Teacher wellbeing plays a critical role in maintaining teaching quality and supporting the sustainability of the teaching profession, particularly among physical education teachers who face unique physical and psychological demands. However, limited research has examined how generational differences may influence teacher wellbeing. Therefore, this study aimed to investigate differences in wellbeing levels among physical education teachers in DKI Jakarta based on generational cohorts, specifically Generation X and Generation Y teachers. A quantitative comparative design was employed involving 207 physical education teachers, consisting of 125 Generation X teachers and 82 Generation Y teachers. Data were collected using a validated teacher wellbeing instrument with a Cronbach’s alpha reliability coefficient of 0.89. The Welch t-test was applied because the two groups differed in sample size and did not fully satisfy the assumption of homogeneity of variance, making it a more robust statistical approach for group comparison. The findings revealed a significant difference in teacher wellbeing between the two generations, with Generation X teachers demonstrating higher wellbeing levels than Generation Y teachers. These results suggest that factors such as work experience, career stability, generational work values, and differences in social and psychological contexts contribute to variations in teacher wellbeing. The findings highlight the need for targeted interventions and policies that address generational characteristics, such as mentoring programs for younger teachers, workload management strategies, and professional development initiatives designed to enhance wellbeing among physical education teachers.

ABSTRACT The global learning crisis has heightened concerns about teaching quality, particularly in developing countries where systemic inequities affect educational outcomes. In the Philippines, reports from EDCOM II identified structural weaknesses in the education sector, yet many local systemic barriers remain underexplored. Guided by Systems Theory and employing a phenomenological approach, this study examined the experiences of nine public high school teachers in Cebu, Philippines through a focus group discussion. Findings revealed interconnected barriers related to administration, curriculum and instruction, teacher workforce, infrastructure, centralization, and student-related factors. These challenges contributed to ineffective instructional delivery, reduced teacher well-being and preparedness, poor student performance, and unjustifiable student promotion. The study recommends both short- and long-term reforms, including stronger grassroots participation, qualified leadership, depoliticized governance, evidence-based policymaking, curriculum refinement, improved funding, and increased teacher compensation. The findings highlight underexplored issues beyond EDCOM II and underscore the need for a systems-oriented approach to improving educational quality.

ABSTRACT The aim of this study is to investigate the qualities of prospective primary school teachers’ small-group discussions in science. The empirical data comprise students’ discussions in small groups (N = 15) and students’ pre- and post-tests (N = 50). Analyses of the discussions were conducted according to four levels of tentative sense-making. Out of 15 groups, only 6 arrived at the correct conclusion regarding the phase changes of water during their discussions. The groups that succeeded exhibited higher-quality levels of tentative sense-making during their discussions. Additionally, students in these groups showed improved post-test results compared to their pre-tests. The findings have implications for how we organise and use small group discussions when teaching science and in teacher education to improve science education and practice.

Effects of Video-assisted Discharge Education of Day Surgery Patients on Their Perception of Quality of Discharge Teaching and Satisfaction With Nursing Care: A Randomized Controlled Study.

To explore the application effect of a multi-track teaching strategy integrating Outcome-Based Education (OBE) concept with Case-Based Learning (CBL), Problem-Based Learning (PBL), Team-Based Learning (TBL), and multi-station teaching methods in pediatric ophthalmology clinical internship courses. A total of 212 fifth-year pediatric undergraduate students who completed ophthalmology clinical internships from April to May 2025 were selected. They were divided into a research group (107 students, odd-numbered groups) and a control group (105 students, even-numbered groups) according to internship groups (15-16 students per group). The research group adopted a multi-track teaching model based on OBE concept, while the control group followed a traditional clinical internship teaching model. The pre-class, in-class, and post-class teaching evaluations and course satisfaction of the two groups were compared. SPSS 20.0 was used for statistical analysis. Count data were expressed as n (%), analyzed by χ² test; measurement data were expressed as (x̄ ± s), analyzed by independent samples t-test. The post-class case analysis score of the research group was significantly higher than that of the control group (45.10 ± 1.36 vs. 41.50 ± 1.35, P < 0.05). The in-class evaluation scores of the research group in operational skills, case analysis, doctor-patient communication, and teamwork ability were significantly higher than those of the control group (19.34 ± 0.57 vs. 16.97 ± 0.37, 19.53 ± 0.87 vs. 17.95 ± 0.69, 19.26 ± 0.65 vs. 17.92 ± 0.78, 19.42 ± 0.68 vs. 17.58 ± 0.65, P < 0.001). In the teaching feedback, the research group's scores in learning motivation (4.85 ± 0.13 vs. 4.21 ± 0.18), key concept comprehension (4.72 ± 0.21 vs. 4.21 ± 0.18), integration of theory and clinical practice (4.87 ± 0.18 vs. 4.28 ± 0.15), and formation of clinical diagnostic thinking (4.84 ± 0.12 vs. 4.27 ± 0.23) were significantly higher than those of the control group (P < 0.001). The overall evaluation of the internship course by the research group was significantly higher than that of the control group (4.82 ± 0.24 vs. 4.32 ± 0.18, P < 0.001). The OBE concept-based multi-track teaching model was associated with improved clinical reasoning, practical skills, and self-directed learning among pediatric ophthalmology interns, suggesting potential value for clinical teaching quality.

Peer-assisted learning in medical radiation sciences education and training: A scoping review.

ABSTRACT Teaching out-of-field (TOOF) – assigning teachers to subjects beyond their expertise – is a widespread global practice that threatens professional identity and teaching quality. In Iranian public schools, staffing shortages make this phenomenon especially common among EFL teachers. Using Cultural-Historical Activity Theory (CHAT), this study explores how TOOF shapes Iranian EFL teachers’ professional identity. A mixed-methods design was adopted: a questionnaire completed by 100 EFL teachers and semi-structured interviews with 15 of them. Findings revealed that approximately one-third regularly teach out-of-field subjects, particularly at primary level. Quantitative analysis across the six CHAT elements showed neutral effects on Subject and Community, moderately negative effects on Object and Division of Labour, and strongly negative effects on Tools and Rules. Teachers predominantly reported diminished enthusiasm for English teaching, role confusion, and erosion of professional identity. Interviews identified lack of content knowledge, inadequate resources, and contradictory institutional rules as core challenges. While a minority viewed TOOF as a growth opportunity, most experienced it as detrimental. To address unavoidable TOOF, the study proposes the SUPPORT model to protect and strengthen EFL teachers’ professional identity.

Dataset on criteria for evaluating teaching quality in blended learning environments: Evidence from a Vietnamese university

Large language models (LLMs) are increasingly explored as tools for medical education. However, evidence remains limited regarding their pedagogical quality and real-world utility in prostate cancer teaching within urology residency training. We conducted a two-phase study. Phase 1 benchmarked three LLMs (ChatGPT-4o, DeepSeek R1, and Gemini 2.0) on a structured 40-item prostate cancer education question bank using standardized prompts and blinded expert ratings. Phase 2 implemented the top-performing model in a pilot randomized teaching trial among urology residents (n = 34) using stratified block randomization based on a pre-admission standardized test score, with allocation concealment implemented through a centralized web-based system. Both groups received identical offline instruction with a time-matched lecture structure. The control group committed to avoiding LLM use for course-related questions during the teaching period. DeepSeek R1 ranked highest in expert ratings, with clearer advantages on higher-order and innovation-oriented questions. In the pilot randomized teaching trial (n = 34), the AI-assisted group achieved higher closed-book examination scores than controls (68.47 ± 12.78 vs. 57.91 ± 10.47; MD 10.56, 95% CI 2.39-18.73; p = 0.013). Improvements were most evident in Multiple-Choice Questions(MCQs) (MD 9.27, 95% CI 4.37-14.17; p < 0.001) and research items (MD 3.32, 95% CI 1.72-4.92; p < 0.001), whereas Multidisciplinary Team(MDT) case analysis showed no clear difference. Student and instructor feedback was generally positive. LLM-assisted teaching was associated with higher knowledge-based examination performance, especially for MCQ-style and innovation-focused content, while effects on MDT reasoning remain uncertain. These preliminary findings suggest that carefully guided LLM use may support residency teaching, but larger multicenter studies and structured verification workflows are needed to confirm effectiveness and generalizability.