Awareness of intuition in the practice of counselling and broader health care is generally acknowledged and often identified by therapists as a “gut feel”. However, the awareness and intentionality as to how intuition might be ethically used by a therapist in their practice is less clear. This paper presents an autoethnographic account of the experience of intuition in a clinical counselling and supervision practice. The motivation for the study stemmed from the author’s experience of intuition, and the desire to find an ethical and safe way to use intuition in a professional counselling practice. Data was collected from 35 reflective journals written over nine months of clinical counselling and supervision practice. Findings from the analysis and synthesis process led to the development of a reflective tool, underpinned by “Collaborative Constructionist principles” (Anderson, 1995), that offers therapists an approach for the ethical use of intuition in a counselling practice.

The research examines educational methods to boost creative thinking abilities of students studying chemistry at the secondary school level. The research adopts non-standard contextually rich tasks to teach students original flexible critical thinking skills because educational settings increasingly demand such learners. The tasks trigger cognitive interest and support imaginative thinking abilities to develop individual thinking patterns for creative thought skills. The research method uses motivational prompts followed by creative warm-up activities and real-world chemistry problems which are supported by reflection tools including metaphor-based riddles and self-assessment models. These educational practices took place in regular classrooms to support individual analysis combined with hypothesis development and group-based investigation. Students who participated in these non-traditional creative activities exhibited enhanced involvement in chemistry classes and better mastery of chemical concepts and better abilities to create distinct answers. Creative tasks integrated into curriculum support students' core cognitive development for lifelong scientific learning while sustaining their scientific understanding.

This paper reveals research on the use of digital technologies within professional learning for practitioner developments and telehealth care. This case study examined practitioners as they experienced real–time challenges adapting to delivering telehealth interventions. Employing a naturalistic inquiry methodology, investigating how WhatsApp as a platform facilitated reflective practices according to Schön’s model of reflection, that is to reflect as they acted (Reflection in action) and to reflect after they acted (Reflection on action), results from dialogic interactions were explored through a qualitative interpretivist case study lens. Detailed insight into professional interactions taking place between members of a virtual professional learning community (vPLC) sheds light on positive impacts and innovations in telehealth care delivery. This research indicates benefits borne from digital health transformations, and how digitized reflection tools can support career professional development. Future research potential to incorporate artificial intelligence data-driven strategies in healthcare management are highlighted.

From Outcomes to Insights: A Structured Reflection Tool for Practice-Based Learning and Improvement

Recognising linguistic diversity as a person’s characteristic is arguably central to their multilingual identity and is important as an equity issue. Different indicators suggest that students with migrant backgrounds, whose linguistic diversity is often not reflected in European education systems, tend to underperform compared to their peers without migrant backgrounds. There is a dire need, therefore, to alleviate the educational inequalities that negatively affect some of the most plurilingual students in European school systems. This can be carried out by revisiting assessment tools. Developing assessments to make children’s full linguistic and cultural repertoire visible, and what they can do with it, is one way that potential inequalities in school systems and assessment practices can be addressed so that cultural and linguistic responsiveness of assessments and practices can be improved. This paper explores the concept of discontinuities or mismatches between the assessment of plurilingual children’s linguistic practices in one primary school in Catalonia and their actual linguistic realities, including heritage languages. It asks: (1) What are the children’s linguistic profiles? (2) What mismatches and/or educational inequalities do they experience? and (3) How does the co-creation and use of a rubric assessing plurilingual and intercultural competence attempt to mitigate these mismatches and inequalities? Mismatches are identified using a context- and participant-relevant reflection tool, based on 18 reflective questions related to aspects of social justice. Results highlight that mismatches exist between children’s plurilingual and intercultural knowledge and skills compared to the school, education system, curriculum, and wider regional and European policy. These mismatches highlight two plurilingual visions for language education. The paper highlights how language assessment tools and practices can be made more culturally and linguistically fair for plurilingual children with migration backgrounds.

Misconceptions in physics, particularly in topics like momentum and impulse, pose significant barriers to meaningful learning, as students often rely on everyday experiences that contradict scientific principles. Addressing these misconceptions is crucial for improving students’ understanding and application of physics concepts in real-world contexts. This study examines the effectiveness of the Technology-Integrated Modification, Observation, Reflection, and Evaluation (T-MORE) model in addressing misconceptions about momentum and impulse through a convergent parallel mixed-methods design. A total of 22 first-semester undergraduate students participated in this study, receiving instruction incorporating videos, PhET simulations, and AI-assisted reflection tools. Conceptual understanding was measured using the Four-Tier Momentum and Impulse Misconception Diagnostic Test (FT-MIMDT). The McNemar test confirmed a statistically significant improvement, while the Reduction of Misconception Quantity (RMQ) indicated a high reduction in misconceptions. Qualitative analysis revealed changes in students’ misconceptions regarding momentum conservation and impulse-momentum relationships after instruction. These findings confirm the effectiveness of T-MORE in improving conceptual understanding and reducing misconceptions in momentum and impulse. The implementation of T-MORE can be further optimized by incorporating collaborative discussion sessions and adaptive formative assessments to ensure that all students can reconstruct their understanding more comprehensively.

Writing diary as an assessment tool for learning has many advantages for language learners; however, in higher education, it is frequently disregarded as a reflective practice tool. Also, least attention has been given to this practice in the Kurdistan Region of Iraq (KRI) classrooms. This study aims to explore reflexivity in students’ diary writings, and it also aims to determine the types of the diaries and the level of criticality. The data is taken from the assignments of 66 students from two modules at Soran University. A content analysis method is used for data analysis based on Kember et al.’s (2008) classification of the types of diaries. The study findings reveal that an overwhelming majority of the students are rather non- reflective in their diaries. With regard to the rest, 22 students were rather reflective in some paragraphs and only 3 students were critically reflective and this criticality was not on the classroom discourse but rather, teacher practices. Based on the findings, the implications were that classroom pedagogical practices and cultural aspects have not assisted the process and in so many other aspects the students have not been given frequent feedback. The study recommends that teachers should be provided with training on how to monitor students’ progress, and how to utilize scaffolding with peers. Providing support can also help students to be reflective and critical in their diaries.

‘WIKI’ – A TECHNOLOGY TOOL FOR LEARNING AND REFLECTION

BackgroundOlder nursing home residents with dementia are commonly prescribed antidepressants despite limited evidence of clinical effect and a high risk of side effects. Deprescribing can be challenging and is often not attempted. The aim of the study is to investigate the effect of a multifaceted intervention targeting nursing home general practitioners and their collaboration with the nursing home staff on the reduction of antidepressant medication in older nursing home residents with dementia.MethodThe study is a cluster-randomized, non-blinded, controlled trial. General practitioners working as nursing home physicians in the Capital Region of Denmark were recruited between June 1 and October 1, 2021. Eligible participants were individuals with dementia (diagnosed or suspected), ≥ 72 years old, receiving one or more antidepressants, and living in a nursing home with the associated nursing home physician. The complex intervention consisted of three main parts: 1) a training session occurring in the nursing home, 2) a pre-visit reflection tool, and 3) a dialog tool used during a structured home visit at the nursing home. The control group received enhanced care as usual. Primary outcome was the reduction of the total defined daily dose of antidepressants from pre- to post-intervention in the intervention group, compared to the control group. Secondary outcomes included mortality, changes in other psychotropic medication, hospitalization, and symptoms changes.ResultsWe recruited 21 clusters with 128 eligible participants (62/66 in intervention and control). Four clusters withdrew. Most participants were women, and the median age was 85. They received an average of nine different drugs, and the most commonly prescribed antidepressants were sertraline and mirtazapine. The OR for the reduction of antidepressants in the intervention group versus control was 2.3 (95% CI = 0.84–6.2). Mortality rates were similar between groups.ConclusionsThe intervention did not significantly reduce antidepressant use among older nursing home residents with dementia. Further optimization and testing in a larger study are needed.Trial registrationClinicalTrials.gov ID NCT04985305, registration date: 2021–08-02.

The article explores the relevance of the biblical book of Lamentations in modern Christian life. It highlights the book’s raw portrayal of grief, despair, and suffering following Jerusalem’s destruction, emphasizing its universal resonance with human pain and loss. ​ Despite its brutal imagery and accusations against God, Lamentations offers a pathway to spiritual healing by encouraging honest expressions of sorrow and lament. ​ The text challenges the tendency in Western culture and Christian worship to suppress grief in favor of positivity, arguing that lamenting is essential for emotional and spiritual authenticity. ​ By rejecting Lamentations, believers risk losing the ability to confront injustice, express vulnerability, and engage deeply with God during times of suffering. ​ The article underscores the importance of lament as a means to reconnect with God, address personal and communal wounds, and navigate life’s tragedies. ​ It advocates for embracing Lamentations as a tool for healing, reflection, and prayer, asserting that its timeless themes of anguish and hope remain profoundly relevant in a world marked by disasters and loss. ​ Ultimately, Lamentations invites believers to honor their pain, confront reality, and seek God’s mercy amidst life’s darkest moments. ​

e21019 Background: The knowledge base in oncology is continuously evolving; this poses challenges in evaluating competency of medical trainees.To help advance trainee education, self-assessments can invite self-involved reflection of previously identified standards, which may further identify strengths and weaknesses. Testing as an element of learning has also been efficacious in knowledge retention. Methods: This single-center pilot study evaluated eight heme/onc fellows rotating through the thoracic oncology department. Fellows were administered a pre-rotation survey and knowledge assessment to determine baseline understanding and comfort with treating thoracic tumors. Following a 6-week rotation in thoracic and head/neck oncology, fellows were provided with the same survey and test. Scores between the two surveys and assessments were used to determine comfort and competency. Fellows were assessed on questions from ASCO-SEP related to small-cell lung cancer (SCLC) (5 questions), non-small cell lung cancer (NSCLC) (17 questions), and other thoracic tumors (OTT) (6 questions). Fellows were also provided with survey regarding comfort of various thoracic oncology concepts graded on a richter scale (1-5). A paired t-test was used to analyze differences in these administered surveys and assessments. Results: The analysis revealed significant improvement in fellows’ knowledge and comfort following the rotation.The pre-rotation and post-rotation assessments showed a significant increase in overall scores, from 53.6% to 79.9% (P< 0.0043). There was no significant difference in scores for SCLC questions, (pre-rotation: 65%, post-rotation: 70%, P<0.6986), however, post-rotation scores were slightly higher. A statistically significant improvement was found in the NSCLC questions, with scores increasing from 59.56% to 84.56% (P < 0.0057). A statistically significant improvement was also seen in OTT questions, with scores rising from 33.33% to 74.99% (P< 0.0065). There was a statistically significant increase in fellows’ self-reported comfort in treating thoracic tumors, with scores improving from 29.43% to 61.14% (P< 0.0001). Conclusions: This study highlight demonstrates a positive impact of a dedicated thoracic oncology rotation on fellows’ competence and confidence in managing thoracic tumors. Improvements in assessment scores across various lung cancer categories—including non-small cell lung cancer and miscellaneous thoracic tumors—demonstrate a clear enhancement in fellows’ knowledge. Additionally, the notable increase in fellows’ comfort levels with treating thoracic tumors, as reflected in the post-rotation self -reflection, underscores value of this training. Incorporating structured self-assessment and reflection tools into clinical medical education may also further enhance clinical training.

From Outcomes to Insights: A Structured Reflection Tool for Resident Development in Practice Based-Learning and Improvement.

Various studies show that learning evaluation instruments in the field still dominantly emphasize memorization aspects and do not fully measure students' higher-level thinking skills. The mismatch between learning objectives and evaluation instruments has an impact on the low validity of learning outcomes. This research aims to identify fundamental principles in the development of test-based evaluation instruments and assess their effectiveness in representing learning outcomes. This research adopts qualitative method with descriptive-analytical research type and uses literature review technique. Data were collected through documentation study of national journal articles, textbooks, and relevant digital documents. The technique applied to analyze the data was content analysis. The findings of this study indicate that an effective evaluation instrument must fulfill the principles of validity, reliability, objectivity, and practicality, and be supported by the principles of integration, pedagogical value, accountability, and continuity. Instruments built based on these principles not only act as instruments for measuring cognitive achievement, but also as reflection tools that encourage the spirit of learning and continuous improvement of teaching.

Learner autonomy (LA) can be achieved through learners taking responsibility for their own learning and making informed decisions about what to learn, when to learn, and how to learn. This study explores the potential to inculcate two key principles of LA—freedom of choice and learner responsibility—among tertiary-level learners to enhance their educational outcomes. Drawing on self-determination theory, experiential learning theory, and social constructivist theory, this study provides a comprehensive framework for understanding and inculcating learner autonomy in educational contexts. The study addresses the central question: How can the principles of learner autonomy be inculcated in the Technical English course of a first-year engineering programme? The study employed a mixed-methods approach to ensure a holistic understanding of the research problem. Drawing on insights from a literature review and classroom observations, the researchers developed OASIS3, a five-stage model, which is a structured framework for promoting LA among tertiary-level learners. A zero-approach teaching mode methodology (ZATM), in which the teacher assumes the role of a facilitator, guiding learners through reflective tools and strategies to inculcate autonomy and self-directed learning, is incorporated into this model. The findings reveal that granting learners the freedom to choose their learning activities significantly enhances classroom engagement. Furthermore, collaborative tasks foster a greater sense of responsibility, as learners work collectively to complete assigned activities. These results underscore the effectiveness of the OASIS3 model in cultivating learner autonomy and highlight its applicability in improving learning outcomes within tertiary education settings.

Abstract As use of artificial intelligence (AI) has increased, concerns about AI bias and discrimination have been growing. This paper discusses an application called PyrEval in which natural language processing (NLP) was used to automate assessment and provide feedback on middle school science writing without linguistic discrimination. Linguistic discrimination in this study was operationalized as unfair assessment of scientific essays based on writing features that are not considered normative such as subject‐verb disagreement. Such unfair assessment is especially problematic when the purpose of assessment is not assessing English writing but rather assessing the content of scientific explanations. PyrEval was implemented in middle school science classrooms. Students explained their roller coaster design by stating relationships among such science concepts as potential energy, kinetic energy and law of conservation of energy. Initial and revised versions of scientific essays written by 307 eighth‐grade students were analyzed. Our manual and NLP assessment comparison analysis showed that PyrEval did not penalize student essays that contained non‐normative writing features. Repeated measures ANOVAs and GLMM analysis results revealed that essay quality significantly improved from initial to revised essays after receiving the NLP feedback, regardless of non‐normative writing features. Findings and implications are discussed. Practitioner notesWhat is already known about this topic Advancement in AI has created a variety of opportunities in education, including automated assessment, but AI is not bias‐free. Automated writing assessment designed to improve students' scientific explanations has been studied. While limited, some studies reported biased performance of automated writing assessment tools, but without looking into actual linguistic features about which the tools may have discriminated. What this paper adds This study conducted an actual examination of non‐normative linguistic features in essays written by middle school students to uncover how our NLP tool called PyrEval worked to assess them. PyrEval did not penalize essays containing non‐normative linguistic features. Regardless of non‐normative linguistic features, students' essay quality scores significantly improved from initial to revised essays after receiving feedback from PyrEval. Essay quality improvement was observed regardless of students' prior knowledge, school district and teacher variables. Implications for practice and/or policy This paper inspires practitioners to attend to linguistic discrimination (re)produced by AI. This paper offers possibilities of using PyrEval as a reflection tool, to which human assessors compare their assessment and discover implicit bias against non‐normative linguistic features. PyrEval is available for use on github.com/psunlpgroup/PyrEvalv2.

For decades, physical education (PE) scholars have called for a change to how PE is conceptualised and enacted, highlighting that its current (and persistent) form and focus – organised around physical activities and sports – are not fit for purpose. Much of this change-oriented discourse highlights what is wrong with PE, leading to suggestions about how PE should change in and for the future, for example, by adopting critical approaches and connecting more to the lives of young people. While we do not disagree with these perspectives and ideas, it is important to note that, in general, they have had little impact on PE curricula or pedagogy. In this paper, we suggest an alternative, strengths-based approach. Drawing from discussions with a range of professionals from the PE community (teachers, undergraduate and postgraduate pre-service teachers and teacher educators) across five national contexts – Canada, England, Ireland, Norway and Scotland – we generated narratives about ‘what's right with PE’. The narratives highlighted that PE can be ‘fit for purpose’ when it connects to the wider school and community, when everyone has a shared understanding of its purpose, and when PE teachers enact a broad, holistic and inclusive curriculum. We present the narratives as a reflective tool, encouraging all professionals within the PE community to consider how they align with (or against) their current experiences. We hope that these reflections facilitate critical thinking and problem solving to ensure that the subject is (and remains) fit for purpose now and in the future.

In the digital era, students' interactions with technology have become increasingly widespread, including the use of artificial intelligence such as ChatGPT as a medium for both academic and personal communication. This study aims to analyze the communication patterns between students of Universitas Pendidikan Indonesia and ChatGPT, as well as its psychological impacts on users. This research employs a descriptive qualitative method, using in-depth interviews with three students from Universitas Pendidikan Indonesia and documentation in the form of conversation transcripts. The findings reveal that students utilize ChatGPT as a source of academic information, a discussion partner, and a tool for personal reflection. The communication patterns observed exhibit supportive, responsive, and affective styles. Psychologically, interacting with ChatGPT provides a sense of comfort, boosts self-confidence, and helps reduce academic anxiety. However, there is also a potential risk of dependency on the instant responses provided by artificial intelligence. This study recommends the development of digital communication literacy and the conscious use of technology to ensure that human–AI interactions remain psychologically healthy and productive.

ABSTRACT Facing the realities of the current environmental crisis has been – and continues to be – a slow process for many. Reflective practice is an effective approach for professionals who wish to develop their capacity for self and context awareness, and it can support individuals in meeting the challenge of raising consciousness regarding sustainability. The Integrative Reflection Template is an advanced tool for reflection. Initially designed to support education practitioners to reflect critically on practice, this seven-stage model – the title of each beginning with the letter E – can facilitate a reflective process that encourages professionals from any field to integrate information from many sources and to grasp potentially 'nettlesome' knowledge with the intention of achieving a transformative experience. This first-person inquiry provides a reflective account of how its designer became increasingly convinced of the need to integrate consideration of sustainability as an essential element of reflective practice. Following the intuitive inquiry method, the IRT was expanded to embed a new stage of process – entitled ‘Earth’. This new version of the model is a potentially powerful tool for reflective practitioners who are interested in developing an environmentally sensitive practice.

Regular physical activity constitutes a crucial secondary prevention behaviour for people who have had an acute cardiac event. Nonetheless, sustained physical activity levels of the cardiac population are in need of improvement. Applying the Intervention Mapping approach, we describe a generic logic model for developing behavioural interventions to increase and maintain physical activity among those who have had an acute cardiac event. The development of the logic model was both data- and theory-driven, which enhances the effectiveness of the behavioural interventions developed using the logic model. The logic model may additionally be used to indicate research gaps, to solidify the underpinnings of already established behavioural interventions, and as a reflection tool for healthcare providers and individuals' behaviour. A generic logic model like the one presented here can be developed for key behavioural outcomes related to preventing other highly relevant health problems. We further recommend that future empirical research focuses on determinants of social support provision for cardiac patients' physical activity.

Technology and self-regulated learning (SRL) are at an important, convergent moment in higher education. The public release of generative AI in late 2022 has normalised “on-demand” cognitive support. Evidence shows, however that indiscriminate use of AI can blunt the metacognitive, motivational and strategic behaviours that underpin effective learning. This risk is most acute in first-year transition, when many learners arrive with fragile SRL skills and conflicting signals about institutional AI policy. SRL must become a first-order design lens for any AI-enabled curriculum. To frame the challenge, this Trendsetter talk draws on systematic reviews, mixed-methods field studies and longitudinal analytics conducted by colleagues worldwide, as well as Chris’ two decades of research at the intersection of assessment, technology and SRL in higher education. Taken together, recurring, framing patterns present themselves and link to current problems in the intersection of AI and SRL. These include productive dialogic prompting, where learners iteratively question AI outputs, and shallow answer harvesting, marked by minimal goal setting and weak monitoring. Building on this literature and Chris’ current work, the Talk will introduce the GenAI-SRL Design Framework, a concise set of principles that positions AI as both reflective tool and analytic lens. Four design levers—Goal Alignment, Metacognitive Visibility, Ethical Guard-rails and Data-informed Adaptivity—are illustrated through classroom cases and open resources, including prompt libraries, dashboard templates and SRL detectors. For the Scholarship of Technology Enhanced Learning community, the session offers three practical take-aways: (1) a framework for embedding SRL into AI-rich course designs; (2) recommendations for capturing SRL in situ; and (3) guidance for conducting research, aligning policy, and progressing curriculum and professional development around responsible uses of AI. Cultivating a reciprocal relationship between technology and SRL is essential for sustaining learner agency in an era of ubiquitous AI. Moving beyond binary narratives of “ban or embrace”, allows us to develop learning ecologies in which technology sharpens—rather than dulls—students’ ability to plan, monitor and evaluate their own learning.