Professional Development Research Articles

Gamified Mathematics Education (GME): A new pedagogical model for digital learning platforms

Gamified Mathematics Education (GME) offers a novel approach to mathematics instruction by integrating game mechanics and interactive technologies into digital learning platforms. This paper explores the theoretical foundations of GME, discussing its alignment with pedagogical theories such as constructivism and motivation models. It highlights the core components of GME, including the use of points, badges, levels, leaderboards, and real-time feedback, and how these elements foster student engagement and improve learning outcomes. Additionally, the paper examines the impact of GME on student motivation, performance, and collaboration, revealing significant improvements in comprehension and participation. While the benefits of GME are evident, challenges such as digital inequality, potential over-reliance on extrinsic rewards, and the need for teacher training are also addressed. The paper concludes with recommendations for optimizing GME implementation, emphasizing the importance of balancing educational content with game mechanics, improving access to technology, and providing professional development for educators.

Classroom Leadership Behavior and Teacher Professionalism Development in Public Elementary Schools

The study aimed to determine the level of teachers' leadership behavior and teacher professionalism. It utilized a non-experimental quantitative research design, specifically employing a correlational method. The study involved 188 respondents, comprising 136 teachers from various public schools. Based on the findings, the following conclusions were drawn: the level of teachers' leadership behavior was found to be high, indicating that leadership behaviors are clearly exhibited by the teachers. Similarly, the level of teacher professionalism was also high, demonstrating that the teachers consistently demonstrate professionalism in their roles. The null hypothesis, which posited that there is no significant relationship between teachers' leadership behavior and teacher professionalism, was rejected. This suggests that there is a positive correlation between teachers' leadership behavior and teacher professionalism, implying that effective leadership among teachers is associated with a high level of professionalism. Since teachers' leadership behavior and professionalism are significantly related, it is recommended that policymakers and human resource managers consider these variables when formulating policies, designing training programs, and organizing seminars aimed at enhancing the professionalism of teachers. Additionally, teachers may be encouraged to actively participate in school programs, training sessions, and other activities that foster both their professional growth and social learning, further strengthening their leadership capabilities and commitment to professionalism.

IMPLEMENTATION OF OPEN HIGH SCHOOL PROGRAM AT DOÑA FRANCISCA LACSAMANA DE ORTEGA MEMORIAL NATIONAL HIGH SCHOOL

The study examined the implementation and challenges of the Open High School Program (OHSP) at Doña Francisca Lacsamana de Ortega Memorial National High School (DFLOMNHS). The OHSP serves as an alternative mode of secondary education, designed to accommodate learners who cannot attend traditional schools due to personal, economic, or geographical constraints. This descriptive research investigated the relationship between learner profiles, academic performance, and the level of program implementation. The study involved 48 learners and 16 teachers, utilizing surveys to assess various factors, including the program’s effectiveness and the challenges faced by teacher-implementers. The results revealed that the majority of learners are female, aged 16-20, and come from low-income families with parents who generally have low educational attainment. The academic performance of these learners varies, with a significant portion not meeting expectations. The level of program implementation, as perceived by both learners and teachers, is generally positive, but challenges remain, particularly in addressing the diverse needs of learners and improving academic outcomes. The study underscores the importance of continued support and evaluation to enhance the effectiveness of OHSP in achieving its goals of reducing dropout rates and providing quality education to underserved communities. The following conclusions were drawn based on the findings. Open High School learners and teachers possessed varied characteristics as to gender, age, highest educational attainment of parents, occupation of the parents, family monthly income, academic performance, and years in service. Open High School is generally-well implemented by both teachers and the learners. There is no significant difference in the level of implementation of Open High School as perceived by the learners and the teachers. There is no significant relationship between the profile characteristics of the learners and various dimensions of the implementation of the Open High School program. Similarly, the profile of the teacher-respondents also showed no significant relationship with the implementation of the Open High School program across the same dimensions. The respondents face significant challenges in the implementation of the Open High School program, which can be categorized into three primary clusters: role challenges, general challenges, and instructional challenges. Based on the findings and conclusions drawn, the following are highly recommended. Schools should implement programs that equip parents with skills to support their children academically, particularly for those with lower educational attainment and low family monthly income. Regular workshops on seminars on modern teaching methods, time management, and academic support could be beneficial. Professional development programs should be intensified to equip teachers with innovative teaching methods, such as integrating technology and differentiated instruction. This will address the gap in teaching methods and promote more engaging and effective learning experiences. Efforts should be made to maintain or enhance open communication and collaboration between learners and teachers. Continuous monitoring and evaluation of the Open High School Program’s effectiveness should be carried out to ensure its goals are being met. Comprehensive evaluation of the Open High School program to identify other factors that might influence its implementation effectiveness such as program resources, training quality, and support system should be conducted. Similar studies should be conducted to further determine the effectiveness of the Open High School program.

INVESTIGATING CHALLENGES EXPERIENCED BY INTERMEDIATE PHASE MATHEMATICS TEACHERS IN THE IMPLEMENTATION OF FORMATIVE ASSESSMENTS

In this empirical paper, the authors discuss the challenges experienced by the intermediate phase teachers in the implementation of formative assessments in mathematics teaching and learning. Numerous reports regarding South African learners' poor performance in mathematics necessitated the research. Challenges associated with the language of learning and teaching are the primary contributors of this issue. The paper is grounded in the social constructivist theory which places emphasis on the notion that learning occurs when learners are provided with opportunities to apply the cultural psychological mechanisms they utilize, that include mathematical concepts, language, and diagrams and then taught the way to apply those mechanisms as to gain an in-depth comprehension of (some) phenomenon. In this quantitative paper, the questionnaire was administered to 151 respondents to elicit information on assessment challenges. The study found that the implementation of formative assessments poses a challenge to most of the in-service teachers. Considering these findings, the study recommends that subject advisors and policy makers provide ongoing professional development for teachers regarding the implementation of formative assessments. Additionally, teachers should employ the social constructivist approach while assessing learners, particularly for projects and investigations as forms of formative assessments.

The dual role of AI in personalized learning: Enhancements and hindrances for diverse learners

This study examines the dual role of Artificial Intelligence (AI) in personalized learning, exploring how AI can both advance and hinder individualized educational experiences for diverse learners. AI technologies—such as adaptive learning platforms, intelligent tutoring systems, and data analytics tools—offer tailored pathways that can increase engagement, accommodate learning differences, and improve academic outcomes. However, challenges also emerge, including algorithmic bias, over-reliance on technology, and potential compromises in data privacy and human interaction. Findings indicate that while AI can enhance personalized learning, it requires careful integration to avoid exacerbating disparities and to support critical thinking and social skills. The role of educators remains essential, with recommendations for professional development to equip teachers with the skills to leverage AI effectively and ethically. This study highlights the importance of a balanced approach in AI integration, combining technological tools with human-centered teaching practices to create inclusive, equitable, and effective learning environments.

INNOVATION IN ISLAMIC EDUCATION MANAGEMENT: ENHANCING TEACHER’S PROFESSIONALISM AND TECHNO-PEDAGOGICAL SKILLS

This study explores the integration of technology in Islamic education management and its impact on enhancing teacher professionalism, particularly techno-pedagogical competence, in the digital era. Objective: The research aims to examine innovative strategies for improving the management of Islamic education and fostering teacher professionalism to meet the challenges of the digital age. Methods: A literature review approach was employed, synthesizing findings from various academic sources to highlight key developments, challenges, and opportunities in Islamic education management and teacher development. Results: The findings reveal that effective integration of technology enhances educational efficiency, quality, and access to resources while fostering innovative teaching methods and collaborative environments. Teacher professionalism is critical for achieving educational goals and is supported by strategies such as training, digital literacy programs, and professional development initiatives tailored to align with Islamic principles. The role of school administrators and government in facilitating these advancements is also significant. Novelty: This study contributes to the discourse on Islamic education by emphasizing the dual role of technology in administrative management and pedagogical enhancement. It underscores the necessity for holistic strategies to prepare educators for a digitally driven educational landscape, ensuring that Islamic educational institutions remain relevant, innovative, and aligned with their religious and moral values.

Teachers’ Perception of Professional Development through Lesson Study to Implement the Vietnamese General Education Program 2028

Professional development through lesson study is a teacher training model that is widely applied around the world. This exploratory research was conducted to understand teachers' perceptions of professional development through lesson study to implement the general education program 2018 at lower secondary schools in Thai Nguyen City, a northern city in Vietnam. 90 English teachers from 37 lower secondary schools in Thai Nguyen City were chosen as the subjects of this study. Questionnaires and interviews were employed as the two data collection instruments to collect information about teachers' perceptions of professional development through lesson study. The data collected was analyzed quantitatively using Microsoft Excel to calculate the percentages and qualitatively using the conceptual content analysis method, then the data was familiarized, coded and analyzed. The research findings reveal that while teachers recognize the benefits of lesson study for professional development, its implementation at Thai Nguyen lower secondary schools has been limited in both frequency and attention. Most teachers agreed that lesson study significantly improves lesson planning quality and enhances teachers' knowledge, which in turn positively impacts students' achievement. These findings were consistent across both the online questionnaires and face-to-face interviews. However, challenges were also identified, including a lack of understanding of the lesson study process due to time constraints and limited knowledge. Additionally, many teachers prefer working in isolation, making it difficult to organize collaborative groups. These challenges were echoed in both the quantitative and qualitative data, highlighting key areas for improvement in fostering a more collaborative and supportive professional development environment for teachers in Thai Nguyen City.

Exploring promotion practices, impact on public servants’ commitment, efficiency, responsiveness, and goal attainment in Nigeria

This paper explored the influence of promotion practices on the commitment, efficiency, responsiveness, and goal attainment of public servants in Nigeria. Public sector organizations are vital for national governance and development, particularly in countries like Nigeria. The performance of public servants, who play a crucial role in policy implementation and service delivery, is significantly influenced by their perceptions of fairness and transparency in promotion practices. Despite the importance of these employees, they encounter challenges such as political interference, nepotism, and bureaucratic inefficiencies, which complicate promotion decisions. These issues can undermine employee motivation and overall organizational performance. This study draws on the Expectancy Theory of Motivation to investigate how various promotion practices, whether merit-based, seniority-based, or influenced by other factors, shape public servants' perceptions of reward expectancy and, subsequently, their work behaviors. The study is a cross-sectional survey. The research indicates that when promotions are viewed as merit-based, public servants exhibit higher levels of commitment, efficiency, responsiveness, and achievement of goals. In contrast, promotion systems perceived as politically biased or lacking transparency correlate with lower morale and diminished organizational outcomes. Using a survey of 1,216 Nigerian public servants, the study identifies significant demographic trends that influence employee perceptions and performance outcomes. The findings demonstrate strong correlations between transparent, meritocratic promotions and positive employee behaviors, including heightened job satisfaction, efficient task execution, and proactive goal pursuit. Conversely, opaque and politicized promotion practices result in disengagement, reduced efficiency, and poor alignment with organizational goals.Thus, it is imperative to strategically align professional development with promotion criteria. Policy reforms are essential to remove political influences from the promotion process. Advocating for changes that minimize bias and prioritize merit over political affiliation will foster a more equitable and objective system, ultimately benefiting both public servants and the communities they serve in Nigeria.

BRIDGING THE DIGITAL DIVIDE IN MALAYSIA: ENHANCING DIGITAL LITERACY FOR INCLUSIVE STUDENTS IN EDUCATIONAL SYSTEMS

ABSTRACT In Malaysia, integrating digital technology into education has become increasingly prevalent. However, there remains a significant gap in addressing the digital literacy needs of inclusive students, who often face additional challenges in accessing and utilizing digital resources effectively. This paper explores the concept of digital literacy specifically tailored to meet the diverse needs of inclusive students in Malaysia. Despite the growing emphasis on digital literacy in education, inclusive students in Malaysia continue to encounter barriers that hinder their ability to develop essential digital skills. These barriers may include inadequate access to technology, limited training and support, and a lack of educational resources designed to accommodate diverse learning needs. Consequently, many inclusive students are at risk of being left behind in an increasingly digitalized society. This conceptual paper draws on a comprehensive review of existing literature related to digital literacy, inclusive education, and educational technology. The method used is observing and analyzing already existing information about digital literacy for inclusive students. The researcher utilized databases such as Scopus, WoS, and Google Scholar and conducted brief interviews with six teachers. There is a clear need for tailored approaches considering individual learning styles, disabilities, and socioeconomic backgrounds. Additionally, teacher training and professional development programs must be enhanced to ensure educators are equipped with the knowledge and skills needed to support inclusive students in developing digital literacy. In conclusion, this paper underscores the importance of prioritizing digital literacy for inclusive students in Malaysia. Keywords: Digital literacy, Digital skills, Digital divide, Inclusive students, Inclusive education.

A dynamic capabilities framework for agriculture education partnerships

ABSTRACT Purpose Our study aimed to identify the characteristics required to develop effective teacher-industry partnerships in Australia. These partnerships are increasingly important in agricultural for teachers to better understand the technological careers available for their students in agriculture. To determine the dynamic capabilities required for effective partnership in agriculture, we examined how teachers and industry representatives worked in partnerships to increase knowledge and understanding of agriculture technology in schools. Design/Methodology/Approach A qualitative case study methodology was used which focussed on industry representatives’ and teachers’ experiences in the context of a teacher professional development programme. Semi-structured interviews were used to explore five purposively selected teacher-industry partnerships that were formed during the programme. Findings This study has identified specific characteristics and behaviours required for effective teacher-industry partnerships in Australia and provide a practical guide for those seeking to work together to improve the visibility of agriculture careers and support a talent pipeline into the sector. Practical Implications Our research has found that for Australian teachers to be role models for future agriculture professionals and provide up-to-date information about the career opportunities available in agriculture, they require knowledge of authentic industry practices that can be developed through partnerships with industry. Theoretical Implications This study applies the Dynamic Capabilities (Dentoni et al. 2016) framework to an agriculture education context and extends it by identifying critical characteristics for agricultural education partnerships. Originality/Value Establishing stronger ties between agriculture teachers and industry is more important than ever given the critical talent pipeline issues facing the Australian agriculture sector. This paper contributes by providing a framework of dynamic capabilities required for effective teacher-industry partnerships in agriculture education.

BRIDGING THE DIGITAL DIVIDE IN MALAYSIA: ENHANCING DIGITAL LITERACY FOR INCLUSIVE STUDENTS IN EDUCATIONAL SYSTEMS

ABSTRACT In Malaysia, integrating digital technology into education has become increasingly prevalent. However, there remains a significant gap in addressing the digital literacy needs of inclusive students, who often face additional challenges in accessing and utilizing digital resources effectively. This paper explores the concept of digital literacy specifically tailored to meet the diverse needs of inclusive students in Malaysia. Despite the growing emphasis on digital literacy in education, inclusive students in Malaysia continue to encounter barriers that hinder their ability to develop essential digital skills. These barriers may include inadequate access to technology, limited training and support, and a lack of educational resources designed to accommodate diverse learning needs. Consequently, many inclusive students are at risk of being left behind in an increasingly digitalized society. This conceptual paper draws on a comprehensive review of existing literature related to digital literacy, inclusive education, and educational technology. The method used is observing and analyzing already existing information about digital literacy for inclusive students. The researcher utilized databases such as Scopus, WoS, and Google Scholar and conducted brief interviews with six teachers. There is a clear need for tailored approaches considering individual learning styles, disabilities, and socioeconomic backgrounds. Additionally, teacher training and professional development programs must be enhanced to ensure educators are equipped with the knowledge and skills needed to support inclusive students in developing digital literacy. In conclusion, this paper underscores the importance of prioritizing digital literacy for inclusive students in Malaysia. Keywords: Digital literacy, Digital skills, Digital divide, Inclusive students, Inclusive education.

Internal factors influencing students' decisions in choosing a public health study program, faculty of public health, Halu Oleo University, Kendari, Southeast Sulawesi, Indonesia, 2024

Background: The existence of public health colleges is very important to train professionals to handle various public health challenges. Data shows that Indonesia has 3,107 universities, of which 95.97% are private universities. In the field of public health, the Faculty of Public Health of Halu Oleo University (UHO), which was established in 2011, shows significant development with two study programs and six specializations relevant to the needs of the community. The increasing interest in the UHO Public Health Study Program, which is accredited B, reflects the high public interest in this field. Public health graduates have broad employment opportunities, thanks to the interdisciplinary skills they acquire. This study aims to analyze the factors that affect students' decisions in choosing a specialization in the UHO Public Health Study Program, which is expected to provide insights for curriculum development and strategies to increase learning interest in the field of public health. Methods: The research method uses a quantitative approach with an exploratory research type. The sample in this study is active students of each batch in the public health study program, Faculty of Public Health, Halu Oleo University. The number of samples was 392 respondents. The sampling technique uses Proportionated Stratified Random Sampling. Data analysis using SMARTPLS 4. Results: The results showed that there was no influence of image with a path coefficient output value of 0.040 and a construct value below 1.96 of 0.089 and a p value of 0.373 >0.05; there was an influence of interest with a path coeficient output value of 0.327 and a construct value above 1.96 of 6.854 and a p value of 0.000 <0.05; there was a psychological influence with a path coeficient output value of 0.327 and a construct value above 1.96 0.265 and the construction value above 1.96 is 5.270 and the p value is 0.000 <0.05; There is an influence of lecturers with a path efficiency output value of 0.308 and a construct value above 1.96 which is 6.854 and a p value of 0.000 <0.05 with a student decision in choosing the Public Health study program, Faculty of Public Health, Halu Oleo university. Conclusion: There is an influence of interest, psychology, and lecturers on students' decisions in choosing the Public Health study program and there is no influence on the student's decision in choosing the Public Health study program, Faculty of Public Health, Halu Oleo University. Therefore, the management of the study program needs to improve the quality of academic services and organizational development within the scope of FKM UHO by implementing various organizational development strategies through expanding academic access, providing infrastructure and facilities, and improving human resources. And the faculty needs to develop cross-sector cooperation to improve student competence so that the graduates produced are competent and ready to work

Garden EngAGEment: Cultivating Cultures of Care Through Artful Place-Making

ABSTRACT By describing the practices of Garden EngAGEment, a community garden project at Minnesota State University, Mankato (MNSU), we articulate the concept of artful place-making as an alternative, experiential approach to organizing and teaching care for people with Alzheimer’s dementia and other associated dementias (AD/OADs). Drawing from arts-based research, place-based education, and sensory studies, we describe how artful place-making involves the dynamic interplay of knowing, making, and being in the garden where Garden EngAGEment’s activities take place. Our analysis describes how Garden EngAGEment, through the process of artful place-making, seeds a new culture of care for health professions training, grows connections through multi-sensorial experiences, and cultivates personal, relational, and community transformations.

Towards boundary crossing: primary and secondary school teachers teaching creative writing and its redrafting

Purpose There is little research into how teachers think about and teach creative writing and its redrafting and how this might differ depending upon the age of the pupils being taught. This paper aims to compare the creative writing conceptualisations and practices of primary school teachers (5–11-year olds) and secondary school teachers (11–18-year-olds) in England through a qualitative survey. This comparison enables to think about the influence of policy on creative writing in primary and secondary schools as well as what professional development could look like for these teachers to improve the teaching of creative writing. Design/methodology/approach A qualitative survey exploring the creative writing and redrafting pedagogies and conceptualisations was responded to by primary school teachers (n = 18) and secondary school teachers (n = 19). Taking an ecological view of creative writing and teacher identity, the authors undertake a comparative analysis of the survey data using the 5A’s theory of creativity (Glaveanu, 2013) and a view of professional identity existing within “landscapes of practice” (Wenger-Trayner, Wenger-Trayner, 2015). This enables to illuminate how and why creative writing is contextually afforded, or otherwise, in primary and secondary landscapes of practice. Findings This analysis demonstrates how the redrafting of creative writing is marginalised in both landscapes of practice and how redrafting is largely conceptualised as a technical rather than critical or creative action. The authors show how teachers, particularly in primary school, aim for their pupils to produce “products” rather than engaging in the “process” of creative writing. This analysis also shows that whilst creative writing is overall more marginalised in the secondary school landscape, it is often taught through process approaches. In both landscapes of practice, the re-drafting of creative writing is largely taught through product approaches. Research limitations/implications This research is potentially skewed by the fact that we recruited our participants through networks relating the teaching of English, including creative writing. What is worrying about this limitation, however, is that the picture of creative writing in schools in England probably leans more to a product approach than the picture this research has uncovered. Practical implications Professional development for teachers in both landscapes is needed in relation to pedagogical actions for creative writing and its redrafting. Some of the key differences we have outlined in conceptualisations and practices between primary and secondary schools landscapes, notably the overuse of product-based teaching actions in primary landscapes, and some of the differences we have outlined within discrete landscapes of practice, notably how some primary school teachers feel more confident to challenge the product-based approach, with one conceptualising redrafting as “creative”, indicate that professional development should involve teachers working across schools. Social implications Policy needs to be reformed to move away from the technicist view of creative writing held in both landscapes of practice. Linked to this, the way creative writing is assessed as a product in secondary schools needs to change – the re-introduction of portfolio-based coursework (Bishop, 1990) would provide the affordance of redrafting as an action central to creative writing processes. Originality/value To the best of the authors’ knowledge, this is a rare piece of research which compares primary and secondary school teachers’ approaches to teaching creative writing. It shows that primary school teachers can be formulaic in the way they teach creative writing, using product approaches. However, in secondary schools the picture is different: teachers, particularly those, who are writers themselves, give students more agency in redrafting and shaping their writing. This indicates how professional development should involve primary and secondary school teachers in dialogue with one another to cross boundaries of practice.

Evaluating computer science teaching competence: teachers’ self-efficacy and professional development

Evaluating computer science (CS) teacher competencies is crucial for advancing CS education. This study aims to develop and evaluate a self-efficacy assessment tool for CS teaching competence among 1412 CS teachers nationwide in Thailand. Using structural equation modeling, the validity of the tool was examined across four domains: Content Knowledge and Skills (CK), Instructional Design (ID), Classroom Management (CM), and Professional Development (PD). The results demonstrated a good model fit and validity (CFI = 0.95, TLI = 0.95, PNFI = 0.85, RMSEA = 0.08, SRMR = 0.02, GFI = 0.97). Significant differences in self-efficacy were observed across the domains with a medium effect size (χ2(3) = 1233.26, p < .001, w = 0.29), with the highest self-efficacy in PD, followed by CM, CK, and ID. Teachers in their 30 s showed greater confidence in CM, while those with 5–9 years of experience exhibited the highest overall self-efficacy. Secondary school teachers expressed more confidence in ID and PD than primary school teachers. Additionally, teachers in smaller schools, categorized by the number of students, reported significantly lower self-efficacy in CK (p = .01), ID (p < .01), and CM (p < .01) than those in larger schools. These findings highlight the need for specific and continuing PD programs to address differences in teacher competencies and improve the quality of CS education in Thailand.

Mitigating the Nocebo Effect in Biosimilar Use and Switching: A Systematic Review.

In the context of biosimilar use and switching, a patient's negative perception of a biosimilar might trigger a nocebo effect, where negative expectations unrelated to its pharmacologic action may lead to worsened symptoms, resulting in less perceived therapeutic benefit or worsened adverse events. Considering the crucial role biosimilars have in reducing health care costs and expanding access to safe biologics globally, it is essential to develop and implement effective strategies to mitigate the possible occurrence of such nocebo effects. The aim of this systematic literature review was two-fold: (i) to review strategies that have been applied and/or tested for minimising the nocebo effect in clinical practice, within and outside the context of biosimilar switching, and (ii) to propose recommendations on useful mitigation strategies to minimise the occurrence of the nocebo effect in the context of biosimilar switching. Biomedical databases PubMed and Embase were screened up until the end of April 2023 with a search string consisting of the following search terms "nocebo", "biosimilar", "mitigation", "strategy", and "prevention" and related synonyms. The search strategy was supplemented by snowballing of the included studies. The quality of the studies was assessed using the Joanna Briggs Institute Critical Appraisal Checklist for Systematic Reviews and Research Syntheses, the Scale for the Assessment of Narrative Review Articles, and the Mixed Methods Appraisal Tool. Of the 1617 identified and screened records, 60 met the inclusion criteria. Among these, 10 (17%) were conducted within the context of biosimilar switching, 7 of which specifically tested strategies to mitigate the nocebo effect. Among the remaining 50 studies conducted outside the biosimilar switching context, 46 tested mitigation strategies. Across the included studies, 13 distinct mitigation strategies were identified, which can be employed within the context of biosimilar switching: (i) open non-verbal communication, (ii) positive framing, (iii) empathic communication, (iv) validating communication, (v) shared decision making, (vi) self-affirmation, (vii) education of patients and health care professionals about the nocebo effect, (viii) education of patients and health care professionals about biosimilars, (ix) soft-skills training for health care professionals, (x) personalised information, (xi) supporting information, (xii) multidisciplinary approach, (xiii) organisation of the switch. This review has identified a set of strategies that have been tested to mitigate the nocebo effect, which can be applied by health care professionals in the context of biosimilar switching with the aim of mitigating the occurrence of a nocebo effect. We recommend implementing a combination of mitigation strategies for patients and health care professionals to utilise before, during, and after a switch. It should be noted that given the limited number of studies specifically testing nocebo mitigation strategies within the biosimilar switching context to date, it is not yet possible to draw definite conclusions about the effect size of each mitigation strategy individually or in combination.

Building capacity for maternal, newborn and child health research in low-income country settings: A research fellowship experience in Ethiopia.

There is a need to build research capacity to improve maternal, newborn, and child health (MNCH) in low- and middle-income countries (LMICs). To address this gap, we co-designed the HaSET (meaning 'happiness' in Amharic) MNCH Research Fellowship programme for academics and policymakers in collaboration with the Ministry of Health (MOH) and academic institutions in Ethiopia. Based on interviews and focus group discussions regarding a landscape analysis of the MNCH research environment, we developed an innovative 'learning by doing' model in which fellows identified research questions, developed proposals, obtained institutional review board (IRB) approvals, conducted research, analysed data, disseminated their findings, and developed policy briefs. Postdoctoral fellows were paired with policymakers and health professionals at the MoH to facilitate the translation of research findings into policy and programmes. Each pair received mentorship from a member of the HaSET's scientific advisory group (SAG) who had expertise in research methods, data analysis, dissemination, and translation of evidence into policy. The HaSET MNCH Research Fellowship curriculum included 10 modules covering topics from biostatistics to study operations and professional development. From March 2021 to July 2023, five postdoctoral fellows from local universities and four policymakers from the MoH and government research institutes underwent the HaSET programme, where they learned to gather high-quality evidence on priority research questions and guide the implementation of national policies and programmes. Leveraging existing data, the fellows produced 15 manuscripts and 11 policy briefs. The programme established a functional research link between the MoH, regional health bureaus, and local universities, while utilising the SAG's expertise in mentorship. This robust and comprehensive HaSET MNCH Research Fellowship produced the first cohort of dedicated fellows trained in evidence-based medicine and mentored them to become effective public health professionals. They conducted high-quality studies to inform policy decisions on MNCH interventions in Ethiopia. Given its sustainability and scalability, researchers and academic institutions can further adapt the fellowship curriculum within capacity-building programmes to educate the next generation of research leaders in LMICs.

Medical students’ perspectives of reflection for their professional development

BackgroundReflection is a critical component of learning which plays a significant role in improving knowledge and skills. It is a metacognitive process that aims to create a deeper understanding of the situation. This study sought to explore the perspectives of medical students concerning the role of reflection in their professional development.MethodologyThis qualitative content analysis study was undertaken with 20 medical students across different year levels in 2023. Participants entered the study by purposive sampling. Data was collected through individual semi-structured interviews. Interviews were audio recorded and transcribed verbatim. Collected data was analyzed based on the steps proposed by Graneheim and Lundman. Data analysis was performed using MAXQDA-10 software.ResultsA total of 168 primary codes were extracted. After removing duplicate codes and merging similar codes, finally 54 codes were extracted, which were placed in 3 main themes and 7 subthemes. They encompassed: self-awareness (self-acceptance, metacognitive self-exploration, semantic perception); professional competence (self-directed learning, professional commitment); and reflection culture (organizational climate, educational structure).ConclusionsFindings revealed that the most important aspect of reflection is the recognition and acceptance of individual identity, along with the metacognitive awareness of how to know, especially in the early years, and understanding the meaning of behaviors and relationships over time. Students explained the undeniable impact of reflection on individual and self-directed learning and the development of professional commitment during their studies. The findings of this study, specifically major themes from reflection culture narratives, provide us with a better understanding of the lack of a positive organizational atmosphere, inappropriate educational structure and intensive clinical rotations, as well as lack of trust between students and medical teachers, which negatively impact on or hinder professional development. It seems that by faculty development initiatives, mentoring, group reflection sessions, reflective practices can turn into an opportunity to improve the quality of education.

Empirical Review of Studies on Staff Development and Teachers’ Job Productivity in Educational Institutions

Empirical Review of Studies on Staff Development and Teachers’ Job Productivity in Educational Institutions

Revisiting knowledge, attitudes and perceptions towards epilepsy after a decade of interventions: The case of Tbilisi, Georgia

ObjectiveOne of the most significant challenges faced by people with epilepsy is the stigma imposed by the broader community. We aim to assess the dynamics of stigma and the level of misconceptions towards individuals with epilepsy by comparing two studies conducted decades apart. MethodsAwareness-raising campaigns and professional skill development activities were conducted. We utilised a Georgian-adapted structured questionnaire and the Stigma Scale of Epilepsy (SSE) questionnaire, which had previously been validated in Georgian. A cross-sectional study was conducted. We used multivariable logistic regression analysis to develop a predictive model for stigma perception. To compare the two studies, we used the Chi-squared test to examine differences in proportions between the two populations, including the 95% Confidence Interval (CI) for the difference in proportions. A p-value of less than 0.05 was considered statistically significant. ResultsOf the 1,146 participants, 502 (43.8%) were female, and 207 (18.1%) had a medical education. Higher levels of stigma were observed more frequently among individuals without a medical background. Participants who perceived epilepsy as a psychiatric disorder, a hereditary condition, or a congenital disability exhibited higher levels of stigma. Comparisons between the two studies reveal a significant decrease in the number of individuals who would oppose their child marrying or playing with someone who has epilepsy. ConclusionsRespondents with medical backgrounds were less likely to express stigma and misconceptions. A comparison of the two studies indicates a statistically significant improvement over the past decade, likely to be partly attributable to regular awareness-raising campaigns.