Practical Skills Research Articles

Efficacy of typodont and simulation training in orthodontic education: a systematic review

This systematic review evaluates the efficacy of analogue and virtual typodont/simulation training in orthodontic education, focusing on its impact on clinical skills, motivation, and communication (PROSPERO ID# CRD42024560497). A comprehensive search across PubMed, the Cochrane Library, ERIC, and CINAHL identified 11 studies that examined various simulation-based learning approaches. The findings indicate that simulation-based training enhances short-term diagnostic accuracy, treatment planning, and practical skills in orthodontics, particularly in tasks such as bracket bonding and clinical reasoning. Simulations also fostered student engagement and motivation, bridging the gap between theoretical learning and practical application. However, challenges such as variability in simulation technologies, technical issues with advanced tools like VR, and the perception of increased workload were identified. While most students reported high satisfaction, the heterogeneity among study designs and training objectives limits generalizability. This review highlights the potential of simulation-based learning to enhance clinical preparedness in orthodontics and recommends further research to explore strategies for standardizing simulation tools, sustaining motivation, and evaluating long-term clinical outcomes.

Comparative Effectiveness of Blended Teaching Models with Micro-Teaching Assistants in Clinical Pharmacokinetics Education

Objective: This study aimed to evaluate the effectiveness of micro-teaching assistants within a hybrid online-offline teaching framework in the context of clinical pharmacokinetics education.Material and Methods: A total of 320 clinical pharmacy students participated, with 143 students from earlier cohorts forming the control group and 177 students from the 2019 and 2020 batches comprising of the observation group. Traditional teaching methodologies instructed the control group, while the observation group benefited from a novel, blended teaching approach incorporating micro-teaching assistants. The evaluation criteria encompassed theoretical knowledge acquisition, practical skill development, pass rates, and score distribution.Results: This investigation into clinical pharmacokinetics education demonstrates the superiority of a blended teaching model, enhanced by micro-teaching assistants, over traditional methodologies. The observation group, utilizing this approach, displayed a significant 15% increase in theoretical knowledge scores, maintained high practical skill levels, alongside achieving a 94.9% pass rate, markedly surpassing the control group’s 91.6%. Feedback from students corroborated the model’s effectiveness, with satisfaction scores exceeding 4.8 out of 5; despite potential respondent bias. Notably, the application of micro-teaching assistants was most pronounced in Pharmacology, highlighting its value in teaching complex theoretical content, and advocating for expanded use in medical education.Conclusion: This study concludes that the integration of micro-teaching assistants into blended teaching strategies for clinical pharmacokinetics significantly improves educational outcomes. This approach not only facilitates a more effective learning environment but also underscores the potential of innovative pedagogical tools in enhancing student performance, and comprehension in complex subjects.

Rotational training structures and national employment in public health education: an organizational perspective

IntroductionPostgraduate medical education (PGME) relies on structured training rotations and workplace-based learning (WBL) to provide comprehensive clinical training and professional development. Emphasizing WBL, PGME integrates theoretical knowledge with practical skills through direct patient care involvement, underscoring the pivotal role of training institutes in supporting these initiatives. While curricular changes in PGME have been extensively studied in clinical teaching hospitals, PGME programs in public health (PGME-PH) remain underexplored, yet their multidisciplinary nature post-COVID-19 underscores the urgency for effective curricular reforms. This study explores how training institutions offering PGME-PH navigate the adoption of structured training rotations and a transition to a national employer by examining organizational perspectives to enhance sustainability and integration of educational innovations in this unique context.MethodsSemistructured interviews were conducted with 14 participants from 8 training institutions offering PGME-PH in the Netherlands between October and November 2022 to explore their experiences with the implementation of a rotational training structure. The interviews were guided by the Consolidated Framework for Implementation Research (CFIR).ResultsThe analysis identified three pivotal themes influencing sustainable implementation and ownership: influence, communication, and motivation. Participants expressed concerns about reduced influence in organizing PGME-PH and noted significant communication challenges, such as ambiguity in roles, program frameworks, and financial aspects. Despite these obstacles, participants showed strong motivation for education and underscored the importance of collaboration and shared responsibility.ConclusionThe successful implementation of structured training rotations was negatively impacted by training institutions’ experience of limited influence and communication challenges. This led to diminished ownership of the new PGME-PH curriculum, potentially affecting its long-term sustainability. Despite these challenges, participants maintain high motivation for educational delivery. Enhancing sustainable implementation requires fostering ownership, promoting collective responsibility, establishing clear communication channels, and nurturing motivation. These factors are crucial for ensuring the success and longevity of educational programs such as PGME-PH.

Exploring medical educators’ perspectives on teaching effectiveness and student learning

BackgroundMedical education in resource-constrained settings such as Pakistan faces significant challenges, including large class sizes, limited resources, and reliance on traditional teacher-centered pedagogies. These factors hinder effective learning and fail to equip students with the critical thinking and practical skills essential for modern medical practice. Educators play a fundamental role in shaping student experiences but often struggle to adopt student-centred methodologies due to insufficient training, resource limitations, and institutional constraints. This study aimed to explore medical educators’ teaching approaches, their perceptions of their effectiveness, and the challenges they face in implementing modern pedagogical techniques.MethodsA sequential explanatory mixed-method study was conducted. First, the Approaches to Teaching Inventory (ATI) was administered to 130 medical and dental educators in Karachi, Pakistan (71% response rate, n = 93), assessing teacher-centered (Information Transmission/Teacher-Focused, ITTF) versus student-centered (Conceptual Change/Student-Focused, CCSF) approaches. Second, semi-structured interviews were conducted with 25 educators purposively selected from the initial sample. Quantitative data were analysed using SPSS and Mann-Whitney U tests. Qualitative data were subjected to thematic analysis to identify key themes.ResultsThe quantitative results demonstrated that educators often use a blended teaching approach. No significant gender differences were found in teaching experience or teacher-centric scores; however, female educators scored higher on the student-centric approach (p = 0.001). Qualitative analysis identified themes: (1) teachers as catalysts for student transformation, emphasising mentorship and practical learning; (2) curriculum challenges and the need for faculty development, highlighting dissatisfaction with outdated curricula and assessments focused on rote memorisation; and (3) teaching practices advocating for interactive methods and continuous assessment aligned with practical clinical skills. Educators expressed a desire for faculty development programs to support student-centered learning.ConclusionsMedical educators recognise the importance of student-centred approaches but face significant challenges due to institutional pressures, outdated curricula, and inadequate assessment methods. There is a critical need for curriculum reform, adoption of continuous formative assessments, and faculty development programs to enhance teaching effectiveness. Institutions should promote environments that value pedagogical excellence and support innovative teaching practices. Aligning educators’ perceptions with actual teaching practices is essential to improve medical education and prepare students for professional practice.

The role of psychology and communication skills in orthodontic practice: a systematic review

Effective communication and psychological strategies are integral to orthodontic practice, influencing patient satisfaction, adherence, and overall treatment outcomes. This systematic review, conducted in accordance with PRISMA guidelines and registered with PROSPERO (ID: CRD42024560432), examined the role of these strategies in orthodontic care and their integration into educational curricula. A comprehensive search identified studies focusing on communication and psychological interventions in orthodontics. The findings emphasize that patient-centered communication enhances understanding, adherence, and satisfaction. Structured approaches, such as personalized follow-up reminders and digital tools like social media, have shown significant improvements in patient engagement. Psychosocial factors, including anxiety and body image concerns, were identified as critical barriers to adherence, necessitating tailored psychological support and empathy-based communication. Additionally, gaps in orthodontic education were identified, with recommendations for integrating simulations, interprofessional education, and ongoing training into curricula to address these challenges. This review underscores the importance of addressing the psychological and communicative dimensions of orthodontic care, providing actionable recommendations for enhancing patient outcomes and optimizing educational practices. Future research should explore the long-term impact of these strategies and assess their effectiveness across diverse populations.

Medical education videos – comparative analysis of sonography vs. clinical examination videos: user perception and educational value

BackgroundVideo content has become an increasingly valuable tool in medical education, particularly for teaching hands-on skills like sonography and clinical examination. This study evaluates the satisfaction and content of sonography and clinical examination videos on the AMBOSS platform, a prominent medical education resource in Germany.ObjectiveThe goal of this study was to compare how effective and well-received sonography and clinical examination videos are on the AMBOSS platform. The study looked at aspects such as the medical and technical quality of the videos, their usefulness for learning, and overall user satisfaction.MethodsEighteen instructional videos were chosen and made accessible on the AMBOSS platform, grouped into sonography (n = 9) and clinical examination (n = 9) categories. Users were asked to voluntarily and anonymously fill out a questionnaire evaluating the videos. Over 49.5 months, data from 1,643,274 video views and 936 completed questionnaires were gathered.ResultsClinical examination videos were watched significantly more often than sonography videos (86 vs. 14%). Both video types were highly rated in terms of medical and technical quality. However, sonography videos were judged superior in technical quality and clarity, whereas clinical examination videos were preferred for their medical quality and practical application. Feedback from users indicated a desire for more detailed annotations and clearer explanations.ConclusionThe findings underline the crucial role of video resources in medical education, particularly in teaching practical skills. To improve educational outcomes, it is important to tailor content to the specific needs of medical students and professionals, incorporate user feedback, and take advantage of technological advancements.

Technical and Vocational Education and Training Institutions as Catalysts of Reduction of Unemployment Rates in Kiambu County, Kenya

Technical and Vocational Education and Training Institutions (TVETs) have been at the center of equipping students with prerequisite skills to fit into the job market by offering programmes aim to bridge the skills gap among students. However, in Kiambu County, rates of unemployment have continued to rise. Thus, the purpose of this study was to examine how TVETS act as catalysts for reduction of unemployment rates in Kiambu County. The study was anchored on the human capital theory. The study adopted mixed methodology and concurrent triangulation research design. Target population comprised 30 principals, 578 tutors and 4879 employed TVET graduates totaling 5487 respondents from which 372 respondents was sampled using Yamane’s Formula. Stratified sampling was adopted to create 12 strata based on the number of sub-counties in Kiambu County. From each sub-county, one TVET principal was selected using purposive sampling. However, from each of the sampled TVETs, 5 tutors and 25 employed TVET graduates were selected using simple random sampling. This enabled the researcher to sample 12 principals, 60 tutors and 300 employed TVET graduates. Questionnaires were used to collect data from employed TVET graduates whereas interview guides were used to collect data from principals and tutors. Qualitative data were analyzed thematically along the objectives and presented in narrative forms. Quantitative data were analyzed using descriptive statistics such as frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis with the help of Statistical Packages for Social Sciences and presented by using tables. The study found that there is an increasing rate of unemployment in Kiambu County for the last five years. To mitigate these challenges, TVETs have refocused the training to equip students with job-specific practical skills, entrepreneurship education, linkages and internship as well as integration of ICT and innovation. However, much is yet to be fully realized in improving status of unemployment rates. Thus, the study recommends that TVETs should collaborate closely with local and international industries to ensure that their training programmes align with current market demands. By continuously updating the curriculum to include emerging technologies, sector-specific skills, and soft skills like communication and problem-solving, TVET graduates will be better equipped to meet employers’ needs.

Exploring the impact of the Global Community-Based Education (G-CBE) program at the University of Global Health Equity (UGHE), Rwanda: insights from the inaugural cohort

Background and contextCommunity-Based Education (CBE) integrates practical experiences within community settings to deepen students’ understanding of real-world issues. In July 2023, the University of Global Health Equity (UGHE) launched the Global Community-Based Education (G-CBE) program, designed to immerse international students in diverse settings across Rwanda and enhance their grasp of social determinants of health, community health and social medicine.ObjectivesThis study explores the experiences and perceptions of the first cohort of the G-CBE program at UGHE. It aims to evaluate how the program influenced the learning, career development, and understanding of community health for the 10 participating students.MethodsQualitative methods were employed, including 10 in-depth interviews (IDIs) to gather insights into the participants’ experiences and the perceived benefits of the G-CBE program.Key findingsStudents reported gaining a comprehensive understanding of social determinants of health, developing a strong appreciation for community-driven approaches, and acquiring practical skills through hands-on experiences. The program also broadened their global health perspective and heightened their awareness of health inequities.ConclusionThe findings underscore the significance of immersive community-based learning in global health education. The students’ experiences will inform ongoing improvements to the G-CBE program, enhancing its effectiveness in preparing future health professionals.

The importance of education and motivation in the training of HVAC&R professionals in Europe: Lessons from the Portuguese case

The Heating, Ventilation, Air Conditioning, and Refrigeration (HVAC&R) industry is pivotal to Europe’s goals for energy efficiency, sustainability, and technological advancement. As demand for skilled HVAC&R professionals rises, the effectiveness of educational programs in this field has become a focal point. This article explores the Portuguese case to analyze how pedagogical strategies and student motivation contribute to the quality of HVAC&R training across Europe. The study highlights innovative teaching methodologies such as active and competency-based learning, as well as the use of laboratory training and digital simulations to provide hands-on experience. Additionally, it emphasizes Bloom’s Taxonomy as a framework for curriculum development, ensuring that students advance from foundational knowledge to complex problem-solving abilities. Motivation is also identified as a critical factor for student engagement and long-term career commitment. The article concludes that a balanced integration of theoretical knowledge, practical skills, and motivational support is essential for producing highly qualified HVAC&R professionals. This approach not only meets current industry needs but also aligns with Europe’s broader environmental and technological objectives, offering valuable insights for educators, policymakers, and industry stakeholders.

Examining Development Studies (DS) Teaching Philosophy, Methods and Desired Competences in Lesotho Secondary Context

Using qualitative approach in document analysis of educational policies and syllabi in CAP (2009) and the Integrated Grade 8 Social Sciences Syllabus 2017, the study sets out to explore Development Studies (DS) teaching philosophy, methods and the desired competences in Lesotho secondary schools. The subject was introduced in order to achieve the goals of self-reliance through education with production. It was further meant to explore the theory underpinning the subject, appropriate instructional strategies and pertinent subject philosophy. The findings revealed that DS as a subject is couched in Constructivism Theory (CT) which upholds that liberatory, critical or transformative pedagogies are more suitable as opposed to transmission or didactic pedagogies. Transformative pedagogies are understood to promote desired competences including innovativeness, creativity, problem solving, critical thinking, collaboration, practical and research skills. The outlined skills are dependent on the teacher’s astute subject pedagogical content knowledge (PCK) calling for deployment of learner centred or actively engaging teaching and learning approaches in DS classrooms.

Development of Reading Skill Practices on Pronouncing Thai Diphthong for Grade 5 students at Ban Pa Sang School (Sangdarunanusat) Mae Chan District, Chiang Rai Province

Development of Reading Skill Practices on Pronouncing Thai Diphthong for Grade 5 students at Ban Pa Sang School (Sangdarunanusat) Mae Chan District, Chiang Rai Province

Bibliometric Analysis of Adaptive Behavior Research: Advancing Sustainable Development Goals (SDGs) for Children with Disabilities

Introduction: Adaptive behavior refers to the collection of skills and behaviors that individuals use to function independently in their daily lives, it encompasses the ability to meet personal needs and deal with the natural and social demands of one's environment. This includes a wide range of skills, such as communication, self-care, socialization, and practical skills needed to navigate one's environment. This is useful in providing references to support Sustainable Development Goals (SDG) initiatives, especially to improve access to quality education for children with disabilities. Objective: This study conducts a bibliometric analysis of research on adaptive behavior for children with disabilities from 2014 to 2024. It focuses on identifying patterns, trends, and gaps in the literature to understand the evolution and current state of the field. Theorical Framework: Adaptive behavior is often categorized into different domains, reflecting the various areas of functioning that are essential for independent living and social integration. The three primary domains of adaptive behavior commonly recognized in the literature are conceptual, practical and social domain. Method: The study employs advanced bibliometric techniques, including keyword co-occurrence and citation analysis, to explore the interconnectedness of topics and to forecast future directions in research. It underscores the critical need for reliable and inclusive assessment tools, comprehensive multi-informant evaluations, and interventions that can be integrated into educational settings to support the independence and social integration of children with disabilities. Results and Discussion: The findings of the study through article co-occurrence mapping analysis, four clusters representing adaptive behavior were identified, that is red cluster (psychological and social dimensions), green cluster (developmental and cognitive aspects of disability), blue cluster (adaptive functioning and behavioral outcomes) and yellow cluster (behavioral and diagnostic) portrays an interconnected landscape of research topics, where psychological, developmental, behavioral, and diagnostic themes converge, reflecting the complexity and interdisciplinary nature of research in disabilities. Research Implications: This study contributes practical implications, improving interventions, informing policies, and enhancing community understanding and support for individuals with varying needs in adaptive behavior. This holistic impact underscores the importance of such research in driving both theoretical and practical advancements in the field. Originality/Value: The exploration of adaptive behavior in children with disabilities has emerged as a critical area of study, integrating multifaceted approaches from diagnosis to intervention. The comprehensive review presented in this article not only captures the varied dimensions of adaptive behavior but also underscores the intricate interplay between intellectual, developmental, and social facets of disabilities in children.

ENHANCING NURSE-PATIENT COMMUNICATION: A COMPREHENSIVE SYSTEMATIC REVIEW OF EFFECTIVE STRATEGIES

Background: Practical communication skills are imperative in nursing to ensure patient safety and comfort. Studies reveal that nurses often fail to implement therapeutic communication fully, resulting in dissatisfaction from beginning to end patient care. Objective: This study seeks to pinpoint strategies to enhance nurses' communication proficiency with patients. Method: Employing a systematic review approach, this research delved into journals archived in the EBSCO E. Journal, Elsevier Science Direct, Pubmed, CINAHL Complete, and Google Scholar databases, alongside nursing management and leadership literature. The operational definition encapsulates the endeavors undertaken by nurses to refine communication strategies with their patients. The study was conducted across diverse clinics and hospitals, encompassing all nurses within these settings, with the research sample comprising those lacking robust communication strategies. Data was gathered through the administration of questionnaires and the utilization of observation sheets. Results: Findings underscored that training initiatives bolstered nurses' confidence in delivering comprehensive patient care. Furthermore, culturally sensitive communication skill guides proved instrumental in augmenting nurse-patient communication and patient satisfaction. Moreover, tailored therapeutic communication programs designed for pediatric nurses yielded favorable outcomes, fostering secure and healthy interactions, nurturing trust, and expediting recovery. Short workshops emerged as another effective avenue for refining nurses' communication skills. Consequently, implementing training sessions, comprehensive guides, specialized programs, and brief workshops is pivotal in elevating communication between nurses and patients.

An experimental study to evaluate the effectiveness of lecture cum demonstration on knowledge and practice on basic life support among lay person

: Basic Life Support (BLS) refers to a set of emergency procedures that assist individuals experiencing cardiac arrest, respiratory distress, or airway obstruction. Cardiopulmonary resuscitation (CPR) and other BLS techniques serve as crucial interventions that can save lives in critical situations. Effective training in BLS can empower laypersons to act decisively and appropriately during emergencies. To shed light on the effectiveness of a comprehensive BLS training program, incorporating lectures and practical demonstration, in empowering layperson to respond effectively to cardiac arrest situation.: To assess the knowledge of lay person regarding basic life support, To assess the practice of lay person regarding basic life support, to evaluate the effectiveness of demonstration on basic life support, to find out the association between the knowledge and practice of lay person regarding basic life support with their selected demographic variables. A quantitative research approach was employed in this study, utilizing a true experimental (one group pre-test and post-test) research design. A convenient sampling technique was used to select 60 participants for the study. Data were collected using structured questionnaires to assess knowledge and practice checklists to evaluate practical skills. Descriptive and inferential statistical methods were applied for data analysis.: The pre-test and post-test assessments revealed a significant improvement in the participants’ knowledge and practice of BLS after the training. The mean knowledge score in the pre-test was 5.75 ± 1.85 (27.38 ± 8.83%), while the mean score in the post-test increased to 12.48 ± 2.03 (59.44 ± 9.70%). The mean practice score was 11.46 ± 3.03 (40.95 ± 10.85%) in the post-test.The evaluation of the training method, which incorporated both lectures and demonstrations, showed statistically significant improvement in both knowledge and practice scores. The paired ‘t’ test for overall knowledge scores yielded a calculated value of 16.87, which exceeded the tabulated value of 2.00 (with 59 degrees of freedom), confirming the effectiveness of the intervention.: The study demonstrated that the lecture and demonstration-based training significantly improved the knowledge and practical application of Basic Life Support techniques among laypersons. As a result, the null hypothesis (H0) was rejected, and the research hypothesis (H1) was accepted.

School dropout, lag and repetition: strategies for inclusive and sustainable education in the framework of public policies

This study examines the structural factors that contribute to school lag and dropout in students from vulnerable areas. Factors include community violence, economic precariousness, and complex family dynamics, within the context of the post-pandemic impact. Through interviews, participatory observation, and documentary analysis, the experiences of students, teachers, and educational authorities are collected to identify patterns of exclusion. The results show that the socioeconomic context that affects students' motivation, attendance, and school performance, especially in areas with gang presence, is a lack of safe transportation, and poor access to basic services. The pandemic amplified these difficulties by affecting skills such as reading, writing, and math, generating a significant lag as well as an emotional disconnection from school. Although the Ministry of Education implements welfare programs, such as subsidies for food and transportation, their effectiveness is limited in the face of the magnitude of the needs, which generates dissatisfaction in the community. In response, alternative modalities have been explored, such as homeschooling and playful learning programs, as well as interventions in mathematics education that seek to strengthen basic and practical skills, although their impact is still uncertain. This study highlights the need for educational public policies that address the structural causes of dropout and offer early intervention strategies, safe school environments, and teaching methods that connect theory with practice, promoting quality education for all.

Hands-On Learning During Pandemic: Through the Lens of Socioeconomically Underprivileged Students

ABSTRACT Amidst the COVID-19 pandemic, education and training faced disruption, necessitating a shift to open and distance learning (ODL) due to lockdowns and social distancing. Socioeconomically disadvantaged hospitality students encountered significant obstacles, including limited electricity, connectivity, devices, and caregiver support, potentially exacerbating educational disparities. This study focuses on hospitality students who underwent a practical-intensive food and beverage class during the pandemic. Interviews were conducted to explore students’ ODL challenges, experiences returning to campus, and resilience in self-directed learning. Thematic analysis revealed three main themes and seven sub-themes. It was found that poor internet access and inadequate self-training tools hindered practical skill acquisition. Short video tutorials were proven effective, fostering students’ self-directed learning and video editing skills. Suffice to say, educational tools like short videos and social media assist underprivileged students’ practical skill development, thus bridging the digital divide in education despite the challenges.

Simulation of the seepage pressure under the dam by Seep/W during engineering education

The modern educational environment should ensure the formation of general and professional (special) competencies of the future specialist. The high education of STEM specialties is impossible without modern information technologies and special software in modern conditions. Developer companies and stakeholders are interested in training students using modern calculation software and provide various opportunities for training. Educational programs gradually reduce the amount of practice classes, the use of special calculation software allows to carry out more necessary calculations in short time, illustrate the results, correct the mistakes, choose the optimal constructive solution, therefore, it contributes to the development of critical thinking and independent learning skills of the student. The practice of implementing information technologies into the education process from simple to complex software is widespread both in Ukraine and abroad. Using modern software activates practical learning, boosts professional identity, consciousness, motivation, and creation of the students. The article provides the calculation of the seepage pressure under the dam by the ordinary handmade method and by Seep/W software. The fourth-year bachelor's degree students carry out this calculation during the concrete dam design. The comparison of the calculation results by hand and by Seep/W PC was made. Modern engineering software are quite complex, require additional knowledge and practice skills, encourage students to survey additional information, which contributes to the development of the students individual trajectory. Most of the modern software are in English, which also stimulates the study of professional English vocabulary.

Project‐Based Learning in Bioprocess Engineering: MATLAB Software as a Tool for Industrial‐Scale Bioreactor Design

ABSTRACTThe project‐based learning (PBL) methodology has proven to be a valuable pedagogical approach in engineering programs for decades. However, a significant gap remains in the application of such methodologies in the field of bioprocess engineering. This study addresses this gap by exploring the implementation and outcomes of innovative PBL methodology in the context of bioprocess engineering education. The educational innovation involved the study of a bioprocess at the industrial scale, which comprises the definition of the culture medium, the operational units of the process, the design of the bioreactor with the assistance of MATLAB software, and the performance of a techno‐economic analysis. The results over eight academic years (441 students) demonstrated consistently high average grades in case studies (8.9 ± 0.3 out of 10), indicating successful student navigation of PBL challenges. The students’ positive feedback highlighted the satisfaction and effectiveness of the methodology in promoting collaboration, enhancing comprehension, and preparing students for real‐world scenarios. Overall, this study provides valuable insights into the successful implementation of PBL in bioprocess engineering education, highlighting its potential for fostering active learning, practical skill development, and student engagement. These findings contribute to the growing body of literature on innovative pedagogical approaches in engineering education and underscore the importance of ongoing evaluation and refinement for enhancing student learning outcomes.

Effectiveness of a BOPPPS Teaching Model in Standardized Training for Nephrology Resident Physicians: A Retrospective Cohort Study

Aims/Background Based on Bridge-in, Objective, Pre-assessment, Participatory learning, Post-assessment and Summary (BOPPPS), the teaching model has gained increasing attention in the field of medical education. This study aimed to evaluate the effectiveness of the BOPPPS teaching model in standardized training for nephrology residents, particularly in educating on hyperkalemia in chronic kidney disease (CKD). Methods This retrospective cohort study included students undergoing standardized training in the nephrology department at the Shanghai Traditional Chinese Medicine-Integrated Hospital Affiliated to Shanghai University of Traditional Chinese Medicine from 2021 to 2024. The observation group (n = 55) received instructions using the BOPPPS teaching model, while the control group (n = 64) was educated using the traditional teaching methods. The study evaluated learning outcomes and teaching satisfaction through theoretical and practical assessments, as well as self-assessment by the students. Results The observation group demonstrated significantly higher scores in theoretical exams and practical assessments compared to the control group (p < 0.05). Additionally, the observation group reported higher self-assessment scores (p < 0.05) and greater teaching satisfaction (p < 0.05) than the control group. Conclusion The BOPPPS teaching model is an effective approach to enhancing theoretical knowledge, practical skills, and teaching satisfaction in standardized training for nephrology residents. Compared to traditional teaching methods, the BOPPPS model improves learning outcomes, thereby strengthening the quality of medical education.

CHALLENGES AND BENEFITS OF USING INFORMATION TECHNOLOGIES IN TEACHING CHEMISTRY IN UKRAINE DURING WARTIME

The education sector, which is one of the most important aspects of public life, has undergone critical changes due to the full-scale invasion of Russia in Ukraine. Educators and students have been forced to a rapid shift from traditional to digital learning methods. Chemical education has adapted to the new reality by using a number of digital platforms, virtual laboratories, and other IT tools for distant learning. These innovative educational technologies have become particularly useful in chemistry teaching, where interactive tools help replace hands-on experiments in wartime circumstances, where access to traditional laboratories is unsafe or impossible. However, the transition to digital learning in Ukraine during the current period not only has complexities on its own, but is also accompanied by significant challenges caused by war conditions, including power shortages, limited Internet access, and digital inequality, especially in war-torn and rural areas. The issues of digital literacy, content localization, cybersecurity, and students’ and educators’ psychological well-being present further complications. Developing and expanding access to relevant, localized chemistry educational content will be essential to closing the education gap and maintaining long-term sustainability. In the post-war period, it is appropriate to implement a blended learning model that combines digital tools with offline laboratories, which is critical for sustainable recovery, promoting community rebuilding, developing practical student skills, and the sustainability of the Ukrainian education system in general.