Need For Education Research Articles

Curricular Adaptation in Inclusive Education: A Right for Students with Special Educational Needs

A adequação curricular, uma das principais bandeiras da educação inclusiva e compreendida como o ajuste das estratégias de ensino para acolher os estudantes com necessidades educacionais especiais, assume diversas nuances dependendo da realidade da escola. Esse artigo tem como objetivo principal enfatizar a efetivação da adequação curricular como um direito do aluno. Por meio de pesquisa bibliográfica e com base em relatos de experiências como professora regente em sala de recursos generalista, o texto propõe uma reflexão a respeito da premissa da educação inclusiva com base nos dispositivos legais e apresenta algumas dissonâncias existentes entre os textos jurídicos que garantem direitos e a realidade da maioria das escolas que nem sempre estão preparadas para acolher essa demanda. Em seguida, a adequação curricular é apresentada como um direito do aluno e como estratégia pedagógica nem sempre efetivados por falta de formação e informação. Os progressos relativos ao fortalecimento da educação inclusiva são inegáveis, mas ainda há um longo percurso para que os princípios dos principais dispositivos legais atinjam as prerrogativas desejadas

A balancing act: successfully managing senior leadership roles and motherhood

ABSTRACT This paper presents the findings of a self-study exploring the experiences of women leaders, and the intersections of leadership work with roles as mothers. Drawing on narratives of women from across experiences of leading to support women in the workplace, to women who juggle leadership work and mothering, and women whose mothering involves caring for children with Special Educational Needs and Disabilities, we address the dearth in scholarship addressing these positionings and implications for women in leadership. Using self-study as a qualitative approach to bring together three current school leaders and an ex – principal, this study uses autobiographical experiences and shared reflections on blogs and materials accessed through our professional networks to contribute robust and rich analysis of personal narratives on the challenges and opportunities afforded to women in the state school context in England. We apply a conceptual framework of micro-meso barriers to consider the relationship between self and organisation level interactions. Findings contribute strategies from the personal to the organisational, with implications for the ways in which coaching, flexible working and an equitable approach to decision making can be utilised by schools to support and engage women without a sense of compromised leadership practice or motherhood priorities.

Assessment of ICU nurses' competency towards delirium among critically ill patients.

ICU nurses play a critical role in managing delirium in critically ill patients, yet their competency in this area remains under-explored. To assess ICU nurses' competency including their knowledge, practice, and attitudes toward delirium among critically ill patients. A correlational descriptive study was conducted with 67 nurses in the medical intensive care unit at Suez Canal University Hospitals. Data was collected using an online survey and analyzed using descriptive statistics, ANOVA, and Pearson's correlation. Nurses showed a moderate knowledge level (M = 8.55), a low practice level (M = 6.62), and positive attitudes (M = 21.65) toward ICU delirium. ANOVA results indicated significant differences in practice scores based on educational level, F (2, 64) = 3.361, p = .041, and in knowledge scores based on ICU experience, F(3, 63) = 6.455, p < .001. Nurses with Master of Science in Nursing (MSN) degrees had higher practice scores than those with diplomas or Bachelor of Science in Nursing (BSN) degrees. There were no significant differences in knowledge and attitude scores based on educational level or age. Gender differences were minimal, with male nurses slightly outperforming female nurses. Correlation analysis showed positive relationships between age, education, ICU experience, and ICU nurses' levels of knowledge and practice. ICU nurses demonstrate a knowledge-practice gap in delirium management. Targeted educational interventions, mentorship programs, and a focus on practical skills are essential to enhance delirium care. These findings highlight the urgent need for comprehensive delirium education and training programs for ICU nurses. By improving nurses' knowledge and practice, healthcare organizations can significantly enhance the early detection, prevention, and management of delirium, ultimately leading to improved patient outcomes and reduced length of stay in the ICU.

Case Report on Griscelli Syndrome with Hemophagocytic Lymphohistiocytosis

Objective: This case report was written with the intention of educating pediatric caregivers regarding the early detection and management of Griscelli Syndrome type 2 (GS2), thereby preventing fatal consequences, and to draw light on the necessity for premarital genetic counselling and education in public. Case Report: A two months and 7 days old male baby presented with tachycardia, fever, abdominal distension, cough, loose stools, and vomiting. Head to toe examination showed hypo-pigmented hair with silvery grey eyebrows and eyelashes. Bone marrow aspiration showed increased histiocytes exhibiting haemophagocytosis. Suspecting Griscelli Syndrome, genetic test was done which indicated RAB27A gene mutations, thereby confirming the GS2 diagnosis. The child was treated with 2 litres of oxygen with nasal prong, meropenem, fluconazole, dexamethasone and packed red blood cell transfusion. In view of worsening sepsis baby was given with vancomycin, tigecycline and cyclosporine and later intubated. Conclusion: Consanguineous marriages are common in India and are one of the major reason for autosomal recessive disorders like GS2 in newborns. This highlights the need of both premarital genetic counseling and education among public. Keywords: Hypopigmented hair, haemophagocytosis, abdominal distension, RAB27A mutation

Mr. Tumbles’ Maya and the Multiplicity of Personas: Leveraging Illusion and Reality in Educational Game Design for SEN Language Learners

Educational research for Special Educational Needs (SEN) students has increasingly recognised the necessity for tailored approaches that accommodate diverse learning needs. Despite advancements, there remains a significant gap in the development of digital interventions, particularly video games, that cater to the language acquisition and communicative needs of SEN learners. This study explores how psychological paradigms from the popular children's television show ‘Mr. Tumble’ (made specifically for children with special educational needs) can inform the creation of language learning video games. By analysing the use of ‘Makaton’ a multimodal communication tool that combines signs, symbols, and speech the study highlights the potential of integrating similar techniques into game design to enhance accessibility and engagement for SEN learners. The philosophical understanding of Maya, which emphasises the illusory nature of multiplicity, serves as a theoretical framework to understand how a single character can embody multiple roles within a game, providing a consistent yet diverse learning experience. This approach not only aids in language comprehension but also fosters emotional and social development through relatable Non-Player Characters (NPCs) designed to interact meaningfully with learners. The study posits that incorporating these elements can create immersive, emotionally resonant educational experiences and the development of parasocial relationship between the learner and the digital intervention, that better meet the needs of SEN students, ultimately leading to more inclusive and effective language learning environments. Children simultaneously navigate multiple roles and perspectives, each reflecting a different aspect of reality in make-believe play. The critical importance of integrating this cognitive theoretical framework similar to that into the design of NPCs in educational video games is highlighted in this research. The paper argues that the paradigms of ‘multiplicity of mirrors’, when effectively incorporated into NPC design, can reflect different aspects of language, culture, and social interaction, offering learners a more immersive and multifaceted learning experience.

Developing illustrative examples for revenue recognition in credit card rewards programmes

Orientation: The literature does not provide illustrative examples of specific credit card rewards programme (CCRP) transactions.Research purpose: The objective of the research was to develop and confirm illustrative examples for co-brand CCRPs, complex CCRPs and CCRPs offering cash rewards after the effective date of International Financial Reporting Standard (IFRS) 15.Motivation for the study: Credit card rewards programme management in practice acknowledged the need for illustrative examples of accounting for CCRP transactions.Research approach/design and method: This qualitative study used document analysis to develop the illustrative examples; and to confirm the examples, the Delphi technique was applied.Main findings: Illustrative examples were developed (based on existing literature, including IFRS) that show the differences in accounting treatment based on the type of CCRP. The initial recognition of the award credits liability, the proportionate derecognition of the liability when award credits are redeemed, and a change in the expected redemption rate are included in the examples. The study also clearly indicates the differences in the structure and functioning of each type of CCRP that support the different accounting treatments suggested.Practical/managerial implications: This study contributes to practice by providing CCRPs with illustrative examples that could reduce uncertainty and inconsistencies in practice. The illustrative examples developed make the theory – specifically principle-based IFRS – more practical and could improve faithful representation, as well as make transactions easier to verify (audit).Contribution/value-add: This study underscores the need for educators to train students in applying principle-based standards like IFRS 15 to complex transactions, fostering critical thinking and workplace readiness.

&lt;b&gt;Insights From the Frontlines: Students' Perceptions of Teaching Methods in a Nigerian Medical School &lt;/b&gt;

Background The teaching skills of the teachers impact the learning outcomes, and it is expected that learning can be enhanced through appropriate instructional strategies that will optimally help the students. An understanding of student’s perception of the available teaching methods will provide insight into what the challenges are, and how this information can be used to further optimize learning outcomes. Methods A qualitative phenomenology study using focus group discussions among 41 clinical medical students in a developing Nigerian medical school. An inductive thematic analysis was performed on the transcribed recorded data from the group discussions. Results Six themes emerged: participation, clarity and applicability, encouragement and feedback, teaching aids, students-teachers relationship, and learning environment. Students preferred problem-based learning and small group teaching, perceiving didactic lectures as lengthy and boring. They emphasized the need for teachers to use real-world examples, provide feedback, and adopt student-centered approaches. The majority of students preferred visual learning aids but noted inadequate infrastructure and resources for their preferences. Conclusions This study highlights the importance of student-centered teaching methods, incorporating visual aids and problem-based learning, to enhance engagement and retention. Teachers should adapt their instructional strategies to cater to diverse learning styles and promote interactive learning. The study suggests retraining clinical teachers to adopt student-centered approaches and utilize available resources effectively. By prioritizing student feedback and adopting inclusive teaching methods, medical educators can optimize learning outcomes and prepare students for the demands of healthcare practice. Keywords: medical, students, perceptions, teaching, methods.

Generative AI Applications in Architecture, Engineering, and Construction: Trends, Implications for Practice, Education &amp; Imperatives for Upskilling—A Review

This study investigates the current landscape of generative AI and LLM applications in architecture, engineering, and construction (AEC), focusing on trends, practical implications, educational strategies, and imperatives for upskilling. Employing a six-stage systematic review sourced from Google Scholar, Scopus and Web of Science, 120 papers were analyzed to provide a comprehensive understanding of the role of these technologies in shaping the future of the AEC industry. By addressing these objectives, the research contributes to enhancing knowledge about the potential impacts of generative AI and LLMs on the AEC industry and provides insights into strategies for leveraging these technologies effectively. This study underscores the transformative impact of AI and advanced technologies on the AEC sector and education. By enhancing learning experiences and optimizing construction processes, AI fosters personalized education and efficient project management. The study’s significance lies in its identification of necessary skills and competencies for professionals, ensuring effective AI integration. Implications include the need for continuous professional development, formal education, and practical training to leverage AI’s potential fully. This paves the way for sustainable, intelligent infrastructure and accessible, adaptive learning environments, driving innovation and efficiency in both fields.

Neurologists’ understanding of reproductive medicine options for genetic forms of motor neuron disease

Objectives To examine the knowledge, confidence and practice of motor neuron disease (MND) clinicians toward discussing reproductive options with people who carry a causal variant in an MND gene (both clinically affected and asymptomatic). Methods An online cross-sectional survey was distributed nationwide to UK MND clinicians and clinical geneticists and genetic counselors. The survey assessed respondents’ understanding on reproductive medicine techniques; their confidence in discussing reproductive medicine options and their access to information resources. Results Seventy six clinicians responded to the online survey (45 neurology clinicians and 31 clinical geneticists). MND clinicians had limited knowledge and low confidence in discussing reproductive medicine options. Geneticists were more likely to carry out reproductive genetic counseling with very few MND clinicians reporting undertaking these discussions. Further, 57% of the 45 MND clinicians surveyed reported to have never made a referral for reproductive genetic counseling. Multiple barriers to offering reproductive counseling or referral were identified including a lack of knowledge, lack of awareness of the different options, lack of clinic time and uncertainty around issues such as funding for PGT and whose responsibility it comes under. Conclusions There is a need for training and education on reproductive options and referral for these options needs to be integrated within the health system. Developing more resources for both clinicians and patients is required as MND clinicians reported a lack of resources.

Difficulties In Assisting Students With Special Educational Needs In Armenian Schools During History Lessons

Inclusive education in Armenia has changed quite much over the years, which were stipulated by various historical, socio-political, and economic changes. The system of inclusive education is oriented toward mainstreaming students with special needs into the common educational process in schools with an equal attitude toward providing all of them with appropriate education. This study is aimed at analyzing the present situation, obstacles, and management peculiarities of inclusive education in Armenia during the History lesson from the viewpoint of the history teachers. Within this frame, the current study used qualitative research methodology as a content-based approach to combine thought, emotions, ideas, and attitudes. It was intended to understand the experiences of history teachers in working with students with special educational needs and go deep to have a richer understanding of the research question. The findings of the study revealed that Armenian inclusive schools are facing various challenges in appropriately supporting students with special educational needs in the History learning environment. These areas of difficulty involve inadequate teaching differentiation to cater to the different learning needs, failure to cope with various students' comprehension levels, and lack of one-on-one attention in a mainstream class. Inadequate resource provision, limited teacher training, and poor specialized support complicate the effective delivery of history education for such learners even further.

Characteristics and health insurance profile of brought-in-dead children in a rural tertiary hospital

BackgroundDespite the regular occurrence of brought-in-dead (BID) phenomenon, little is known about their prevalence, pattern and prehospital contributors in rural settings in Nigeria. In addition, the impact of health insurance...

Atulyagotreeya Vivaha: A scientific review and case series on non-consanguineous marriage

Atulya Gotra Vivaha (non-consanguineous marriages), emphasized in Ayurveda and supported by modern genetics, plays a crucial role in reducing the risk of congenital anomalies and genetic disorders. Ancient Ayurvedic texts, such as Acharya Charaka’s Atulyagotreeya Sharira Adhyaya, advocate marrying outside one's Gotra to prevent the inheritance of faulty genes and ensure healthier progeny. Modern science also confirms that consanguineous marriages increase the risk of autosomal recessive disorders like mental retardation and congenital anomalies. Despite these insights, cultural norms, ignorance, and lack of awareness drive individuals, especially in less-educated communities, to practice consanguineous marriages, risking the life and health of future generations. This review highlights the need for awareness and education regarding the risks of such unions. Promoting Atulya Gotra marriages can help reduce the burden of genetic disorders and protect every child's life, which is invaluable to the well-being of society.

Transformative social work education through a joint MSW programme: from participatory action research to policy and practice innovation in China

ABSTRACT In China, social work was reestablished in 1988. Despite the number of social work programmes increased very fast throughout the 1990s, there was a huge need for social work-trained educators. The Hong Kong Polytechnic University and Peking University launched the MSW (China) Programme in 2000 to create a critical mass of social work educators who would assume future leadership in social work development in mainland China. Participatory action research was employed as a methodology to explore how social work education could transform students into catalysts for social work education and social development. Purposive sampling was adopted, and seven cohorts totaling 238 graduates who graduated from the programme were the participants in this research. Data collection and analysis were carried out throughout the action research process. We found the triple capacity building model to be a good pedagogy to foster transformation among participants, and to steer the knowledge co-creation, practice innovation, policy reform, and social change through social work education. In this paper, we will provide an overview of the background, vision, and mission, as well as the teaching pedagogy of the programme and a case study to demonstrate how social work education has an impact on policy and practice innovation in China.

Decoding Anti-Blackness in Children’s Literature

This dissertation critically examines the representation of Black authors and themes within the John Newbery Medal canon from its inception in 1922 to 2023. It explores how this literary award has mirrored or challenged societal perceptions of race, particularly in children’s literature. Utilizing a thematic content analysis methodology, the study investigates the works of the six Black authors who have won the Newbery Medal, using a priori coding to critically examine the racial narratives, themes, and authorial diversity presented in these titles. Despite the noted increase in diversity within children’s literature, this research identifies a persistent underrepresentation of Black authors and Black cultural themes in Newbery Medal recipients. The study highlights a significant gap in racial inclusivity, with a mere six Black authors receiving the Newbery Medal in over a century. This underrepresentation is not only a marker of racial disparity but also reflects broader systemic biases within the literary and publishing industries. This dissertation engages with theories from critical race theory and critical librarianship to interrogate the structural barriers that sustain this racial homogeneity. In examining the implications of these findings, the research advocates for a more equitable literary landscape, emphasizing the need for librarians, educators, and publishers to foster inclusivity in children’s literature. The ultimate aim is to ensure that young readers encounter a more representative spectrum of narratives that celebrate racial diversity and promote inclusiveness.

Inclusive Education in Practice in Kosovo: Perspectives of Assistants for Students with Special Educational Needs

&lt;p style="text-align:justify"&gt;&lt;span style="font-size:9.0pt"&gt;The field of education greatly benefits from inclusive education, which is praised for acknowledging and valuing student diversity and individual needs. Kosovo, as a newly independent country, went through major reforms, particularly in the realm of education, which is marked, among others, by initiatives that anticipate fostering and promoting inclusive education. Initiatives and programs throughout the country were designed and initiated to promote and advocate for inclusivity in the education system. To foster inclusivity, assistants for students with special educational needs were introduced to enable students with special needs to be part of regular education. Thus, in this study, the experiences of assistants for students with special educational needs in Kosovo are explored. This study employed semi-structured interviews to collect data and utilized thematic analysis to identify key themes and topics. The participants in the study included nine assistants for students with special education needs, reflecting diverse perspectives and experiences in the field of inclusive education. The following themes and topics were identified as the main findings of this study: (a) joy, excitement, and pride with the work; (b) individualized education plan (IPE); (c) lack of resources and guidelines; (d) (lack of) cooperation with parents and families; (e) united in unity: the power of collegial support; and f) promoting and advocating for inclusive education.&lt;/span&gt;&lt;/p&gt;

유아기 자녀를 둔 부모의 제품구매 태도가 ESG 교육 및 홍보 필요도에 미치는 영향: ESG 중요성의 매개효과

Objectives The purpose of this study is to investigate the impact of parents with young children's product purchasing attitudes on the need for ESG (environmental, social, and governance) education and promotion. Additionally, the study aims to explore the mediating effect of ESG importance in this relationship Methods The study participants consisted of 254 parents with young children residing in Seoul, Gyeonggi, Chungcheong, and Gyeongsang. The trends and normality of the research variables, as well as their reliability coefficients, were examined using SPSS 25.0 and AMOS 23.0. The relationships among the research variables were analyzed using Pearson's correlation analysis. Additionally, structural equation modeling (SEM) was employed to examine the structural relationships. Furthermore, the mediating effect was investigated using the bootstrapping method. Results The research findings are as follows. First, the mean of the research variables was above 4.0, indicating high levels. Additionally, the data met the assumption of normality. Second, the findings indicate a positive correlation between the need for ESG education and promotion and product purchasing attitudes, as well as the importance of ESG and its subfactors, which include environmental importance, social importance and governance importance. Third, the results revealed that attitudes towards product purchasing had a statistically significant impact on the importance of ESG and the need for ESG education. However, attitudes towards product purchasing did not have a statistically significant impact on the necessity of promoting ESG. Additionally, the importance of ESG was found to influence both the need for ESG education and the need for ESG promotion. Fourth, in the process where attitudes towards product purchasing influence the need for ESG education, the importance of ESG partially mediates the relationship. However, in the case of the need for promoting ESG(environmental, social, governance) practices, the importance of ESG fully mediates the relationship. Conclusions The research findings suggest the importance of promoting early awareness of the concept of ESG (Environmental, Social, and Governance) through play.Additionally, the study aims to propose practical approaches to promoteESGpractices, distinguishing between initiatives focused on thehomeenvironment and collaboration in early childhood education.

Research Priorities in Neuroeducation: Exploring the Views of Early Career Neuroscientists and Educators

The field of neuroeducation, which integrates neuroscience findings into educational practice, has gained significant attention in recent years. Establishing research priorities in neuroeducation is crucial for guiding future studies and ensuring that the field benefits both neuroscience and education. This study aimed to address the need for collaboration between neuroscientists and educators by conducting a priority-setting exercise with early career professionals from both fields. Using the nominal group technique (NGT) with interquartile range (IQR) analysis, we identified seven key priorities in neuroeducation and assessed the level of consensus on these priorities. The top-ranked priorities were “Emotional and Mental Well-being”, “Neurodiversity and Special Education Needs”, and “Active and Inclusive Teaching Methods”, though IQR analysis revealed varying levels of consensus. Lower-ranked priorities, such as “Role of Technology on Learning and the Brain”, showed a higher consensus. This discrepancy between ranking and consensus highlights the complex nature of neuroeducation, reflecting differing perspectives between neuroscientists and educators. These findings suggest the need for interdisciplinary collaboration to bridge these gaps and foster evidence-based practices. We recommend that future research focuses on the specific neural mechanisms underlying emotional well-being, strategies for supporting neurodivergent learners, and practical approaches to integrating inclusive teaching methods in diverse educational contexts.

2022 개정 특수교육 기본교육과정 사회과 내 인권교육 관련 성취기준 분석

Objectives The purpose of this study is to analyze the social studies achievement standards of the 2022 revised basic curriculum of special education by content elements of human rights education to check the current status of each school level and human rights education area, and to suggest the direction of human rights education in special education. Methods In this study, the social studies achievement standards of the 2022 special education basic curriculum were analyzed using the analysis framework of previous studies related to human rights education. In addition, in order to confirm the reliability and validity of the analysis results, the reliability between analysts and the validity of the expert content were implemented. Results Elementary school showed the highest frequency, and middle and high school showed the highest frequency of I. respect for human rights in the major area, and I-3. Human rights values and attitudes in the sub-area showed a very high percentage. The analysis results of human rights education by grade group showed that in all grade groups, I. respect for human rights showed the highest frequency, and in the sub-area, I-3. Human rights values and attitudes and II-1. Freedom rights showed the highest frequency, while middle and high school levels showed the highest frequency of human rights values and attitudes. Conclusions The conclusions according to the analysis contents are as follows. First, special teachers need to construct a holistic human rights education through curriculum restructuring. Second, the content elements of human rights education need to be sequenced and connected by grade group of the curriculum.

Indonesian mosaic: the essential need for multicultural education

Purpose This desk research critically reviews the existing literature to be dialogued with interviews with several experts on multicultural education in Indonesia to provide input for policymaking and practical strategies. Through a systematic review of academic literature, policy documents and reports, this study aims to provide insights into the challenges and opportunities associated with multicultural education and propose action-based and actionable solutions to promote tolerance, understanding and unity among diverse cultural groups. Design/methodology/approach Using a systematic review methodology, this study analyzed existing literature and involved semi-structured interviews with several experts on multicultural education in Indonesia. By searching academic databases and online repositories, relevant literature was synthesized to generate insights into the current state of multicultural education, key challenges and potential solutions. Thematic analysis identified recurring themes and patterns across the literature, allowing for a nuanced understanding of the complexities surrounding multicultural education in Indonesia. Findings This research highlights the importance of promoting tolerance and unity among diverse cultural groups in Indonesian education, highlighting curriculum reform, teacher training and community engagement, despite institutional barriers and sociocultural prejudices. Practical implications The findings of this study suggest that to maximize the impact of multicultural education in Indonesia, there is a need for comprehensive teacher training programs, equitable resource allocation and localized curricula that reflect Indonesia’s cultural diversity. Policymakers should focus on developing strategies that address the unique challenges of implementing multicultural education in diverse regions, ensuring that all students have access to culturally relevant and inclusive education. Social implications The successful implementation of multicultural education has the potential to promote social harmony and inclusivity in Indonesia by fostering a deeper understanding and appreciation of cultural diversity. Addressing the identified challenges and gaps could lead to more cohesive and tolerant communities, reducing social tensions and conflicts rooted in cultural misunderstandings. This research calls for sustained efforts to ensure that multicultural education becomes a cornerstone of Indonesia’s educational system, contributing to the country’s broader goals of unity in diversity. Originality/value This research contributes to existing literature on multicultural education by synthesizing insights from diverse academic sources. By systematically reviewing literature, this study offers a comprehensive understanding of challenges and opportunities in Indonesia and provides evidence-based recommendations for policymakers, educators and stakeholders. Emphasizing the importance of promoting tolerance and unity, this study offers practical strategies for realizing these goals in Indonesian society.

Case-Based Training on Best Practices in Effective Test Utilization for Clinical Laboratories: A Comparison of Two Educational Formats

Abstract Introduction/Objective While a survey of ASCP membership showed improvements being made in effective test utilization (ETU), there is an ongoing need for formal education on best practices. Case-based education drawn from real-world scenarios provides an opportunity to address this need, aimed at increasing the understanding of evidence- based guidelines to inform clinical test ordering and reduce overconsumption of supplies without compromising patient care. The poster presents two examples of case-based education presented in an innovative microlearning format and an eLearning format designed for clinical laboratory professionals. Methods/Case Report The activities presented 9 - 10 practical, real-world scenarios as educational cases along with assessment questions addressing a range of topics that included ETU for pancreatitis and cardiac injury, blood collection tube consumption and conservation, strategies for reducing repeat daily lab test ordering, and others. Each case was designed for learners to be able to review the content and answer the assessment questions in 5 minutes. In the microlearning activity, learners received the cases and questions via email on a scheduled frequency and completed them via mobile device. The questions were repeated up to 2 times to reinforce learning. Participants in the eLearning activity accessed the same cases and assessment questions via a different learning platform (with no staggered delivery). Results (if a Case Study enter NA) More than 2,500 learners have participated in one or both ETU activities, and feedback has been highly positive. The assessment results show proficiency gains for a range of laboratory personnel, including laboratory managers/supervisors, histotechnologists, medical laboratory scientists, laboratory technicians, pathologists, and other laboratory roles. Conclusion The results also show how case-based scenarios can help promote best practices in ETU, which may be particularly beneficial for laboratory decision-makers. In addition to showing increased understanding of ETU strategies, the results also pose lessons learned for designing similar types of case-based education.