Formal Teaching Research Articles

Content of the pre-service teachers’ professional training for using communicative and game technologies in teaching a foreign language to primary school students

The article examines the content of the selective professionally oriented course “Communicative-playing technologies of early foreign language learning” for students of the fourth year of the 014 Secondary education specialty, its goal is formulated - the formation of future teachers’ professional competence in the application of communicative-playing technologies of foreign (German) learning languages in primary school. The knowledge of the theoretical foundations of early learning, which are necessary for future teachers to apply communicative-playing technologies in foreign language learning in primary school, is specified: knowledge of the peculiarities of foreign language acquisition by younger schoolchildren, the dynamics of the development of age-related psychophysiological features of younger schoolchildren, which contribute to or hinder the study of a foreign language, methods application of basic communicative-playing techniques. The professional competences of future teachers are determined, in particular, the ability to use communicative-playing technologies taking into account the cognitive capabilities of pupils and the peculiarities of their learning a foreign language at various stages of primary school, the ability to activate the educational activity of students in foreign language lessons through the use of communicative-playing technologies; the ability to provide a motivational, substantive and procedural basis for pupils’ foreign language communication through participation in various types of game activities, the ability to model and manage students’ communicative-playing activities in German.

METHODOLOGICAL SYSTEM OF USING CLOUD-ORIENTED OPEN SCIENCE SYSTEMS IN THE PROCESS OF EDUCATION AND PROFESSIONAL DEVELOPMENT OF TEACHERS

Actual scientific researches and issues analysis. The results of the study by E. Yenen and M. Yöntem indicate that the most necessary areas of professional development of teachers are special education, methods of scientific research, participation in projects and relevant professional activities. 14 Dutch institutions of general secondary education have developed and implemented a number of measures related to the concept “School as a professional learning community”. The research of J. Imants and M. M. Van der Wal was to create a model with the potential of professional development and school reform from the position of the teacher at many levels. The research objective. To design a methodical system of using cloud-oriented systems of open science in the process of teaching and professional development of teachers. The statement of basic materials. The creation of a methodical system of training and professional development of teachers involves a number of separate methods of using cloud-oriented components of educational purposes for the formation of teachers' skills in the formation of cloud-oriented systems of open science in the process of their further professional activities. Special attention should be paid to the means of forming and developing a cloud-oriented environment for improving the qualifications of teachers, which may include various services of open science and their combination, separated into appropriate groups.

Is Reality in Conflict with Perception? The Impact of Technology-Enhanced Active Learning and Formative Assessment on the Formation of Pre-Service Teachers in the Social Sciences

Active learning environments mediated by technologies in which learners assume ownership of their learning and receive daily feedback are gaining in popularity. Nevertheless, variables such as pre-service teachers’ learning gains and their perception towards these educational approaches have been little studied in the field of social science teaching. This quantitative study analyses to what extent (if any) an active methodology such as inquiry-based learning (IBL) supported by a Learning Analytics (LA)-based formative assessment process impacts on the academic achievement attained by 240 prospective teachers and their perception of the quality of the teaching–learning process compared to lecture-based teaching. Results show higher pre-service teachers’ performance in those lessons in which IBL supported by LA were used. However, the class dynamic and the lecturer’s role were rated lower by prospective teachers who used this methodology compared to those who attended lecture-based teaching classes. Results evidence that educational research should not only pay attention to the academic benefits of active methodologies, but also to the necessity of educating (future) teachers about these innovative approaches.

Digital Teaching Model of College English Based on Accurate Recommendation Model

Abstract This paper analyzes the technology of university English digital teaching formation in the context of the Internet, designs a university English resource base according to the characteristics of digital teaching resources, the degree of integration, and designs an autonomous teaching platform for university English based on the English resource base. On this basis, combined with the matrix decomposition algorithm, the knowledge point association matrix integrating multiple factors was constructed to design the English resource recommendation algorithm based on the matrix decomposition of the improved hidden semantic model. In addition, the Jmeter testing tool and SPSS tool were utilized to analyze the performance of the system and the application effect of the teaching model. The results show that the overall recommendation accuracy is also above 0.92, the request anomaly rate is 0% when the number of threads is 300, the response times are all kept within 0.1s, and the overall English learning effect is improved by about 0.3 on average. The digital teaching mode of university English in the context of the Internet can greatly enhance the impact of English teaching.

Advancing Readiness Through Military Programs: An Evidence-Based Practice Perspective.

Military nurses comprise the largest percentage of military health care providers. In the current military health care system, they have two roles: (1) Patient care in military treatment facilities (MTFs) and (2) patient care during combat operations. Although in MTFs, the military nurse's roles are similar to those of their civilian counterpart, their roles are unique and varied in the combat operational environment. These combined roles lead to questions regarding readiness training to ensure that nurses are proficient in both MTFs and combat operational settings where treatment requirements may differ. The purpose of this paper is to (1) present the current state of educational readiness programs to maintain a ready medical force that entail formal teaching programs, military-civilian partnerships, and joint exercises of combat simulations, and (2) identify gaps as presented in an evidence-based practice educational panel. On March 11, 2022, TriService Nursing Research Program hosted the virtual First Military Evidence-Based Practice Summit from the Uniformed Services University of the Health Sciences in Bethesda, MD. As part of the summit, an evidence-based practice education panel discussed the availability of current evidence-driven military medical readiness programs and identified gaps in the integration of military readiness for nursing personnel into the Defense Health Agency and Armed Services. The panel participants discussed the separate requirements for training within the MTFs and in combat operational settings. The available training programs identified by the panel were primarily those developed in local MTF settings to meet local needs. Although these programs support the MTFs' peacetime mission, competing roles, limited time, and limited funds contributed to limited preparation of nursing personnel in skills associated with combat-related injuries and illnesses. Prolonged casualty care has become an important focus for the Department of Defense as greater considerations are directed to wartime operations in austere expeditionary environments. Although there is some training available that is specific for prolonged casualty care, the focus has been the adaptation of combat casualty care during contingency operations. A keynote here was the concept that combat casualty care training must include both development of individual skills and integration of the team since maximal care can be achieved only when the individual and the team operate as a unit. A key point was the utility of central repositories for storing information related to training a ready medical force at individual and unit levels and that these repositories could also be used to collect and facilitate the accession of current evidence-based information. Optimal patient care at all levels of the military health system requires training that maximizes individual and unit skills specific to the environment at an MTF or in a combat operational setting. Training must be designed to incorporate evidence-driven knowledge in all military settings with guidance that is specific to the environment. Enhanced communication of evidence-based training and knowledge is an important component of maintaining a ready medical force for broader medical support of combat contingency operations.

Case-Based Serious Gaming for Complication Management in Colorectal and Pancreatic Surgery: Prospective Observational Study.

The potential risk and subsequent impact of serious complications after pancreatic and colorectal surgery can be significantly reduced through early recognition, correct assessment, and timely initiation of appropriate therapy. Serious gaming (SG) is an innovative teaching method that combines play with knowledge acquisition, increased concentration, and quick decision-making and could therefore be used for clinically oriented education. This study aims to develop a case-based SG platform for complication management in pancreatic and colorectal surgery, validate the application by comparing game courses of various professional groups in the health care sector, and test the acceptance of the developed platform in the context of clinical education by measuring levels of usability and applicability within the framework of a validity and usefulness analysis. In this observational trial, a novel SG for management of postoperative complications was developed and prospectively validated in a cohort of 131 human caregivers with varying experience in abdominal surgery. A total of 6 realistic patient cases were implemented, representing common complications after pancreatic and colorectal surgery. Cases were developed and illustrated using anonymized images, data, and histories of postoperative patients. In the prospective section of this study, following a brief case presentation, participants were asked to triage the virtual patient, make an initial suspected diagnosis, and design a 3-step management plan, throughout which the results of selected diagnostic and therapeutic actions were presented. Participants' proposed case management was compared to ideal case management according to clinical guidelines. Usability, applicability, validity, and acceptance of the application were assessed using the Trier Teaching Evaluation Inventory as part of a noncomparative analysis. In addition, a comparative analysis of conventional teaching and learning formats was carried out. A total of 131 cases were answered. Physicians selected more appropriate therapeutic measures than nonphysicians. In the Trier Teaching Evaluation Inventory, design, structure, relevance, timeliness, and interest promotion were predominantly rated positively. Most participants perceived the application to be superior to conventional lecture-based formats (training courses, lectures, and seminars) in terms of problem-solving skills (102/131, 77.9%), self-reflection (102/131, 77.9%), and usability and applicability (104/131, 79.4%). Case-based SG has educational potential for complication management in surgery and could thereby contribute to improvements in postoperative patient care.

Fostering Thinking Skills Supported by e-Portals with Case Examples of Blended Mode Problem-based Learning (PBL) Participated by Secondary School Learners

The integration of Information and Communication Technology (ICT) in science learning has been identified as an important component in the transformation process of many educational systems to impart the technology skills that is an essential 21st century skills to serve the new learning paradigm among the Net Generation students. In the advent of digital era, World Wide Web has spawned a wealth of new network-based applications with an overarching vision that supports specific blended mode learning programmes incorporating interactive e-platforms and m-learning. Student-centred learning opportunities were widened with more interactive activities that could engage their interest for science learning in the ever expanding knowledge-based societies. This article analyses the roles of e-portals incorporating Open Educational Resources (OERs) that foster thinking skills of learners through ‘Problem-based Learning’ (PBL) programmes. Cases are extracted from a bigger scale of longitudinal study that examined students’ participation in the blended mode PBL anchored on social constructivist and socio-cultural framework. Blended learning activities were implemented leveraging on the effective use of OER to enhance learners’ investigative skills with transformation of values-based classroom practices beyond formal teaching. PBL scenario (six contextual problems) adapted from secondary science entitled ‘Water and Solution’ was presented to project teams from two case study schools. Problem case 4 using ‘withincase dynamic matrix’ was further reported with exemplars elaborated. Students were administered with ‘Fluid Intelligence Test’(FIT) encompassing evaluation of creative, critical/logical thinking and reasoning skills prior to PBL through scaffolded instruction (SI)(PBL-SI) with evaluation guided by POSITIVE rubric (accessible at http://forum.sp3aceman.net). Four aspects of POSITIVE rubric guide, ‘Skills’ enhancement (scientific/ICT), ‘Information’, ‘Training/transfer of Higher Order Thinking’ (HOT) and ‘Evaluation/exchange/enrichment/ exposure’ are illustrated with evidence of students’ enhanced HOT. Innovative learning designs and on-line assessment with evidences of exemplary students’ creative potentials involved in investigation using OER were identified which include interviews findings from two students who created web-portals using OER effectively. ‘More/moderately successful students’ were involved actively in mini science fair, congress/competitions and e-forum (http://forum.maays. net). Other pedagogical issues concerning of the importance of PBL and blended learning that promote thinking skills in line with research evidence as reported in TIMSS and PISA studies are also deliberated.

A cross-sectional study examining the nature and extent of interprofessional education in schools of pharmacy in the United Kingdom

BackgroundInterprofessional education can prepare the workforce for collaborative practice in complex health and social care systems.AimTo examine the nature and extent of interprofessional education in schools of pharmacy in the United Kingdom.MethodAn online questionnaire was developed using systems theory, published literature and input from an interprofessional expert panel; it included closed and open-ended questions and a demographic section. Following piloting, it was distributed to 31 schools of pharmacy. Descriptive statistics were used for quantitative data, and a content analysis approach for qualitative data.ResultsTen schools of pharmacy responded. All reported delivering compulsory interprofessional education. Most (80%) reported an interprofessional steering group overseeing development. Formative and/or summative assessment varied depending on year of study. Mechanism and purpose of evaluation varied with respondents reporting Kirkpatrick Evaluation Model Levels 1–3 (100%; 80%; 70%). Two themes were identified: “Variation in Interprofessional Education Approaches and Opportunities” and “Factors Influencing Development and Implementation of Interprofessional Education”. Formal teaching was mainly integrated into other modules; various pedagogic approaches and topics were used for campus-based activities. Respondents referred to planned interprofessional education during practice-based placements; some still at pilot stage. Overall, respondents agreed that practice-based placements offered opportunistic interprofessional education, but a more focused approach is needed to maximise student pharmacists’ learning potential.ConclusionMost interprofessional education offered in undergraduate pharmacy curricula in the United Kingdom is campus-based; the nature and extent of which varies between programmes. Very few examples of practice-based activities were reported. Results may inform future interprofessional education curricular development.

Project technologies in teaching natural sciences

This article reveals the peculiarities of the science teacher's activity in organizing the work of high school students on projects of various types. The relevance of this issue is related to the fact that the project method is one of the most effective methods for increasing the cognitive activity of high school students as well as the formation of key and subject competencies in them, including practical skills that are important in further activities. Different types of projects that can be offered to students in the process of studying natural sciences have been considered. They are classified by the direction and the method of implementation (informational, practice-oriented, research), by the term (short-term, medium-term and long-term) and the form of implementation (individual, group and individual-group projects). The functions of the teacher and students at each stage of the implementation of the educational project have been defined, which include: organizational-preparatory, search, final, resulting, final stages. The roles and functions of students that they can perform in the process of group work on the project have been classified (organizational, motivational, executive, control). Within the framework of the practical part of the research, examples of the application of the project method in the educational process of high school have been given. In particular, the peculiarities of the organization of students’ work during the implementation of an individual informational project in chemistry on the topic: «Methods of disposal of PET-products», a group practical-oriented project from the integrated course «Natural Sciences» on the topic: «Research on the compliance of the school menu with the energy needs of children of different ages» and an individual group research project on physics on the topic: «Aerodynamic properties of paper airplanes» have been considered. The emphasis is placed on the fact that the use of project technologies in science lessons allows to increase the motivation of students to study and also contributes to their academic success. At the same time, it requires high professional training of the teacher to apply the project method in educational activities. Therefore, the direction of further research is the formation of future science teachers’ readiness to use project technologies in the teaching of natural sciences at institutions of general secondary education.

Does Equine Interaction Facilitate Emotional Safety and Learning for College Students within an Agricultural-Based Classroom?

Effective teaching requires an educational environment that promotes learning, and yet, developing such an environment can be challenging within today's agricultural-based classroom for educators due to the trend to a more virtual teaching format and less hands-on learning. Animal interaction, particularly equine activities, has been shown to assist educators in the development of an emotionally safe environment for promoting learning. However, research is lacking as to whether the interaction with the animal needs to be direct or indirect within the collegiate educational environment to observe benefits. Therefore, the objective of this study was to determine the impact of equine interaction, both direct and indirect, within an educational environment on the emotional safety and learning for the college student within the agricultural-based classroom. Three course types were observed within the agricultural-based educational environment that included courses with no equine interaction (Group A) and courses with equine interaction, both direct (Group B) and indirect (Group C) interaction with the horse. Indirect interaction included items such as observation of equine handling via a video or gaining knowledge from reading online materials, but not engaging in direct, hands-on activities with the horse. Development of emotional safety within the students enrolled within these courses was measured using a self-reporting emotional safety evaluation. Due to the structure of the scale, a decrease in emotional safety indicated a positive change. Learning, both development of semantic and procedural memory, was measured using a student-completed knowledge examination and an instructor-completed skill evaluation, respectively. While significant improvement in emotional safety was not observed within any of the course types, a weak negative correlation was found between emotional safety and semantic memory for students enrolled in equine courses, both direct (R = -0.55, R2 = 0.28) and indirect (R = -0.25, R2 = 0.06) interaction, finding as emotional safety scores lowered to the ideal range that knowledge improved. In addition, students within equine courses showed semantic memory development in specific areas of equine sciences (Group B: Grooming/Tacking, p = 0.03; Group C: Equine Behavior, p = 0.04) and direct equine interaction resulted in development of equine-based procedural memory in all four skill areas measured within the study (p = 0.00). As such, learning is promoted through equine interaction, whether direct or indirect interaction, within the agricultural-based classroom, suggesting that both forms of equine interaction can be a valuable educational tool for the instructor within the collegiate setting.

Rethinking Media Arts Instruction in Nigerian Universities

This paper explores the pedagogical challenges and dilemmas surrounding film and media arts education within Nigerian tertiary institutions against deficient teaching facilities and infrastructure. Teaching film and media arts has rapidly developed in recent years. Many Nigerian universities now recognise the necessity of robust film/media pedagogy to complement and respond to the escalating growth of the country’s indigenous film and entertainment industry. The onus is increasingly placed on Nigeria’s tertiary institutions to spearhead the advancement of film and media arts education, premised on disseminating adequate practical knowledge, skills acquisition, and integrating international best practices. However, a pivotal issue emerges regarding whether Nigerian tertiary institutions possess the requisite facilities to fulfil and drive this pedagogical mandate. This paper argues that most Nigerian universities continue to emphasise theoretical instruction over practical application, constrained by the unavailability of resources required to execute a technologically immersive media pedagogy tailored to the needs of the nation’s thriving creative industries. Drawing insights from a recent experimental pedagogical model undertaken at Obafemi Awolowo University, IleIfe, this paper highlights how an integrated pedagogical methodology combining conventional teaching formats with social media tools and platforms may potentially mitigate the difficulties imposed by insufficient practical teaching facilities for film education in most African tertiary institutions.

Association Between Educational Resources and Pediatric Fellows' Mental Health Attitudes and Self-Reported Competence.

Children with chronic medical conditions (CCMC) have high rates of mental health (MH) conditions. This study examines associations between MH educational resources during fellowship and 3 dependent variables: fellows' interest, perceived responsibility, and self-reported competence in assessing MH concerns of CCMC. Subspecialty fellows taking the American Board of Pediatrics in-training examinations in February 2020 were invited to participate in a survey inquiring about MH educational resources. Logistic regression examined associations between MH educational resources and the 3 dependent variables, adjusting for demographics and program-level characteristics. Of the 97.7% (4216) fellows who responded, 3870 were included in analyses. About 37.5% reported formal MH teaching sessions; 36.7% reported on-site MH professionals engaged in teaching; 41.6% reported co-assessing patients with MH specialists; and 28.3% reported performance evaluation of their MH skills. All 4 resources were significantly and positively associated with self-reported competence in adjusted analyses, with odds ratios (OR) ranging from 1.28 (95% confidence interval (95% CI): 1.03-1.58) for formal teaching sessions to 2.14 (95% CI: 1.73-2.65) for performance evaluation. Resources were positively associated with the dependent variables in a "dose-response" pattern. Respondents who reported having all 4 educational resources compared to zero resources had an OR of 2.20 (95% CI: 1.74-2.78)for high MH interest, 3.18 (95% CI: 2.45-4.12)for high perceived responsibility, and 4.38 (95% CI: 3.43-5.60)for high self-reported competence CONCLUSIONS: Access to mental health educational resources was associated with higher interest, perceived responsibility, and self-reported competence; investing in these resources may improve fellows' skills in addressing the emotional needs of CCMC.

Edu-Communication from Museums to Formal Education: Cases around Intangible Cultural Heritage and the Co-Creative Paradigm

The COVID-19 pandemic forced museums to rethink their activity in the context of social media, thus generating new ways of communicating and educating about the heritage they preserve. This article explores the indissoluble relationship established between these emerging edu-communication models and the spaces destined to safeguard the intangible cultural heritage (ICH), since the latter is a sociocultural phenomenon whose museumization requires education and civic participation. In order to determine to what extent museum edu-communication inspired by the co-creative paradigm can be extended into formal teaching contexts for the generation of heritage bonds and communities around ICH, two cases produced at the J. Trepat Factory Museum in Tàrrega (Spain) are analyzed through an autoethnographic approach. Both examples encourage a reflection on how the co-creative paradigm makes it possible to raise awareness and involve the entire community in the safeguarding of heritage, while at the same time promoting the expansion and reformulation of the institution’s proposals. We conclude that the integration of this approach into formal pedagogical practices contributes to overcoming some of the limitations of non-formal and informal edu-communication, as well as to generating a rhizomatic identization around ICH.

The use of ICT in the education of students with dyscalculia

Students with learning disabilities are a heterogeneous group due to the variation they present in terms of their skills and their ability to receive and understand knowledge. Thus, the educational approach must be focused on the learning difficulty faced by each student, adopting the appropriate pedagogical methods in a special framework of its overall approach. Learning disabilities are the largest category of educational needs. New technologies and educational technology are now part of the educational process and have radically changed the way and format of teaching. Educational software for people with special learning disabilities has been created to help students with the difficulties they face in specific learning processes.

The making of a (new) surgeon: Opportunities for repeated messaging on NOTSS in the Canadian medical system

Proficiency in nontechnical skills (NTS) contributes to reduction in critical safety incidents and improvement in patient safety outcomes. Despite evidence demonstrating the importance of NTS in patient safety, there remains limited NTS specific curricula and formal teaching in Canadian surgical programs. We propose a three-stage longitudinal approach to education surrounding NTS using the Nontechnical skills for surgeons (NOTSS) framework.

Media Usage Patterns of African Higher Education Students: A Ghanaian Perspective

The study examined the media usage patterns of 598 university students in Ghana to understand their demands for digital teaching and learning, as well as their patterns of media use for learning, with the goal of informing the media selection process. Overall, the study found that the universities fell short of meeting students' expressed need for digital learning formats. The gap represents both a challenge and an opportunity for the expansion of digital teaching and learning formats in Ghanaian universities. Furthermore, the media usage patterns reveal significant leisure-seeking and recreational uses of media by students, emphasizing the pervasiveness and embeddedness of smartphones in academic contexts. The emphasis on entertainment usage and the prevalent use of media for hedonistic purposes may suggest a deficit in digital skills regarding the use of media for learning. The study found no significant differences in user profiles between traditional and non-traditional students. The implications for instructional design activities and strategies for a mobile-saturated context are discussed.

Impact of Team Teaching on Student Teachers’ Professional Identity: A Bayesian Approach

Workplace learning in teacher education is essential for creating and recreating the professional identity of student teachers. Innovative interventions, such as team teaching between student teachers and mentors at the workplace, are assumed to facilitate learning to teach. This experimental study provides valuable insight into the impact of team teaching on student teachers’ professional identity by implementing distinct student teaching formats: team teaching (A1intervention), team teaching with support (A2intervention), and traditional teaching (Control intervention). In this study, professional identity is understood as a multidimensional concept that consists of six components: student teachers’ learning and regulation activities, reflective thinking, teacher efficacy, beliefs about learning and teaching, motivation, and collaborative activities. A total of 464 student teachers from a Flemish College of Education were randomly assigned to one of the three student teaching formats. The overall findings of Bayesian structural equation modeling reveal significant impacts of team teaching with support compared to both team teaching and traditional teaching as well as a significant impact of team teaching over traditional teaching on three crucial components of student teachers’ professional identity, i.e., their learning and regulation activities, reflective thinking, and motivation.

Successful implementation of online educational lectures of the German Society for Radiation Oncology (DEGRO).

Modern digital teaching formats have become increasingly important in recent years, in part due to the COVID-19 pandemic. In January 2021, an online-based webinar series was established by the German Society for Radiation Oncology (DEGRO) and the young DEGRO (yDEGRO) working group. In the monthly 120-minute courses, selected lecturers teach curricular content as preparation for the board certification exam for radiation oncology. The evaluation of the 24courses between 01.2021 and 12.2022 was performed using astandardized questionnaire with 21items (recording epidemiological characteristics of the participants, didactic quality, content quality). ALikert scale (1-4) was used in combination with binary and open-ended questions. Acombined total of 4200individuals (1952 in 2021 and 2248 in 2022) registered for the courses, and out of those, 934participants (455 in 2021 and 479 in 2022) later provided evaluations for the respective courses (36% residents, 35% specialists, 21% medical technicians for radiology [MTR], 8% medical physics experts [MPE]). After 2years, 74% of the DEGRO Academy curriculum topics were covered by the monthly webinars. The overall rating by participants was positive (mean 2021: 1.33 and 2022: 1.25) and exceeded the curriculum offered at each site for 70% of participants. Case-based learning was identified as aparticularly well-rated method. The DEGRO webinar expands the digital teaching opportunities in radiation oncology. The consistently high number of participants confirms the need for high-quality teaching and underlines the advantages of e‑learning methods. Optimization opportunities were identified through reevaluation of feedback from course participants. In its design as ateaching format for amultiprofessional audience, the webinar series could be used as apractice model of online teaching for other disciplines.

Technological Adaptation and Cultural Contradictions: An Analysis of the Socio-Cultural Roots of Teacher Anxiety in the Intelligent Era

In the era of intelligence, teachers are facing the challenges of new educational technologies, and technological anxiety has become an issue that cannot be ignored. Existing research often starts from the perspective of the technology acceptance model, neglecting the impact of diverse factors such as individual adaptation of teachers, socio-cultural environment, and cultural differences on technological anxiety. However, the emotional state of teachers will affect the effectiveness of their use of technological tools. This study attempts to apply theories of cross-cultural adaptation, postmodern social theory, Hofstede's cultural dimensions theory, social constructivism theory, and combine representative empirical research to deeply explore the socio-cultural factors and mechanisms behind the formation of teachers' technological anxiety, and propose suggestions from various social levels. From the perspective of socio-cultural contradictions, teachers' technological anxiety is mainly caused by differences in teachers' ability to adapt to technology, the impact of technology on educational practices, attitudes towards technology in different cultural backgrounds, and obstacles in the construction of technological cognition. To balance the contradiction between teachers' technological adaptation and socio-culture in the intelligent era, it is necessary to enhance the individual technological adaptability of teachers; construct a technology-friendly socio-cultural environment; pay attention to cultural differences, promote equal acceptance of technology; guide the social construction of positive technological cognition, and cultivate teachers' positive attitude and motivation for using technology.

Student Evaluation of a Learning Enhancement in Anatomy Program (LEAP) during the COVID-19 Pandemic: A Retrospective Study.

The pandemic acted as an accelerator for the development of online teaching formats in anatomy and histology worldwide. The authors introduce a bridging program that reinforces the knowledge and understanding of gross and correlative anatomy and histology acquired in a virtual environment in preparation for its future clinical application. The study aims to evaluate the Learning Enhancement in Anatomy Program (LEAP) conducted among first-year medical students at the College of Medicine, University of the Philippines Manila. This descriptive cross-sectional study aims to determine the initial experience of implementing a learning enhancement program and assess areas for its improvement. An internally validated questionnaire was given to students after the program to gauge students' reactions (Kirkpatrick Level 1 evaluation). Pre- and post-tests were administered to evaluate knowledge acquisition (Kirkpatrick Level 2 evaluation). Short-term behavioral peer evaluation (Kirkpatrick Level 3 evaluation) was also instituted. One hundred fifty-two (152) students participated in the study. General reactions from students to the LEAP were consistently positive, with a steady majority of the students rating '5' or a 'Strongly Agree' to positive statements regarding the program. Higher ratings for more traditional teaching methods, such as cadavers, formalinized specimens, and bones, compared to virtual systems were apparent. However, inter-student variation in preference for teaching modalities was observed. All stations of the LEAP were evaluated satisfactorily, with most gross anatomy stations rated higher than histology stations. A significant increase was noted in the total post-test scores compared to pre-test scores. This improvement in test scores was observed in the anatomy and histology subcategories and in six of the seven organ system modules. Perceived behavioral outcomes were also generally positive. The LEAP is a worthwhile endeavor, garnering overwhelmingly positive reactions and a significant improvement in test scores. Future studies are necessary to fine-tune teaching and training in a blended learning environment.