Mental health disorders are a major problem globally, particularly among vulnerable groups such as youth. In resource-limited settings, community health volunteers (CHVs), including youth volunteers, play a crucial role in mental health promotion, stigma reduction, early identification of distress and referral to formal services. However, evidence on training components and delivery strategies of mental health training programmes for youth CHVs remains limited. This systematic review following PRISMA guidelines aims to identify the key components, delivery strategies and reported outcomes of mental health training programmes for youth CHVs, in order to inform future module development to enhance volunteers' motivation, self-efficacy, knowledge and communication skills. English articles published between 2010 and 2024 were searched through PubMed, Scopus and Web of Science databases. Eligibility criteria included mental health training interventions for non-professional community volunteers, including youth volunteers with measurable outcomes. Data were extracted and quality assessment performed using the Mixed Methods Appraisal Tool (MMAT). Seven studies were included in this review. Training content focusing on mental health literacy, building communication and counselling skills, stigma reduction and mental health promotion demonstrated the most significant improvement in CHV's knowledge, skills, and self-efficacy. Programs adapting interactive strategies of role-playing, case studies and group discussion, combined with classroom teaching methods were significantly effective as well. Participants expressed greater confidence in handling mental health disorders within their communities. In conclusion, training programmes that prioritise mental health literacy, stigma reduction, supportive communication, self-care and help-seeking behaviour skill, implemented through interactive delivery methods are the most effective. The findings are essential for the future development of training module for youth CHVs to empower and enhance their capability to deliver effective mental health care within their community. CRD42024562221 (PROSPERO).

Removable partial denture teaching in Indonesian dental schools: A cross-sectional study.

Nursing students' educational preferences for integrated teaching methods: A best-worst scaling study.

Augmented and virtual reality training versus conventional teaching methods for geriatric oral care practices in nursing assistants: A randomized controlled trial.

Various teaching methods have been used to train healthcare staff in ventilator-associated pneumonia (VAP) prevention. Despite the positive results of blended learning in increasing nurses' knowledge and performance, there is a lack of robust, generalisable evidence on the medium- or long-term effectiveness of text messages as part of educational packages and microlearning on the sustainability of these outcomes. This study aims to examine the effectiveness of two teaching methods-lecture-based and blended (lecture plus text messages)-on nurses' knowledge and performance in VAP prevention in Kermanshah. Sixty Intensive care unit (ICU) nurses participated in a training session, randomly divided into intervention and control groups. The intervention group received educational messages containing key points from the training session every other day for 2 weeks; the control group did not receive messages. Knowledge and performance were measured before and after using a validated questionnaire to assess changes. The intervention and control groups each had 30 participants. Most nurses were women (n = 40, 66%), over half were over 30 years old (n = 28, 53%) and a significant proportion had less than 10 years of experience (n = 52, 86%). At pre-test, the mean knowledge scores were 21.1 ± 2.9 (intervention) and 20.2 ± 2.9 (control), with performance scores of 120.8 ± 10.4 and 120.1 ± 13.4, respectively. In post-test, the intervention group showed statistically significant improvements in knowledge (20.2 ± 1.5 vs. 22.1 ± 1.9; p < 0.001), performance (126.9 ± 8.2 vs. 120.8 ± 9.7; p < 0.02). Ongoing short message service (SMS) reminders improved nurses' knowledge and performance in VAP prevention. This study demonstrates that a low-cost, affordable educational programme based on continuous repetition with brief content (short reminder short message service [SMS]) can significantly improve intensive care unit (ICU) nurses' knowledge and adherence to ventilator-associated pneumonia (VAP) prevention measures. Implementing such simple, concise interventions within continuing clinical education programmes can sustainably reinforce infection prevention behaviours and, in resource-limited settings, lead to improved clinical outcomes and reduced care costs.

Educational strategies in prenatal anomaly scanning: teaching, simulation and competence assessment.

Neurocognitive functions play a fundamental role in children's learning and academic success. Among these functions, memorization-based on associative cognitive processes-is essential for knowledge acquisition. In Morocco, educational disparities between rural and urban environments and differences between public and private schools may influence cognitive development and learning outcomes among schoolchildren. This study aimed to analyze the memorization process among Moroccan school-aged children and to identify demographic and contextual factors associated with learning performance. A cross-sectional study was conducted among 441 children aged 8-15 years recruited from six public and private schools in the Marrakech-Safi region of Morocco between November 2022 and March 2023. Memorization and learning abilities were assessed using the adapted Moroccan version of the Rey-Taylor auditory-verbal learning test (AVLT). Key indicators included the total number of recalled words across 10 trials, the learning index, and retroactive interference. Associations between cognitive performance and contextual variables (age, gender, school type, and residence) were analyzed using Spearman correlation tests. The results show that the learning index is relatively higher among girls (M=4.8, standard deviation [SD]=2.70), children over 12 years old (M=5.0, SD=2.39), children from rural areas (M=5.0, SD=2.62), and those enrolled in the public sector (M=5.0, SD=2.59), compared with other categories. These variables were the least affected by retroactive interference except for the rural environment, which experienced an RI=68.8, SD=0.21. However, the data indicate a performance among private-sector and younger students in at least one learning assessment stage. The Spearman test showed a positive correlation between the learning index and the age variable (r=0.095; p=0.046), and between retroactive interference and the living environment (r=0.105; p=0.028) and the type of school (r=0.126; p=0.0008). Overall, improving memory and academic performance requires targeted pedagogy, extracurricular activities, equal school opportunities, and research on factors, such as motivation, social dynamics, and teaching methods. Similarly, longitudinal studies will help deepen the understanding of memory and guide educational policies.

This study examined the evolution of teaching, learning, and assessment (TLA) strategies in accounting education following the COVID-19 pandemic. Fifteen accounting lecturers from South African classroom-based (non-distance) and distance learning universities participated in online semi-structured interviews, sharing their post-COVID TLA experiences. Data were analysed using thematic analysis. Following the COVID-19 pandemic, lecturers at classroom-based universities are more readily considering and employing blended active learning teaching approaches (e.g., flipped classroom, recordings, online polls in class, and key concept videos) for specific topics, indicating an openness to change. Some universities now offer students the choice of attending class in person or online. However, concerns have been raised about the consequences associated with recordings, as well as the social justice implications of using technology-based tools in developing countries. Discussion forums, custom-designed applications, and online consultations are increasingly used to address student queries. While most universities have reverted to in-person invigilated assessments, some smaller assessments, such as essays and projects, have remained online. Distance learning universities noted several amendments to their offering after COVID-19: a more properly planned online learning experience (e.g. through scaffolding), increased active learning, greater access to lecturer and tutor support (e.g. MS Teams consultations), catering for students’ learning preferences by providing various learning mediums, replacing the remaining face-to-face contact sessions with online synchronous sessions and using guest lecturers from practice. While some distance learning universities reverted to in-person invigilated assessments post-COVID-19, some opted for online assessments with proctoring software. The findings share the experiences of accounting lecturers in adjusting their TLA practice in the post-COVID world, thereby informing future TLA approaches. • Lecturers shared TLA adaptations in post-COVID accounting education. • Blended active learning gained traction in classroom-based universities. • Distance learning shifted to more planned, interactive online strategies. • Online tools like forums and MS Teams improved student engagement. • Findings inform future TLA to better prepare graduates for the workplace.

To evaluate the efficacy of active pedagogical strategies for teaching the nursing process compared to traditional teaching methods. Systematic review with meta-analyses performed according to the recommendations of Cochrane Handbook and reported according to Preferred Reporting Items for Systematic Reviews and Metanalyses (PRISMA) Statement. Searches were carried out in February 2024 and updated in October 2025 in the databases Cumulative Index to Nursing and Allied Health Literature, Latin American and Caribbean Literature on Health Sciences, Excerpta Medica Database, Medical Literature Analysis and Retrieval System Online, Scopus and Web of Science. Free searches and searches in gray literature were performed in Google Scholar. The selection of studies and data extraction was performed independently by two reviewers. Data synthesis was performed through narrative synthesis and meta-analytic methods. Meta-analyses were conducted for knowledge, clinical reasoning, critical thinking and attitudinal skills. Thirty-four studies involving undergraduate and graduate nursing students were included to evaluate the effectiveness of active teaching strategies in developing nursing process related competencies. The meta-analyses demonstrated that active learning strategies significantly improved knowledge (SMD=0.95; p<0.001; I2=80%), clinical reasoning (SMD=0.48; p<0.001; I2=43%), and attitudinal skills (SMD=0.39; p=0.004; I2=81%) when compared to traditional methods. There was no difference in critical thinking (SMD=0.92; p=0.074; I2=95%). Subgroup analyses showed that among the strategies evaluated, simulation consistently showed favorable results for knowledge, clinical reasoning, and attitudinal skills. This study supports the effectiveness of active teaching strategies - particularly simulation - in enhancing learning outcomes associated with the nursing process. The findings emphasize the value of integrating structured, student-centered pedagogies in nursing curricula to foster core competencies.

The impact of CT-integrated mathematics instruction on secondary school students' computational thinking skills.

Medication prescription errors remain a major patient safety concern, while undergraduate training in prescription writing is still inconsistently addressed in medical curricula. To evaluate changes in medication prescription writing quality following an active educational intervention among undergraduate medical students. Quasi-experimental before-and-after study conducted with 40 third-semester medical students from a public university in Brazil. The intervention consisted of eight stages involving simulated prescription activities, collaborative discussion, and feedback sessions. Prescription quality was assessed using the QualiPresc instrument at baseline, immediately after the intervention, and at a 15-day follow-up. Repeated measures were analyzed using the Friedman test, considering a significance level of 5%. The intervention was associated with significant improvements in prescription quality scores, particularly for the indicators "date of birth," "allergy record," "pharmaceutical form," "route of administration," and "non-pharmacological recommendations" (p < 0.001). The mean total prescription quality score increased from 73.47 at baseline to 95.34 immediately after the intervention and remained higher than baseline at the 15-day follow-up (87.80), suggesting partial retention of learning. The active teaching method was associated with improvements in medication prescription writing quality among undergraduate medical students, with partial retention of learning after 15 days. Although causal inferences cannot be established due to the absence of a control group, the findings suggest that this educational strategy may represent a promising approach for prescription safety education.

Accounting is widely regarded as a complex subject, and traditional teaching methods often fail to fully engage students or enhance learning outcomes. This study investigates the effectiveness of gamification and vocational programmes as pedagogical approaches to improve student engagement and academic performance in accounting education. A quantitative research design was employed, with primary data collected from 254 undergraduate and postgraduate students enrolled in accounting and vocational accounting programmes across India. Measurement scales were adapted from validated studies, and Partial Least Squares Structural Equation Modeling (PLS-SEM) was applied using SmartPLS 4.0 to test the proposed hypotheses. The results indicate that gamification has a significant positive effect on student engagement (β = 0.683, p &lt; 0.001) but does not directly influence academic performance (β = 0.017, p = 0.448). Conversely, vocational programmes positively affect both engagement (β = 0.264, p = 0.014) and academic performance (β = 0.903, p &lt; 0.001). These findings suggest that while gamified interventions enhance motivation, participation, and collaboration, practical and skill-based vocational training is essential for improving measurable learning outcomes. This study contributes to the accounting education literature by demonstrating the complementary roles of gamification and vocational programmes, emphasizing the importance of integrating motivational and performance-oriented pedagogical strategies. For educators and curriculum designers, combining gamified learning with vocationally oriented activities offers a promising approach to increase engagement, reinforce conceptual understanding, and prepare students for real-world professional challenges. The study also provides implications for curriculum design, policy development, and future research on hybrid pedagogical models.

Lead-in serves as the core initial link in English reading teaching, and plays a critical role in focusing students’ classroom attention, connecting prior and new knowledge, and stimulating learning motivation. To explore the application status and existing problems of lead-in in English reading classes for first-year junior high school students, this study takes 4 English teachers and 124 students from Grade One of Caotang Middle School as research subjects, and conducts an empirical investigation through classroom observation and questionnaire survey. The results show that the commonly used lead-in methods in current teaching are dialog lead-in (38.5%), review lead-in (23.1%), video lead-in (20.5%) and game lead-in (10.2%). However, widespread problems exist, including unreasonable duration control, monotonous method types, insufficient topic relevance, and low attention to students’ needs. Only about 20% of students believe that lead-in can continuously enliven the classroom and stimulate learning interest. Based on cognitive development theory and advance organizer theory, this study puts forward optimization strategies from four dimensions: duration management, interest stimulation, topic anchoring, and student-centeredness, so as to provide practical reference for the design of lead-in in junior high school English reading classes.

Effectiveness of the dual teachers-three rings-four dimensions teaching model in cultivating nursing students' comprehensive competence: A quasi-experimental study.

Comparative effectiveness of mobile games, computer games, and virtual reality games on knowledge and skill in nursing students: A network meta-analysis.

ABSTRACT Against the growing global demand for market-oriented tourism professionals, Case-based Action Learning (CAL) has become an innovative teaching paradigm for cultivating applied talents in the undergraduate Tourism Marketing Course, with unique practical advantages. This study systematically elaborates on CAL’s theoretical basis and rigorously evaluates its implementation effectiveness by comparing it with traditional teaching methods in relevant courses of Chinese higher education. After clarifying the specific application framework of CAL in the Tourism Marketing Course and comprehensively assessing its learning outcomes, it further analyzes the teaching method’s theoretical contributions and practical values, clarifies its limitations, and proposes feasible future research directions. Empirical results show that CAL not only significantly improves students’ practical problem-solving abilities and collaborative literacy, but also deepens the effectiveness of university-enterprise cooperation, promotes the output of discipline competition achievements, and facilitates the formation of high-quality academic achievements, ultimately constructing a complete closed-loop teaching system of ‘theoretical construction – practical verification – industrial transformation’. By constructing an open classroom model, the evidence-based teaching plan formed in this study provides a replicable template for educators, and offers important reference for the innovation of undergraduate teaching methods and the improvement of teaching quality in the tourism management major.

Transitioning from theory to clinical practice is a persistent hurdle in undergraduate nursing programs, largely because traditional teaching methods lack the frequent, iterative practice needed to close the practice-readiness gap. This article describes an innovative pedagogical approach that integrates Generative Artificial Intelligence (GenAI) with Tanner's Clinical Judgment Model to develop nonlinear, algorithmic thinking patterns. Using an "If This, Then That" logic framework, students use GenAI as a "thinking partner" to build clinical logic. The process follows Tanner's 4 phases: Noticing, Interpreting, Responding, and Reflecting. Students explore consequential pathways and refine their clinical hypotheses in a low-stakes environment. The AI-augmented iterative algorithm moves students away from rote memorization and toward spatial-logical mapping, promoting metacognition, and transitioning students from linear thinking to complex pattern recognition. When used as a scaffolded, iterative tool, GenAI enhances clinical synthesis and prepares students for the "chaos of the floor."

This paper presents a case study aimed at investigating the training of teachers within an indigenous education institution. The study conducted semi-structured interviews with 10 teachers from various fields working in an institution situated in the Nasa territory of the Cauca department in Colombia. This institution serves a diverse population including peasants, Nasa indigenous people, and Afro-descendants. The research methodology employed discourse analysis for data interpretation. The primary conclusion drawn from this study underscores a noticeable absence of intercultural training among teachers working within such institutions. Despite this deficiency, the teachers' practical experience and the unique context in which they operate allow for a meaningful exchange of knowledge. This dynamic enables the integration of teaching methods that align with the indigenous education model. Consequently, this exchange of knowledge contributes to the empowerment and cohesion of the Nasa community. Keywords: Teaching; quality of the education; intercultural education; teacher training; ethnic education.

The inverted classroom model (ICM) is a learner-centred approach that aims to promote engagement, independence and deeper understanding by shifting knowledge acquisition to self-directed learning before class and using class time for interactive exercises. Despite its growing popularity, there are differing views on how dental students experience and evaluate this model compared to the traditional lecture-based teaching method (FT). This study examines students' subjective perceptions of teaching and learning within the ICM framework and investigates how a series of lectures delivered in this format influences their learning strategies and their interest in the subject area. First-year students were recruited and divided into FT and ICM groups. From April 2023 to February 2024, dental students (n = 138) were included in this study. The control group received classes based on the traditional (FT) concept, while the ICM group was defined as the intervention group. Data were collected at the beginning and end of the year using standardised questionnaires to evaluate the teaching concept (FLIPPY), study interest (FSI), and learning strategy (LIST-K). Wilcoxon and Mann-Whitney U tests were employed to evaluate these data, with a significance level of p < 0.05. ICM was associated with significantly higher student ratings across most domains of the teaching concept, particularly with regard to preparation (p < 0.001), flexibility (p = 0.014), collaborative learning (p = 0.002), interaction with teachers (p < 0.001), active participation and motivation (p = 0.004). No significant changes in study interest or learning strategies could be observed. However, ICM students demonstrated a greater openness to innovative and digital teaching methods. The ICM was associated with increased student engagement and interaction. However, it was not associated with changes in study interest, learning strategies, or short-term perceived learning outcomes. The results suggest the ICM's complementary role in blended learning but should be interpreted as associative due to the quasi-experimental design. Limitations include subjective measures, the short duration of the study, and limited generalizability.

This study aims to analyze the effectiveness of Project-Based Learning (PBL) in improving students' speaking skills in learning English as a Foreign Language (EFL) among eleventh-grade students at a public senior high school in Cirebon, Indonesia. The study was motivated by the low level of students' oral communication skills, limited opportunities to practice speaking, lack of confidence when expressing ideas in English, and the dominance of teacher-centered learning approaches in the classroom. To address these issues, PBL was implemented as an instructional strategy that encourages students to engage in meaningful communication through collaborative projects and real-world tasks. This research employed a quasi-experimental method using a pre-test and post-test control group design. The participants were divided into an experimental group, which received instruction through PBL, and a control group, which was taught using conventional teaching methods. Data were collected through speaking tests, classroom observations, and student questionnaires. The speaking assessments focused on fluency, accuracy, pronunciation, and interaction. The findings revealed that students in the experimental group showed significantly greater improvement in their speaking performance compared to those in the control group, particularly in fluency and interaction. Furthermore, students reported higher levels of motivation, engagement, and self-confidence in speaking English. Therefore, it can be concluded that PBL is an effective approach for enhancing EFL students' speaking skills and communicative competence through active, collaborative, and contextual learning experiences.