Educational Workshops Research Articles

Roll-out of an educational workshop to improve knowledge and self-confidence of healthcare professionals engaged in mainstreaming of breast cancer genetics.

There are calls worldwide for the mainstreaming of genetic testing in breast cancer (BC) clinics, but health care professionals (HCPs) are not always familiar with nor confident about genetic counselling. TRUSTING (Talking about Risk & uncertainties of Testing in Genetics is an educational programme shown to significantly improve HCPs' knowledge, communication, self-confidence, and self-awareness. We rolled out TRUSTING workshops across the UK and probed their influence on mainstreaming within BC clinics. 1 surgeon, 3 oncologists, and 1 nurse specialist who had attended the original TRUSTING evaluation project were trained to facilitate the 8-hour programme in pairs. The participants (all health care professionals) attending their workshops completed 3 questionnaires: - 1) the Intolerance to Uncertainty Scale, 2) an 18-item multiple choice knowledge questionnaire about BRCA 1/2 gene testing, incidence and risk reducing interventions and 3) a 10-item questionnaire exploring self-confidence when advising patients and their families about these issues. Both knowledge and self-confidence were re-tested post workshop together with evaluation of the facilitators' approach and overall satisfaction with the event. Follow-up questionnaires 3-12 months later examined impact of workshops on HCPs' own practice and how mainstreaming was working in their clinics. 120 HCPs (61 surgeons; 41 nurses; 9 oncologists; 9 other) attended 12 workshops. Knowledge scores (mean change = 6.58; 95% CI 6.00 to 7.17; p<0.001), and self-confidence (mean change = 2.64; 95% CI 2.33 to 2.95; p<0.001) improved significantly post workshop. Ratings for the facilitators' approach were uniformly high (mean range 9.6 to 9.9 /10). Most delegates found the workshops useful, enjoyable, and informative and 98% would definitively recommend them to colleagues. Follow-up data (n = 72/96) showed that 57% believed attendance had improved their own practice when discussing genetic testing with their patients. When asked about mainstreaming more generally, 78% reported it was working well, 18% had not yet started, and 3% thought it was problematic in their centre. Discussing the implications that having a pathogenic gene alteration has for patients' treatment and risk-reducing interventions is complex when patients are already coming to terms with a breast cancer diagnosis. Training facilitators enhanced the wider roll-out of the TRUSTING educational programme and is an effective means of helping HCPs now involved in the mainstreaming of genetic testing.

NetballSmart, Implementation of a National Injury Prevention Program

Reducing lower-limb injuries in netball, particularly anterior cruciate ligament injuries, is a priority. The Accident Compensation Corporation (a no-fault national insurance system) partnered with Netball New Zealand to create the “NetballSmart” injury prevention program. Targeted research informed the successful implementation, dissemination, and adoption of the injury prevention program. Research included a nationwide epidemiological study, video analysis investigating netball injury risk maneuvers, and intervention studies exploring the effectiveness of injury prevention program warm-up resources on physical capability in youth netball. An identified spike in ankle-knee injury incidence of school-age netball players at season start and prior to tournaments along with a high overall prevalence within these ages led to the creation of age-specific educational workshops and resources focused on effective preparation, skill transition, strengthening, and balance. Observational video analysis highlighted behaviors that potentially increased the risk of anterior cruciate ligament injury and a progressive landing skills program was developed. The NetballSmart Dynamic Warm-up and Power Warm-up significantly improved player physical capability. Consequently, time to perform the Power Warm-up before all games at a national intermediate school tournament was incorporated into competition-time, reducing workload by 25%. A targeted social media and ambassador endorsement plan increased performance of the NetballSmart Dynamic Warm-up/Power Warm-up by 14% prior to games and 15% before trainings nationally. Accident Compensation Corporation injury data between 2018 and 2022 showed a 6,050 (32%) reduction of all body site and a 2,968 (33%) decrease of combined ankle-knee injury claims. Similarly, by 2021 there was a 11% decrease in fractures/dislocations, a 13% decrease in soft tissue injuries, and a 9% decrease in anterior cruciate ligament surgical repairs. During this delivery period, Accident Compensation Corporation reported that the whole of life returns on investment was NZD$4.10, for every dollar funded to the NetballSmart Injury Prevention Programme.

Study of damped oscillations using Phyphox and Arduino controlled Hall-sensor

The paper presents physics education activities organized around the topic of damped oscillations. We used the Phyphox smartphone application for secondary school physics classes. These activities served as a basis for a physics education workshop, where an Arduino-controlled Hall-sensor and the Phyphox Magnetometer were presented. The problem of a damped pendulum, a vertical oscillation in water, and an LCr oscillating circuit was examined as part of a Phyphox project. Mechanical and electromagnetic damped oscillations can be demonstrated with our devices. Using our data, we could compare Hall-sensors of different devices, estimate some characteristics of the waves and help plan an LCr oscillating circuit. Activities for secondary school physics classes are suggested, based on the pedagogical goals.

Adherence in Atopic Dermatitis.

Atopic dermatitis is a chronic dermatologic condition requiring extended treatment times with topical application of medications. While atopic dermatitis treatments can be highly effective when used as directed, oftentimes patients do not respond as expected, raising concern for nonadherence versus nonresponse. This chapter aims to describe what is currently known about adherence in atopic dermatitis and to discuss strategies to improve adherence in order to improve treatment outcomes. Whether intentional or unintentional, nonadherence to treatment can limit patient outcomes of this disease for a variety of reasons. These include frustration with medication efficacy, inconvenience, and fear of side effects. Other factors include forgetfulness, financial burden of treatment, lack of trust in the physician, dislike of prescribed medication, or lack of understanding of disease or treatment. Several interventions have been studied with the aim of improving adherence in atopic dermatitis-such as educational workshops for patients and caregivers, earlier follow-up visits, and text messages reminders-however, these are often limited by sample size and power. Further research is needed to study both specific patterns of nonadherence in atopic dermatitis, as well as methods to improve them.

Addressing underreported occupational noise-induced hearing loss: the experience of an educational workshop on local occupational health planning and program

Resumo Introdução: a subnotificação da Perda Auditiva Induzida por Ruído (Pair) relacionada ao trabalho é um problema que contribui para a invisibilidade e falta de prioridade deste agravo nos programas de Saúde do Trabalhador (ST). Logo, ações de educação permanente voltadas ao planejamento estratégico-situacional podem contribuir para o enfrentamento desta realidade. Objetivo: apresentar e discutir a experiência de uma intervenção educativa com técnicos da ST de uma macrorregião de saúde do estado da Bahia, Brasil, sobre o uso do Planejamento e Programação Local em Saúde (PPLS) como ferramenta para ampliação da notificação da Pair relacionada ao trabalho Métodos: a intervenção consistiu em uma oficina estruturada em cinco etapas, as quais proporcionaram discussão sobre a Pair, conhecimento do PPLS, prática do PPLS, socialização dos resultados e avaliação do evento. Resultados: a prática do PPLS, a partir de um problema real, viabilizou o delineamento de ações concretas de enfrentamento da subnotificação da Pair a serem implementadas nos Centros de Referência em Saúde do Trabalhador (Cerest) e no estado como um todo. Conclusão: a experiência mostrou-se bem-sucedida ao fomentar a tomada de consciência e mobilização dos técnicos para enfrentamento da subnotificação da Pair, ao tempo que propiciou qualificação em PPLS dos participantes.

Achieving the unachievable: the development of a large-scale interprofessional education workshop for first-year health professional students. Developing a large-scale interprofessional education workshop

he need for interprofessional education within healthcare education is widely accepted, yet healthcare educators continue to grapple with the challenges associated with integrating authentic interprofessional learning activities within curricula. Timetabling conflicts, shortage of teaching spaces, geographical separation, the need for educator training, varying assessment needs, lack of organisational commitment, and suboptimal attitude by faculties towards Interprofessional Education, continue to be identified as barriers making it seemingly unachievable by many. We describe an introductory Interprofessional Education workshop that was successfully delivered to over 2600 first-year health students across 13 health disciplines at an Australian university, demonstrating how as a team of interprofessional educators we achieved the unachievable, successfully overcoming many of the obstacles to IPE. We outline the importance of authentic learning activities constructively aligned to learning outcomes and assessment, and the necessity of student, early facilitator, and faculty engagement, to overcome logistical and practical challenges. Finally, we discuss the changes to the workshop necessitated COVID-19, and future challenges and directions.

Enhancing nutritional knowledge and self-regulation among adolescents: efficacy of a multifaceted food literacy intervention.

This health literacy intervention study, conducted on adolescent students, aimed to evaluate the impact of a comprehensive educational program on promoting healthy eating habits. The intervention sought to enhance adolescents' knowledge about nutrition, foster self-regulation skills, and ultimately improve their overall health, including their body mass index (BMI). Through a multi-component approach that combined theoretical learning with practical activities and the integration of digital tools such as the MyFitnessPal app, the study targeted improvements in food literacy, which encompasses nutrition knowledge, food label interpretation skills, and cooking abilities. These elements are critical in influencing adolescents' food choices and eating behaviors, with a focus on increasing the consumption of fruits and vegetables while reducing the intake of fast food and processed snacks. The intervention was structured around a series of educational workshops and interactive sessions, facilitated by professionals experienced in nutrition. These sessions covered topics such as food composition, the importance of a balanced diet, and strategies for avoiding excessive consumption of processed and high-energy-density foods. A distinctive feature of the program was its use of digital tools to enhance engagement and allow for the practical application of learned concepts through food tracking and activity monitoring. Preliminary results indicate positive outcomes in terms of increased food knowledge and improved dietary habits among participants. Notably, there was a significant improvement in adolescents' BMI, highlighting the potential of food literacy interventions to contribute to better physical health outcomes. The study underscores the importance of adopting multidisciplinary and technology-enhanced approaches in educational programs aimed at promoting healthy eating among adolescents. The study's findings suggest that well-structured food education programs, tailored to address the specific needs of adolescents, can facilitate positive changes in eating behavior. This highlights the critical role of food literacy in adolescents' health and wellbeing and points to the need for continued investment in research and development to optimize intervention strategies. The integration of digital technologies and a focus on self-regulation strategies are identified as promising avenues for future research and educational practice, reinforcing the call for innovative investments in food education and health promotion among the youth.

Two Randomized Controlled Trials to Help Teachers Develop Physical Education Students' Course-Specific Grit-Perseverance and Mental Toughness.

Adopting both a self-determination theory perspective and a proactive, asset-oriented approach to coping with stressors, we propose a hypothesized model to explain physical education students' year-long development of course-specific grit-perseverance (Study 1) and mental toughness (Study 2). In both studies, we used a randomized controlled trial research design with longitudinally assessed dependent measures (four waves) to test a hypothesized model in which teacher participation in an autonomy-supportive teaching workshop (experimental condition) would increase students' T2 perceived autonomy-supportive teaching and T2 perceived autonomy-supportive classmates, both of which would increase T3 need satisfaction, which would then explain longitudinal gains in students' T4 grit-perseverance (Study 1) and mental toughness (Study 2). In both Study 1 (57 teachers, 3,147 students) and Study 2 (38 teachers, 2,057 students), a multilevel structural equation modeling analysis showed that the hypothesized model fit the data very well. We conclude that the developmental roots of grit-perseverance and mental toughness can emerge proactively out of the asset-oriented experiences of interpersonal support and psychological need satisfaction that are central to self-determination theory.

Hot Topics and Trends in Workshop Teaching Research—Based on CiteSpace Knowledge Mapping Analysis

Hot Topics and Trends in Workshop Teaching Research—Based on CiteSpace Knowledge Mapping Analysis

Determination of Nurse’s Attitude and Practices about Gynaecological Examination at Tertiary Health Care Hospital

Gynaecological examination on a regular basis is a vital component of any woman's health. The gynaecologist will examine the breasts, the internal and external reproductive organs, and any associated conditions. Nurses are crucial, especially prior to this examination. They should explain the procedure to the females and how it is carried out, as well as provide any additional preparation instructions that may be needed. Objective: To determine the nurse’s attitude and practices regarding gynaecological examination. Methods: A descriptive cross-sectional study was conducted at tertiary health care sector. A convenient sampling technique was used to recruit the study participants in OBS/Gynae unit of the hospital. The sample size for this study was 90 and data collected from nurses of age 22 to 45 years and willing to participate. Data were collected through adopted questionnaires. The data were analysed through SPSS-24.0. Results: Majority of the nurses have uncertain attitude about the best timing of gynaecological examination (82%), spread of infection during this procedure (75%) and early detection of cancer (78%). Moreover, nurses did not take complete history of the females (83%) and had not used understandable language (88%). More than 70% nurses are incompetent in their practices during gynaecological examination. Conclusions: The current study concludes that majority nurses have negative attitude and incompetent practices towards gynaecological examination. Therefore, educational workshop and training should be arranged to promote positively and enhance the practices of nursing during gynaecological examination.

On the concept of “educational linguistics”

Abstract This paper was first presented at a language in education conference and workshop held at Murdoch University, Western Australia in December 1989, convened by Michael O’Toole. The conference was one in a series held annually in universities around Australia during the previous decade. It was designed to promote dialogue between leading scholars and other participants, adopting as its theme “Discipline – Dialogue – Difference”. Halliday’s paper was the opening plenary, and it was responded to by Gunther Kress, whose paper follows in this issue.1

Measuring the Impact of Capacity Building Workshops for Ensuring Inclusive Education Practices Using Kirkpatrick's Evaluation Model in Sindh, Pakistan

The study examines the failure of implementing inclusive education programs in Sindh province schools. It developed a unique training scheme for special and general education teachers, incorporating learning modules, instructional resources, and a virtual platform. The project was initiated in 2022, and 423 participants were trained in inclusive education practices. The study found that competency-based inclusive education workshops significantly boost teachers' positive attitudes towards inclusive education, confirming previous findings on integrating students with disabilities into mainstream classrooms. The study emphasizes the importance of continuous professional development for teachers in the face of rapid technological advancements.

Evaluation of training workshop curriculums for gifted and talented students

One of the critical points that can determine the future of a country is the education of the gifted and specially talented children there. Many civilizations from past to present have attached importance to this education. The aim of this study is to evaluate the educational workshop curriculums applied for gifted children according to the Context-Input-Process-Product (CIPP) model. For this purpose, a research was carried out with six teachers, a psychologist, an education coordinator and two administrators working as practitioners in the workshop training curriculums for the gifted students implemented in the 1st semester of the 2019-2020 academic year. In the study, semi-structured interviews according to CIPP steps were collected by interviewing the participants one-to-one for 8 weeks within a 16-week training curriculum. According to the findings obtained; The quality of education given to gifted children should be increased. In addition, it was seen that it was necessary to systematically examine the opinions expressed by the curriculum practitioners and to make the necessary changes to the curriculum in a planned manner. In the light of these findings, about workshop training curriculums; increasing the adequacy of the physical environment, disseminating studies on creative thinking skills, opening different trainings for all areas of development and ensuring that children can participate in the areas they want have been achieved. The strengths and weaknesses of the implemented curriculum will be revealed, allowing its practitioners to create a more efficient training system.

What is it like to be a parent of an elite junior tennis player?

This paper is an Interpretative Phenomenological Analyses (IPA) into the experiences of parents of elite junior tennis players. “Performance narratives” have received attention in professional sports settings, but research has yet to fully investigate the effects on parents of junior tennis players. Parents are a psychologically significant network member of coach-athlete relationships. Narrative theory states that through creating personal stories people can make sense of their lives. A “performance narrative” is a story of dedication to sport performance, where, winning, results, achievements are pre-eminent and link closely to the story tellers’ identity. The purpose of this study is to examine the experiences of 8 parents of elite junior tennis players and describe what it is like to be a parent in the elite junior tennis context. An Interpretative Phenomenological Analysis of 8 parents of elite junior tennis players describes their experiences of elite junior tennis tournaments. This study found that (a) parents struggle with the development versus winning paradigm in junior tennis (b) “performance narratives” influence how parents evaluate player improvement (c) “performance narratives” influence parents’ behaviours at competition. This paper recommends more face-to-face coach-parent communication to help parents adhere to development narratives and increasing the frequency / relevancy of parent education workshops that give a realistic depiction of the elite junior tennis pathway.

Exploring the influence of parenting competences on children’s emotional regulation and its relationship with classroom learning: A qualitative research study

Emotional regulation is closely connected to classroom learning, so the influence of the family on the child’s emotional regulation capacities is an important factor to consider. The objective of this study was to obtain working knowledge of the skills and cognition possessed by a group of parents in relation to their parental competences linked to emotional regulation of their children, and identify the strengths, weaknesses, and potentials of these parental competences. The research was carried out through a qualitative methodological design, based on the knowledge, skills, and practices that parents have on the emotional regulation of their children, considering that these practices are key to classroom learning and therefore to academic performance. As a methodological strategy of the investigation, the case study will be used, with a sample of a group of 28 fathers and mothers, with infant-age children (0–12 years) obtained through a network of parents and an Infant School in Madrid (Spain). Through semi-structured interviews and questionnaires, the knowledge, skills, and practices that these parents carry out in the emotional regulation of their children were discovered. Concluding that it is necessary to reinforce some parental skills for improve the emotional regulation of their children, through courses, seminars, and family educational workshops, to put them into practice in a positive way, since this will influence learning (through motivation, communication, self-esteem, etc.).

Co-creating The Learning and Teaching Journey with Postgraduate Research Students Who Teach

Post-graduate research students (PGRs) often have teaching roles during their studies with little formal training or support (Lueddeke, 1997). Previous support at Edinburgh Napier University consisted of voluntary, unpaid on-campus Learning and Teaching (L&amp;T) training over three days (pre-pandemic). During lock-down, this course transitioned online to a voluntary 3.5-hour workshop and a follow-up Moodle course.&#x0D; To have a student-centred approach (Pedersen &amp; Liu, 2003; Hannafin &amp; Hannafin, 2010) and understand the needs and wants of PGRs who teach, we aimed to co-create with students (Cook-Sather, Bovill &amp; Felten, 2014) effective PGR support and evaluate its impact. &#x0D; Students were employed as partners (Matthews 2018; Dollinger et al. 2022) to assess support needs and explore options available for PGRs at 11 other UK Universities. Based on the assessment findings, a new programme was co-designed between the student-partners and L&amp;T academics: three 1-hour online workshops and three corresponding peer-led discussion sessions. The student-partners also created a Microsoft Teams workspace for students to build community: sharing their own L&amp;T experiences, practice, and engagement with relevant theories.&#x0D; These findings support our plans for upcoming mandatory and paid introductory teaching workshops, as a foundation for this longitudinal development of peer-relations and practice. This new structure and format has cultivated a community of practice constructed by students, for students (Wilson, Wilson &amp; Witthaus, 2020). &#x0D; An autoethnographic approach has been taken with the student interns and lecturers as both researchers and participants (Wall, 2008; Méndez, 2013; Cooper &amp; Lilyea, 2022), by means of writing a narrative based on self-reflection on the process. This will be analysed by thematic coding (Gibbs, 2008) to discuss the experiences, thematic ideas, emotive language, and feelings expressed by students interns and lecturers in this co-creation journey.

Bilingual literacy learning in adult education

AbstractCommunity-based literacy teaching workshops attend to the learning needs of new students who have not been able to benefit from enrollment as children in the public school system. The following report from the field calls attention to the special circumstances of this heterogeneous group of literacy learners. The workshop described here engages learners who are literacy learners as well as second language learners of the national language, in this case Spanish. Literacy learning proceeds in parallel with second language learning. The report summarizes a series of informal interviews with students and their teacher and observation of their adult literacy program, during a period of approximately ten years. As such it provides preliminary findings for better understanding the problems of community literacy programs in bilingual communities in general. The tasks of learning to read and write present themselves in a special situation of language contact, that of community language and national language.

Assessment of back pain behaviors, attitudes, and beliefs of chiropractic research conference attendees after a biopsychosocial educational workshop.

The purpose of this study was to assess the behaviors, attitudes, and beliefs of attendees of a chiropractic research conference (which included chiropractic students, clinicians, researchers, and educators) toward chronic low back pain (CLBP) before and after a biopsychosocial (BPS)-based CLBP educational workshop. This single-arm intervention study used the Health Care Providers' Pain and Relationship Scale (HC-PAIRS) and CLBP-related clinic vignettes to assess behaviors, attitudes, and beliefs toward CLBP before and after a single 90-minute educational workshop. The HC-PAIRS is a self-reporting questionnaire that consists of 15 items rated on a 7-point rating scale, with a higher score suggesting a belief that pain is linked to movement and that recommendations should be given to avoid physical activities. The pre-education intervention HC-PAIRS and vignettes were completed by 40 of 56 attendees. A total of 18 participants completed the posteducation intervention HC-PAIRS and CLBP-related clinical vignettes. Most of participants identified as full-time clinicians, employees of the United States Department of Veterans Affairs, and musculoskeletal/neuromusculoskeletal providers. The pre-education intervention HC-PAIRS mean score was 44.8 (SD 9.22), and the postscore was 39.5 (SD 6.49). Findings suggest an immediate change in HC-PAIRS scores following a BPS-focused CLBP education intervention for a chiropractic audience. However, due to limitations related to sample size and target population, findings should be interpreted cautiously.

The creativity of Feodosii Humenyuk in the formation and development of the Kyiv school of historical painting

The purpose of the work is to study the main stages and stylistic characteristics of the work of the People's Artist of Ukraine F. Humenyuk as a bright representative of the Kyiv school of historical painting. The research methodology consists in the application of such scientific research methods as historical, art history, analysis, synthesis, and Semitic, which together made it possible to achieve substantiated research results. The scientific novelty of the work consists in summarising the work of the outstanding Ukrainian artist F. Humenyuk and examining it from the perspective of the formation and development of the Kyiv school of historical painting. Conclusions. As a result of the conducted research, it was established that the work of F. Humenyuk is an important component in the development of the modern Kyiv school of historical painting, within which the artist formed his own unique style, which is based on the deep traditions of folk art, icon painting, Byzantism, Baroque, and Boychukism. In his works, which are characterised by multi-component complex compositions, the historical past and modern artistic versions of his reading are combined. The author's symbolic and allegorical interpretations of historical events and persons are full of many meanings, metaphors and images, forming an original poetic background for reading the stories at a highly professional level. Heading the educational and creative workshop of historical painting for a long time, F. Humenyuk not only educated worthy students, but also significantly influenced the formation of the Kyiv school of historical painting. Keywords: historical painting, Kyiv School of Painting, Feodosii Humenyuk, Kyiv Art Institute, author's stylistics.

PORTRAYING HOW GENRE-BASED APPROACH WAS EMPLOYED BY EFL TEACHER UNDER KURIKULUM MERDEKA

Merdeka Curriculum is a newly implemented curriculum in Indonesia, making it an important topic for discussion, particularly regarding the teaching approaches. However, there is limited research related to this matter. Therefore, this study aims to investigate the teaching approaches employed under Merdeka Curriculum. This qualitative research adopts a study design and involves observation. The data are gathered from an English teacher in one of the junior high schools that has implemented Merdeka Curriculum. The findings indicate that the teacher implemented the Genre-based Approach in the EFL classroom, which is recognized by Merdeka Curriculum. However, it was found that one crucial stage known as the Joint Construction of the Text (JCoT) was missing in the implementation, and the teacher did not provide feedback to students. Therefore, it is important for teachers to incorporate various pedagogical strategies. These include visualization techniques, instructional house training, collaborative lesson study, and evidence-based professional development approaches like attending genre-based teaching workshops or seminars. By integrating these measures into their teaching repertoire, teachers can optimize their instructional practices and create a more motivating learning environment for students.