The competency-based medical education (CBME) curriculum was introduced recently for undergraduate courses in medical institutions in India. The program needs a paradigm shift in the teaching and assessment methods. Therefore, challenges at the individual as well as organizational level are expected in the initial years of implementation. We used a mixed-method approach through focus group discussions (FGD) and an online survey to assess the perception and attitude of MBBS phase 1 and 2 teachers towards CBME. Themes were generated from FGD, and quantitative data were collected using a structured questionnaire through an online survey. Nearly 80% of the participating faculty perceived that the CBME curriculum was better than traditional teaching methods. Major challenges were either related to a deficiency of curriculum-optimized learning material (85%), material infrastructure (38%), and manpower (46%), or increased documentation (74%), and time constraints (52%). The faculty felt attitudinal change (63%), better acquaintance with the professional environment (60%), improved participation (58%), and the performance of students (38%) were major commendations of CBME. The CBME curriculum is a welcome change in Indian medical teaching institutes, and faculty intend to improve it through feedback mechanisms. The perceived complexities need to be addressed at different levels through collaborative approaches.

This paper compared the impact of instructional materials on achievement in physics concept among secondary students in Apa LGA, Benue State. The study also compared the impact of instructional materials on male and female students in Physics. A quasi-experimental design was employed to compare learning outcomes between an experimental group and a control group. The study population consisted of 4,255 SS II students offering Physics in 15 public secondary schools, from which 165 students were randomly selected as participants. Instruction for the experimental group incorporated appropriate instructional materials, whereas the control group received instruction through traditional teaching methods without instructional support. Data were gathered using a Physics Achievement Test developed from previous West African Examinations Council examination items. The instrument was validated by specialists in Science Education and produced a reliability coefficient of 0.88. Statistical analysis of pretest and posttest scores was carried out using independent-samples t-test at the 0.05 level of significance. The findings showed that students taught with instructional materials demonstrated significantly higher academic achievement than those taught without them. The results further revealed that gender did not significantly influence the achievement of students exposed to instructional materials. The study concluded that the integration of instructional materials plays a critical role in improving students’ understanding and achievement in Physics, regardless of gender. It was therefore recommended

Doctoral nursing students experience high stress levels and mental health challenges, impacting resilience and professional readiness. Teaching wellness practices is essential to support student well-being and retention. High rates of stress and attrition among new nurses highlight the need for wellness-focused education, yet traditional teaching methods may not effectively promote self-care and stress reduction. Guided by Kolb's Experiential Learning Theory and the American Association of Colleges of Nursing Essentials Domain 10, this practice improvement project involved evaluation of a 40-minute guided meditation for Doctor of Nursing Practice students. The intervention included breath work, emotional grounding, and cognitive recentering. Using a pre-posttest design, 39 participants reported significantly reduced stress (P <.001) and increased relaxation (P <.001). Nearly all endorsed benefits to personal well-being and recommended future integration. Findings suggest experiential meditation fostered resilience and self-care, offering nurse educators a practical strategy to enhance student wellness, professional development, and workforce sustainability.

The history and evolution of neurologic education span from Hippocratic concepts of the brain as the center of thought to modern innovations in digital and arts-based learning. Nineteenth-century pioneers established neurology as a distinct discipline, and contemporary advances in neuroimaging, genetics, and telemedicine continue to reshape both what and how we teach. In today's fast-paced clinical environments, educators can still be effective at teaching by using learner-centered strategies such as prebriefing, microteaching, and structured feedback frameworks like the One-Minute Preceptor and the SNAPPS (summarize, narrow, analyze, probe, plan, select) model. These methods are central to integrating high-impact instruction into demanding settings of clinical care. In addition to traditional methods of teaching, emerging modalities, including simulation, blended learning, and intentional team-based methods, further enhance diagnostic reasoning and interprofessional collaboration. Technology-driven innovations such as teleneurology, virtual reality, and gamification expand access and engagement, whereas arts and humanities approaches foster observation, empathy, and reflective capacity. Together, these strategies illustrate that even amid clinical demands, neurologic education can remain central to the work. By intentionally planning for and integrating education into our clinical care, we are preparing the next generation of neurologists to think critically, act compassionately, and teach adaptively.

The purpose of this study is to analyze and systematize contemporary methods, approaches, and components of educational programs, as well as to identify factors that contribute to optimizing students' preparation for effective interaction with federal resources and the mastery of advanced digital technologies. Research methods and organization. Methods of analysis and synthesis of literary sources, surveys, and analysis of the obtained data were used. The study was conducted among students of the Faculty of Physical Education and Sports at Surgut State Pedagogical University. Research results and conclusions. The necessity of updating educational materials, improving teacher qualifications, and creating conditions for the practical mastery of digital platforms has been substantiated. To enhance the use of electronic resources in education, the most important measure, according to respondents, is the regular update of content. Next in priority are training sessions and workshops for teachers on working with electronic resources, as well as the integration of electronic resources with traditional teaching methods. The creation of a unified information system for storing and distributing resources proved to be less popular. The data obtained is used to develop recommendations for improving the educational process and preparing specialists who meet the requirements of the modern labor market and federal standards.

ABSTRACT Clinical reasoning is vital yet difficult to teach in occupational therapy education. AI chatbots may support learning, but their effect on reasoning is unclear. To determine whether chatbot-assisted case-based learning enhances occupational therapy students' cognitive, affective, and psychomotor outcomes versus traditional instructional methods. In a post-test-only randomized controlled, mixed-methods trial, 25 students (age 20–23) in a neurological rehabilitation course were allocated to a chatbot (n = 11) or classic (n = 14) group. Teams analyzed a Parkinson's disease case and drafted intervention plans; the chatbot group interacted with an AI agent simulating the client, and the classic group used conventional resources. Outcomes were a six-item written exam, analyzed with ANCOVA adjusting for Grade Point Average, and qualitative analysis of chatbot queries. Groups did not differ on total or domain-specific exam scores (p > .05). Qualitative analysis showed that chatbot queries overwhelmingly sought factual clarifications and procedural guidance, indicating that students treated the AI chiefly as an information source rather than a prompt for ethical or reflective reasoning. Chatbot-assisted learning yielded performance comparable to traditional methods. While useful for factual learning, unstructured chatbot use did not foster higher-order reasoning. Structured guidance and longitudinal research are needed to support deeper engagement and examine sustained affective benefits. Clinical Trial: NCT07045077.

ABSTRACTBackgroundHigh school physical education courses commonly face problems such as low student participation and insufficient intrinsic motivation. To address these issues, this study focuses on exploring the impact mechanism and cross‐group applicability of support strategies for autonomy, competence, and relatedness needs on students' motivation, and thus designs and implements a need‐supported curriculum intervention program based on Self‐Determination Theory (SDT). The research also aims to provide a solution combining theoretical depth and practical feasibility for addressing students' physical health issues, as well as empirical evidence for the implementation of the “integration of sports and education” policy.MethodsA quasi‐experimental research design was adopted, with 180 high school students divided into an experimental group and a control group. The experimental group received a 12‐week modular physical education course, which included three core components: self‐directed course selection, stratified task arrangement, and collaborative activity participation. In contrast, the control group continued to receive traditional physical education teaching methods throughout the same period. The study focused on measuring and comparing indicators such as students' intrinsic motivation levels, the satisfaction degree of three core needs (autonomy, competence, relatedness), extracurricular exercise behavior, sports injury rate, and academic performance between the two groups.Results‐ Intrinsic motivation improvement: The experimental group showed a significant increase in intrinsic motivation levels, with an effect size of 1.28 standard deviations (d = 1.28), which was significantly higher than that of the control group.‐ Core needs satisfaction: There were graded differences in the enhancement of the three core needs among the experimental group: autonomy needs (d = 1.12), competence needs (d = 0.95), and relatedness needs (d = 0.83). These three factors drove the internalization of students' intrinsic motivation through a full mediating effect, accounting for 87% of the total variation in motivation improvement.‐ Cross‐group difference (moderation effect): From the perspective of gender difference, girls in the experimental group had a more significant increase in relatedness needs satisfaction (mean difference = 0.22, p 〈 0.05); in terms of exercise foundation, the motivation improvement of students with low exercise foundation was twice that of those with high exercise foundation (B = 0.45 vs. 0.22).‐ Spillover effects and academic impact: The curriculum intervention produced significant positive spillover effects: the weekly extracurricular exercise time of the experimental group increased from 2.1 hours to 3.4 hours (p 〈 0.001), and the sports injury rate decreased by 62% (odds ratio OR = 0.38). Meanwhile, the intervention had no significant interference with students' academic performance (η² 〈 0.01).

Introduction: Traditional instructor-centered approaches in martial arts education often limit student autonomy and critical thinking development. This study examined the implementation of student-centered pedagogies in Taekwondo instruction within higher education settings. Purpose of the Study: To evaluate the effectiveness of student-centered learning models compared to traditional teaching methods in developing technical proficiency, tactical knowledge, self-efficacy, and autonomous learning behaviors among physical education students enrolled in Taekwondo courses. Materials and Methods: A quasi-experimental pre-post design was employed with 64 physical education students at Universitas Lambung Mangkurat, Indonesia. Participants were divided into experimental (n=32, student-centered pedagogy) and control groups (n=32, traditional instruction). The intervention spanned 14 weeks (28 sessions). Measurements included technical skill assessments, tactical knowledge tests, self-efficacy scales, and autonomous learning questionnaires. Data were analyzed using paired t-tests, independent t-tests, and ANCOVA (p&lt;0.05) via SPSS version 26.0. Results: The student-centered group demonstrated significantly greater improvements in technical proficiency (d=1.24, p&lt;0.001), tactical knowledge (d=1.46, p&lt;0.001), self-efficacy (d=1.38, p&lt;0.001), and autonomous learning behaviors (d=1.52, p&lt;0.001) compared to the control group. Post-intervention between-group comparisons revealed substantial differences favoring the experimental approach across all measured variables. Conclusions: Student-centered pedagogies significantly enhance learning outcomes in Taekwondo education beyond traditional methods. Implementing autonomy-supportive, inquiry-based, and collaborative learning strategies promotes deeper engagement, skill development, and self-regulated learning capacities. These findings advocate for pedagogical reform in martial arts instruction within higher education contexts.

Enterprise Resource Planning (ERP) systems are vital tools for global firms, and graduates are increasingly expected to possess hands-on technical knowledge of these integrated systems. However, traditional academic teaching often fails to meet learning outcomes effectively. This research assesses feedback from a massive sample of 17,015 students who utilized MonsoonSim, a game-based learning platform built on SAP ERP knowledge. This qualitative research aims to evaluate: (1) student motivation, (2) the preference for incorporating gamification into the syllabus, and (3) a comparison between game-based learning and traditional teaching methods. The study explores how gamification serves as a disruptive yet valuable tool for modern educators.

3D-Printed Protein Models as an Educational Tool in Biochemistry Outreach.

ABSTRACT New Media (NM) integration has changed the way in which information is produced, shared, and consumed. In the educational field, the NM environment has a profound effect on the already existing traditional teaching methods and gives teachers an array of different ways to excite students and make the learning process more effective and enjoyable. This research investigates the use of NM technologies for history instruction in Senior Middle Schools (SMSs). Quantitative research design was used in this study. 450 history teachers took part in an online survey. The collected data were analysed by SPSS software. The research shows that the extent of NM integration is strongly associated with better acquisition and retention of historical knowledge. The study found that the student engagement levels rise with the use of the interactive learning platforms and the digital resources, in turn, leading to better knowledge retention. This study introduces a novel contribution by examining how NM tools, particularly VR simulations, cultivate historical empathy within the unique sociocultural and policy-driven context of Chinese SMSs, a setting underrepresented in the existing literature.

Wordwall affected students' mastery of Arabic sentence structure at MTs Negeri 2 Kota Serang, particularly in terms of the number of ismiyyah and fi'liyah. This study not only measured the effect of Wordwall but also examined how to optimize its use by integrating appropriate game types and feedback features to enhance students’ mastery of ismiyyah and fi‘liyah sentence structures. Traditional teaching methods and the lack of interactive digital media resulted in low syntactic ability among students, which motivated this study. Wordwall, a game-based learning platform, is considered to be able to increase student engagement and understanding through visual and audio activities and instant feedback. A quantitative method with a one-group pretest-posttest quasi-experimental design was used in this study. The research sample consisted of 32 students. The tools used included learning outcome tests and perception questionnaires, which had been tested for validity and reliability using the SPSS program. The results showed a significant increase in the mastery of Arabic sentence structure, with an average pretest score of 53.66 and a posttest score of 93.25, and a paired sample t-test showed a significance value of p = 0.000. On the other hand, Cohen's effect size of 3.66 indicated a very large practical effect. The high survey results show that students' perceptions of the use of Wordwall are also positive. Based on the research that has been conducted, Wordwall can be used as a digital learning tool in madrasahs and has a significant impact on students' mastery of Arabic sentence structure.

This article addresses a major issue that has emerged in recent years in the teaching of English as a second language. The study examines the academic reading and writing skills of English language learners in Uzbek classrooms. One of the primary challenges identified in academic reading and writing is learners’ lack of understanding of the underlying processes involved. For second language learners, writing is considered the most difficult language skill to master due to its complex and sophisticated nature. The analysis focuses on the essential skills and strategies required for effective academic reading and writing, as well as the difficulties teachers frequently encounter in the classroom. Since traditional teaching methods are often insufficient, teachers need to stimulate learners’ curiosity and motivation by employing diverse and blended instructional approaches to achieve the intended learning outcomes.

AI and VR technologies represent a new and qualitatively advanced phase in the development of pedagogy, where learning becomes more personalized, immersive, and data-driven. When applied together, these technologies create Intelligent Virtual Learning Environments (IVLEs) that significantly surpass traditional teaching methods in effectiveness, especially in the acquisition of complex concepts and the development of practical skills. Empirical evidence indicates that classroom processes conducted within such environments become more efficient, engaging, and motivating, promoting active learner participation, self-regulation, and metacognitive skill development. Moreover, AI enables continuous monitoring and adaptive management of learning, while VR provides a safe and experiential educational environment. Educational institutions should focus on the widespread, systematic, and ethically responsible implementation of these technologies, ensuring teacher preparedness and supporting the development of a new generation of learners ready to face future educational and professional challenges.

Introduction: This study aims to evaluate the effectiveness of cognitive linguistics-based instruction in enhancing the comprehension and retention of English Phrasal verbs (PVs) among Vietnamese EFL learners. Methodology: Eighty business-majored students from two classes were selected and divided into two groups, including a control group (n=40) and an experimental group (n=40). These participants were exposed to an intervention that contrasts cognitive linguistics-based PV instruction for the experimental group against traditional teaching methods for the control group. The study utilized the quantitative measures, with pre-, post- and delayed posttests, under analysis of descriptive and inferential statistics. Results: The findings revealed that the cognitive-based approach, rooted in understanding prototypical and derivative meanings of PVs and particles, image schemas, and metaphorical extensions and main verb grouping, emerged as a potential alternative to the traditional method of PV instruction. Discussion: The research offered a holistic understanding of the merits of cognitive-based methods for teaching English PVs. The results indicated meaningful pedagogical potential for improving phrasal verb instruction. Conclusions: The findings hold implications for the pedagogy of some other linguistic areas from this approach. The study also highlights the value of cognitive linguistics-based instruction as a promising approach in the Vietnamese EFL context.

Aim . This study explores the introduction of innovative methods into the traditional educational process of training physicians in internal medicine specialties. These methods are aimed at improving the effectiveness of the educational process through project-based activities, flipped classroom, distance learning technologies, and the principles of personalized medicine. Material and methods . The flipped classroom format was used, which involves students first mastering the theory independently outside, followed by practical assignments and case studies in class. Real case records and paraclinical data were used to develop analytical, critical thinking, and decision-making skills. Particular attention was paid to the study of diagnostic indices, scales, and specialized panels, such as the gastropanel, which detects chronic atrophic gastritis and assesses gastric cancer risk. Case scenarios were created to practice recognizing the early signs of serious pathologies, such as pulmonary hypertension in various diseases, including sarcoidosis. Results . We found that the combination of traditional teaching methods with innovative technologies improves the quality of professional training for medical university graduates and students in continuing professional education. The educational process became more effective due to optimized time management, increased motivation for students and teachers, and improved communication and teamwork skills. Students de­ve­loped the ability to independently manage their time, quickly find neces­sary information, and critically perceive research data. This new approach allowed doctors to make timely diagnoses and prescribe appropriate treatment, taking into account the individual characteristics of each patient. Conclusion . To further improve the quality of medical education, con­ti­nuing education upgrading, incorporating modern distance learning tools and interactive technologies into programs, revising the assessment system, and expanding faculty qualifications in digital lite­racy and student-centered learning are necessary. The synergistic combination of research and advanced teaching practices will significantly improve the training of qualified medical professionals prepared to address complex clinical challenges.

The purpose of the article is to substantiate the advisability of integrating artificial intelligence (AI)-based chatbots into the process of training students in translation who are studying in the “Linguistics” program (using English as an example). The article presents a professional method for teaching translation using chatbots, consisting of eight stages, including preparation for translation; identification of key terms and their Russian equivalents; performing the translation “manually”; conducting a comparative analysis of two translations – one produced independently and one based on AI; using AI for post-editing and optimization of the translation; achieving the highest possible translation quality; providing feedback; and checking for plagiarism and compliance with copyright. The scientific novelty of the study lies in the development and trial of a methodology for teaching translation to linguistics students using AI, namely ChatGPT. Having students complete specially designed tasks according to the proposed method, compared with performing tasks under the traditional teaching method, made it possible to identify the advantages and disadvantages of using AI for the formation of professional translation competencies. Particular attention was paid to assessing the impact of automated systems on the development of students’ cognitive skills, including analytical thinking, critical reception of the text, and the ability for creative interpretation. As a result of the analysis carried out, it was established that the integration of AI into linguistics students training contributes to improving translation quality and producing texts that are stylistically consistent with professional standards. However, achieving successful results requires an optimal combination of AI use and traditional methods of professional translation training.

This study explores the essential competencies required for future primary school teachers within the context of updated educational systems, focusing on the evolving demands of modern education. Utilizing a mixed-methods approach, the research combines qualitative and quantitative techniques to analyze academic literature, educational policies, and teacher training programs. The analysis highlights key competencies, including planning, communication, social interaction, cooperation, and educational skills, which are crucial for effective teaching. The findings underscore the importance of continuous professional development, critical reflection, and the integration of technology in teacher training. The study also addresses the challenges posed by contemporary issues, including military conflicts and the necessity for adaptable teaching strategies. By examining various competency models and frameworks, the research provides insights into best practices in teacher education, emphasizing a shift from traditional teaching methods to competency-based approaches that align with current educational reforms and technological advancements.

In the context of rapid technological advancements and their influence on education, this study investigated the effects of digital technologies on the development of mathematical knowledge in primary education within Pakistani context. To compare the effects of traditional versus digital-based instruction on mathematical achievement, 76 fourth-grade students from a primary school in Khyber Pakhtunkhwa, Pakistan, were divided into two groups: control and experimental. The study employed a quasi-experimental research design. The experimental group was taught using digital-based instruction, while the control group received traditional teaching methods. The Mathematics Achievement Test (MAT) was administered to assess students’ academic performance, and the results were analysed using independent samples t-tests, ANOVA and MANOVA. The findings indicates that digitized instruction enhances problem-solving skills, engagement, and conceptual understanding, while accommodating diverse learning styles. Furthermore, it promotes critical thinking, and prepares students for future technological advancements, making learning both applicable and meaningful.

Effect of flipped classroom and screen-based simulation on nursing students' clinical judgment: A quasi-experimental study.