Education Training Research Articles

ASSOCIAÇÃO DE PROTEÇÃO ASSISTÊNCIA AOS CONDENADOS: DESAFIOS E PERSPECTIVAS DO MÉTODO COM OS RECUPERANDOS

This study examines the role of social workers in the Associations for the Protection and Assistance to the Convicted (APACs), exploring the challenges and perspectives of the humane method proposed by these institutions within the Brazilian penal context. Historically, the conventional prison system in Brazil has been characterized by overcrowding, violence, and inhumane conditions, reinforcing the need for alternative methods of resocialization. APACs emerge as an innovative alternative, proposing a penal execution model centered on human dignity and the social reintegration of the convicted. The work of social workers in APACs is multifaceted, ranging from psychosocial support to the implementation of educational and professional training programs. However, these professionals face significant challenges, such as a lack of resources, institutional resistance, and the stigmatization of convicts by society. The research employs a mixed methodological approach, including a literature review and interviews with social workers in APACs, to investigate how these professionals contribute to promoting social reintegration and what innovations can be adopted to optimize their practices. The results indicate that despite the difficulties, the role of social workers is crucial to the success of the APAC method, highlighting the importance of a holistic and personalized approach that respects the dignity of the convicted and promotes effective and humane resocialization.

Science and Mathematics Teachers’ Integration of TPACK in STEM Subjects in Qatar: A Structural Equation Modeling Study

This study aimed to explore how secondary school science and mathematics teachers in Qatar integrate Technological Pedagogical Content Knowledge (TPACK) into their teaching practices. The study examined the relationships between the subcomponents of TPACK using structural equation modeling (SEM), complemented by an analysis of additional categorical variables. A total of 245 science and mathematics teachers from Qatar participated in the research. The model’s findings showed that the internal components—technological knowledge, pedagogical knowledge, and content knowledge—had a significant and positive direct effect on the external factors: technological pedagogical knowledge, technological content knowledge, and pedagogical content knowledge. However, these internal components did not directly impact TPACK itself. Together, these variables accounted for 77% of the variance in TPACK. Among the findings, Technological Content Knowledge (TCK) emerged as one of the most influential variables affecting TPACK, emphasizing its importance in teachers’ TPACK integration. On the other hand, it was found that Pedagogical Content Knowledge (PCK) did not have a direct and significant effect on TPACK. Categorical variables like certificates and postgraduate education significantly impact TPACK and its subcomponents, while gender, field of study, and teaching experience do not. This finding underscores the importance of structured training and postgraduate education in enhancing TPACK skills for science and mathematics teachers. Participation in technology-based certification programs and postgraduate studies in STEM is crucial for their TPACK development in teaching STEM subjects. Future studies could explore the long-term impact of structured, technology-based training programs on enhancing STEM teachers’ TPACK development and assess how this improvement influences student learning outcomes in science and mathematics classrooms. This would provide deeper insights into the effectiveness of such programs and their potential to transform teaching practices and student achievement in STEM education.

Bridging the Gap: A Pilot Study of a Health Care Transition Podcast Curriculum and Standardized Patient Case for Graduate Medical Education Trainees

Bridging the Gap: A Pilot Study of a Health Care Transition Podcast Curriculum and Standardized Patient Case for Graduate Medical Education Trainees

AI-Enabled Multi-Mode Electronic Information Innovation Practice Teaching Reform Prediction and Exploration in Application-Oriented Universities

In view of professional learning and practical training in traditional electronic information education of application-oriented universities, this paper constructs electronic information–innovation practice teaching reform (EI-IPTR).In this scheme, by an integrating artificial intelligence (AI)-enabled curriculum with a multi-mode integrated platform and open-style module, big data-based comprehensive education resources are optimally configured. We jointly perform the multi-mode construction of innovative practice teaching, professional education stage design, and teaching management improvement, respectively. Subsequently, new practice teaching mechanisms with information technology and its implementation and management methods are established to achieve better teaching effects. It first strengthens learning and intra-group competition to promote students’ innovation in competitions. Then, the AI technique, i.e., attention mechanism-aided long short-term memory (LSTM), is used to model individual students’ abilities. Thus, it accurately evaluates them for teachers to efficiently manage their teaching process in accordance with their aptitude. The teaching reform practice verifies that the AI-enabled big data optimization of teaching reform has a better effect by the above multi-mode innovation. It exhibits an obvious improvement in the quantity and quality of students’ professional knowledge, personal ability, teamwork, and innovative practice. It is also in accordance with the independent completion of practical course teaching in the analysis of big education data. In addition, it realizes high-quality practical teaching by combining multi-mode, multi-level, and open discipline foundations together with efficient, professional skills.

Designing and Implementing the Psychiatrist-led Personalized Mentorship Programs: The Role and Impact of Live Consultation-driven Training Methods

Background: Clinical training in traditional medical education often needs more translational value, especially for in-service MBBS doctors working in primary health centers (PHCs), who provide first-line treatment for psychiatric disorders. To address this gap, a psychiatrist-led personalized mentorship program incorporating three live consultation-driven training (CDT) methods was developed to integrate psychiatric care into PHCs. Methods: The authors designed and implemented a personalized mentorship program using three CDT methods tailored for in-service MBBS doctors. The CDT methods were applied through live consultations to facilitate real-time, real-life learning and integration of psychiatric care into primary health settings. Data from published articles and manuals on CDT methods were collected, focusing on their descriptions, effectiveness, principles, and advantages over traditional classroom training. Results: Data indicate the effectiveness of the CDT methods to translate to real-life skills (translational quotient). The personalized mentorship program showed promising results in enhancing the confidence and competence of MBBS doctors in managing psychiatric disorders in PHCs. The CDT methods were found to be superior to traditional classroom training in terms of practical applicability and real-time learning. Conclusion: The psychiatrist-led personalized mentorship program with CDT methods demonstrates the potential for significant improvements in the training of in-service MBBS doctors, facilitating the integration of psychiatric care into PHCs. These methods offer a practical and effective approach to bridging the gap in clinical training and can be replicated among medical students and residents across various medical and surgical specialties. Further research and longitudinal studies are recommended to validate these preliminary findings and explore the program’s broader applicability.

Principals as Co-Advocates for Caregivers of Children With Disabilities: Possibilities and Realizations Beyond IDEA’s Collaborative Ideal

Although special education and its legal provisions under the Individuals with Disabilities Education Act (IDEA) were designed to support all children with disabilities, it has created a litigious and bureaucratic environment that further marginalizes disabled and labeled children of color and their families. Falling short of a collaborative ideal, school principals who can serve pivotal roles are often siloed from the rest of the school team, often lack special education knowledge and training beyond procedural matters, and can perpetuate inequities through their actions or inactions. We present a scenario illustrating the challenges and possibilities for school principals to promote equitable transformation through (a) an equitable, active leadership role, (b) embodying systemic equity commitments using intersectionality as praxis, (c) moving beyond school and district compliance, and (d) a co-advocacy role with families.

Unionization of Graduate Medical Education Trainees: Perspectives from Designated Institutional Officials.

Labor unions represent an increasing number of graduate medical education (GME) trainees in the United States. Most GME and other leaders at academic medical centers lack familiarity with resident/fellow unions, including what to expect, what decisions need to be made, and the processes involved in a unionization effort. It is important for designated institutional officials (DIOs), GME program directors, teaching faculty, and other institutional leaders to understand the drivers of resident/fellow unionization, the union organizing campaign and election process, and what follows a vote to unionize, including collective bargaining. Careful consideration of the role of educational and other institutional leaders during the unionization process is important to prevent any loss of trust between residents/fellows and those they view as their advocates. In this Commentary, the authors describe these considerations from their perspective as DIOs and GME leaders.

Promoting resilience among medical students using the Wadi framework: a clinical teacher’s perspective

Resilience is essential for medical students to navigate the challenges of their education and future careers. Defined as the ability to adapt well in the face of adversity, resilience can be learned and is critical for maintaining mental health. Medical educators play a pivotal role in fostering resilience by integrating it into both formal and informal curricula, including the hidden curriculum, which can significantly influence students’ coping strategies. Research highlights the importance of resilience training in reducing depression and anxiety among students, underscoring its necessity as a core component of medical education. This essay presents the Systematic Assessment for Resilience (SAR) framework, which provides a comprehensive approach to promoting resilience through four key constructs: self-control, management, engagement, and growth. Practical strategies for each construct are discussed, including assessment mapping, time management, and the use of formative assessments to enhance students’ preparedness and self-control. Engagement is fostered through collaborative assessments, open book exams, and regular formative feedback, while growth is encouraged via self-reflection and faculty development. Implementing the SAR framework has shown positive outcomes, with students reporting reduced anxiety and improved performance. However, further exploration and institutional support are needed to fully integrate these strategies into medical education. The SAR framework offers a feasible and effective method for cultivating resilience, contributing to students’ mental well-being and equipping them to face future challenges in their medical careers. Continued refinement and broader institutional adoption will be crucial to sustaining the impact of resilience training in medical education.

Effectiveness of an Exercise and Educational-Based Prehabilitation Program in Patients with Breast Cancer Receiving Neoadjuvant Chemotherapy (PREOptimize) on Functional Outcomes: A Randomized Controlled Trial.

The study objective was to determine the effectiveness of a prehabilitation program to decrease postoperative musculoskeletal impairments in patients who have breast cancer and are receiving neoadjuvant therapy (NAT). Patients who had breast cancer and were receiving NAT before surgery were invited to participate in this randomized controlled trial. Patients randomized to the intervention group participated in a group-based prehabilitation program consisting of Nordic walking, resistance training, and therapeutic education from month 4 of NAT until before surgery. Patients in the control group received usual care (no prehabilitation). The main outcome was arm function measured with the short version of the Disabilities of the Arm, Shoulder and Hand questionnaire 1month after surgery. Other measures included pain, range of motion, functional capacity, cancer-related fatigue, handgrip strength, physical activity, and arm circumferences. A total of 64 patients were randomized during the study period, and 61 completed all assessments. A significant difference in the main outcome (short version of the Disabilities of the Arm, Shoulder and Hand questionnaire) was found before surgery as patients in the control group experienced worsening in arm function (mean difference = -9.84, 95% CI = -17.7 to -2). In addition, they also showed increased symptom frequency/severity according to the combined scale of the European Organization for Research and Treatment of Cancer Quality of Life Questionnaire (EORTC-QLQ-C30) (mean difference = +6.7 points, 95% CI = 13.4 to 0.1) compared to the intervention group. Prehabilitation also improved functional capacity (mean difference = 67.6m, 95% CI = 37.4 to 97.7) and physical activity levels and decreased cancer-related fatigue (mean difference = -1.3, 95% CI = -0.29 to -2.4) compared to the control group but had no effect on other secondary outcomes. After surgery, patients receiving prehabilitation also exhibited greater functional capacity at both 1 and 3months. No other difference was observed. A prehabilitation program was able to maintain arm function and increase functional capacity while decreasing fatigue in patients with breast cancer receiving NAT. Prehabilitation programs should be offered to patients with breast cancer to maintain functionality and enhance physical performance before surgery. An exercise program combined with therapeutic education in patients with breast cancer who receive neoadjuvant therapy before surgery can improve functional capacity and prevent declines of arm mobility and function.

Sci-comm a long way: my journey from research to teaching (and beyond?)

How does one transition from a PhD in molecular biology to a dual career in teaching and science communication? Science communication involves translating complex scientific concepts into engaging, understandable content for a broad audience, using storytelling, multimedia, and audience-specific adaptations. The journey from academia to science communication, and eventually combining both with teaching, highlights the need for distinct approaches to engage diverse audiences effectively. These approaches include using audience-targeted relatable analogies, incorporating pop culture references or designing hands-on activities to make scientific concepts more accessible and interesting. While science communication shares some similarities with formal education, each requires unique strategies, and both are crucial for educating future generations. Training scientists and educators in communication skills and fostering collaborations between academia and the public are essential for creating an informed, engaged society. By enhancing science communication efforts, we can better prepare the public to address the next scientific challenges.

Factors Associated with Self-Efficacy in Dating Violence Prevention among Teachers and School Counselors in Québec, Canada

This study explored the link between comfort, profession-specific training, past sexual education training, and self-efficacy in school staff for communicating and intervening in cases of teen dating violence (TDV). Among 108 school staff members, findings revealed that school counselors and those more comfortable discussing positive relationships and TDV had better self-efficacy in communicating TDV content. Additionally, school counselors, those comfortable discussing TDV, and those with previous sexual health training showed increased self-efficacy in TDV intervention. These results highlight the importance of customized training programs and fostering comfort in discussing TDV to improve intervention capabilities among school staff.

Training learners to use Quizlet vocabulary activities on mobile phones in Vietnam with Facebook

Mobile phone ownership among university students in Vietnam has reached almost 100%, exceeding that of Internet-capable desktop computers. This has made them increasingly popular to allow learners to carry out learning activities outside of the classroom, but some studies have suggested that learners are not always willing to engage in activities outside of the classroom (Kim et al., 2013). Recent research has suggested that providing training to learners that includes not only how but also why activities are important can improve learner engagement in mobile-based activities (Stockwell & Hubbard, 2014). In this paper, Vietnamese learners of English engaged in vocabulary and grammar tasks using the Quizlet app on their mobile phones outside of class time. Learners were provided with technical training in class, while ongoing strategic and pedagogical training were provided through a combination of in-class activities and interactions through a dedicated Facebook page over a 5-week period. Usage patterns of the site were recorded through a learning journal and interactions on the Facebook page were analysed to determine the nature of the discussions that took place. Learner attitudes towards the tasks and the training were examined through pre- and post-questionnaires and a focus group discussion. The results are discussed in terms of the problems encountered, and some suggestions for providing appropriate training to learning through mobile phones outside of class through social networking.

Post competency training in standardized training of resident physicians and integrated postgraduates

We focus on the importance and necessity of post-competency-based training in medical education alongside its current challenges and opportunities. Integrating post competency training into standardized educational frameworks is increasingly recognized as a critical component of preparing residents and postgraduates for real-world clinical practice. Post competency training represents a commitment to excellence in medical education, striving to produce competent, skilled practitioners to meet the challenges of modern healthcare.

Models and practices of the introduction of multilingualism (comparative sociological analysis)

ABSTRACT The relevance of this research lies in the fact that models and practices of the introduction of multilingualism are an important cross-cutting problem that concerns the social, cultural, economic and, consequently, educational spheres, which contribute to the promotion of rarer languages. It is important to assess the cultural value of linguistic diversity at all levels of education and training, while simultaneously spreading information about the multiplicity of languages and their importance in the world. The purpose of the study is to consider the models and practices of the introduction of multilingualism in the context of education in the Republic of Kazakhstan through comparative sociological analysis. To achieve this goal, the following methods were used: sociological, statistical, and comparative. The research findings highlight the importance of multilingualism in personal and societal development, emphasising the need for incorporating multilingual practices in educational policies and teacher training. Additionally, the introduction of multilingualism in Kazakhstan, particularly the trilingual approach involving Kazakh, Russian, and English, is influenced by global processes and the prestige associated with different languages in society.

Empowering college physical education: AI-driven training, teaching, and intelligent information processing

The current status, methods utilized for Physical Education Training and Teaching System for College Students, and difficulties during information processing are all investigated in this comprehensive study. We compiled 130 empirical research on Artificial Intelligence-based Physical Education (AIPE) using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses are analysed. Research shows that AI may improve health tracking, individualized training, and analysis of sporting performance. There is a lot of promise in AIPE for individualized lessons, immediate feedback, varied classroom settings, and evaluation. The problems arise when dealing with technological dependability, privacy concerns, and the need for instructor assistance. These results give light on important questions for future AIPE. This research delves into the process of creating and launching an all-encompassing educational platform that makes use of AI and data processing methods. Our system’s goals include improving the quality of instruction, tailoring feedback to each student, and enhancing the overall learning experience. AI Algorithms powered by artificial intelligence help us shift through student test scores, identify knowledge gaps, and modify lessons appropriately. This makes sure that the curriculum meets each student’s needs. Practical exercises, quizzes, and assignments get immediate feedback through the system. It uses natural language processing (NLP) to analyse student answers, find misunderstandings, and provide help for fixing them. The system personalizes learning routes according to students’ choices, learning styles, and progress. It suggests further reading, interactive games, and group assignments. Through the automation of administrative activities, generation of analytics reports, and suggestion of pedagogical changes, the system aids instructors. It makes it easier for students and instructors to talk to one another. Data protection, overcoming AI biases, and getting teachers on board with tech-enhanced lessons are all obstacles. Future studies should aim to improve the system, confirm its efficacy, and encourage its implementation across educational institutions. Finally, there is great potential for improving higher education with an AI-based training and teaching system with strong data processing skills. Students and teachers may reap the advantages of a technologically enhanced, ever-changing learning environment.

Contribution of Vocational Educational Training on Promoting Self Employment in Morogoro Municipality, Tanzania

The study was based on the contribution of vocational educational training to promoting self-employment in Tanzania in Morogoro Municipality. Specifically, the study determined the relevance of skills acquired and the skills actualized by Vocational Education and Training Authority (VETA) Graduates and the Constraints that hinder the VETA graduates from getting into self-employment. This study was guided by a human capital theory which was propounded by Gary Becker and Theodore Schultz, in the 1950s and early 1960s. The theory states that “the more one invests in his/her education, the more returns one should receive in the form of earnings. Data were collected through questionnaires and interviews. Qualitative data were analyzed through content analysis and quantitative data were analyzed through descriptive analysis including index scale measurement. The findings indicated that self-employed VETA graduates performed their duties to generate income for their livelihood. There were different specializations that VETA graduates had, some specialized in driving, however, they were not employed as drivers, and instead, they were self-employed as motorcycle drivers driving commercial motorcycles. The relevance of the skills acquired and the skills actualized was determined by the curriculum used and what was taught in colleges. Also, VETA students have higher expectations of getting employment after graduation. The study concluded that the skills acquired by the VETA graduates are the most likely to be the activities performed by VETA graduates in generating income for their family livelihood. It also concluded that VETA graduates experienced similar constraints when taught about self-employment. The government should make sure that the colleges have advanced and more current equipment to make sure students are well up-to-date with current technology

Nurturing the Faculty: Training for Excellence and Growth

"The impact of teacher education and wellbeing on higher education: a critical analysis" is one of the primary topics of the research. The well-being and ongoing education of faculty and staff are crucial for the advancement of higher education and significantly contribute to the achievements of both faculty and students. In this paper, we have explored the significance of providing training opportunities and prioritizing the wellbeing of faculty members.The significance of teacher training in higher education is paramount as it guarantees that educators are well-informed about contemporary teaching techniques, technological advancements, and the latest research findings. In a constantly evolving educational landscape, ongoing professional development is crucial to guarantee that teachers can offer the highest quality education to their students. Exciting challenges among educators in higher education frequently encounter stress and pressure as a result of demanding workloads, intense research, various responsibilities, and job searches. Failing to prioritize health can result in reduced job satisfaction, psychological issues, and the loss of teaching and research opportunities.It is crucial to find a balance between faculty and health in order to ensure the success of higher education institutions. It's not sufficient to solely concentrate on one aspect. Failing to prioritize education can result in a chaotic teaching environment, while neglecting health can lead to teacher exhaustion. Training and wellbeing are closely linked, as training equips educators with the necessary knowledge and skills to effectively teach and conduct research, while wellbeing ensures they can maintain their efforts in the long run. "Faculty training and wellbeing in higher education: a crucial balancing act" is a subject that requires the attention of higher education institutions, policy-makers, and educators themselves. Striking the right balance between training and wellbeing can result in a more productive, innovative, and compassionate higher education system that benefits both faculty members and students. It's a challenge worth tackling for the improvement of academia.

Ethnocultural technologies of vocal training of students of pedagogical universities of China

The training of music teachers in China's pedagogical universities is based on strategies for linking national cultural traditions and innovative education systems in other countries. Today, special attention is paid to the training of music teachers, which is due to the increased demand of children and parents for music education. The deepening of such training is facilitated by the special specializations of students, which allow them to acquire knowledge and performing skills in a particular type of musical activity in the final semesters of study at the university. But, since students receive education in pedagogical universities, this performance training should be based on Chinese ethnocultural traditions, and be organically combined with pedagogical training. The article examines an ethnocultural technologist based on the traditions of the national Chinese opera, contributing to the formation of stage skills necessary both for staging an opera performance by students and for replenishing the pedagogical baggage of a school music teacher. The introduction of this technology into the "Performing Arts" subject of the "Vocal Music" specialization among fourth-year students has shown its effectiveness both for staging fragments of opera performances, not only by Chinese but also by Western composers and for replenishing the pedagogical skills of future music teachers.

Optimization of Distance Learning Systems Using Artificial Intelligence and the Internet of Things in Improving the Quality of Education in the Post-Pandemic Era

The COVID-19 pandemic forced a sudden change from face-to-face learning to Distance Learning (PJJ), posing challenges in the quality of learning and student interaction. This study examines the application of Artificial Intelligence (AI) and the Internet of Things (IoT) to optimize the PJJ system in the post-pandemic era. The goal is to evaluate the impact of AI in personalizing learning and IoT in improving student interactivity and collaboration, as well as identify the challenges of implementing this technology. The research uses a mixed-methods approach by combining qualitative and quantitative analysis. Data were obtained from 50 educators, 100 students, and 20 administrators through questionnaires, in-depth interviews, and participatory observations. Correlation tests and logistic regression are used to assess the influence of AI and IoT on learning quality. The results show that 85% of students and 78% of educators agree that AI helps in customizing learning materials. IoT also increases student engagement, with 76% of students feeling more engaged and the likelihood of student engagement increasing 2.35 times greater with IoT. Key challenges include limited technological infrastructure and lack of training for educators. In conclusion, AI and IoT have great potential in improving the quality of education, but support is needed for infrastructure and educator training so that the implementation of these technologies is optimal.

SIMULATION TRAINING: INTERNATIONAL EXPERIENCE AND DEVELOPMENT STRATEGY IN UKRAINE

The article presents information on the relevance of simulation training in modern medical education. Leading specialists emphasize the need to learn practical and communication skills, be able to work more intensively in a team; they also note that simulation training can significantly contribute to the achievement of these educational goals under present-day conditions. Simulation training, beginning at the undergraduate or graduate level, can help overcome a number of challenges, such as patient safety issues, ethical issues related to the acquisition and development of skills in interacting with real patients, the need to standardize learning experiences, competency assessments, and medical certification, the need for rapid staff adaptation (staff turnover), promotion of high standards of medical care, increasing the scope of the doctor's responsibility. In addition, simulation training makes it possible to practice more or less typical clinical situations with severe consequences, to promote the acquisition of relevant knowledge and skills, to improve technical skills, to practice the provision of medical care by an interdisciplinary team and individually. The experience of the simulation training development in some countries and a brief history of the foundation of the first simulation training centers in Ukraine are presented. The advantages of simulation training, which allow them to be widely used in educational activities are emphasized. The development of a training program is important in the work of the simulation center and is based on the capacity of simulation training and involves practicing technical and non-technical skills in managing certain situations in accordance with the guidelines. Debriefing (discussion) is necessary so that participants can evaluate their actions during training. Thus, simulation training is an effective method for practicing relevant skills and team interaction in doctor training. Team building experiences are offered using the simulation training, the individual characteristics of students that did not appear in traditional classes are revealed, the ability to conduct a discussion, dialogue and draw conclusions is acquired. A compulsory stage in stimulation training should be the assessment process, therefore it is necessary to notice the reaction of the participants, their satisfaction with the process, and the evaluation of the achievement of the tasks set. This will allow to improve the quality of the learning process and learning materials, to make changes in the training program. A questionnaire can be used for this purpose. The participants assess the relevance of the topic, individual levels of the simulation training and offer possible topics to advance the training program, express their wishes regarding the feasibility, frequency and points of further simulation training and the development of new frameworks. Communication skills are particularly important for doctors and can be actively developed in working conditions of our stimulation center. To conduct doctor training, it is optimal to establish simulation centers with experienced staff and a program developed to meet the needs of the rapidly changing medical landscape.