Professional Development Research Articles

Dietitians’ knowledge and practice regarding inflammaging and related interventions: a pilot survey

BackgroundThe global population is aging rapidly, which is associated with an increase in chronic diseases. One of the possible underlying causes of these chronic diseases is inflammaging, characterised by the general low-grade inflammation that occurs in the body as we age. However, it is unclear to what extent this concept is already being considered as a base for prevention or therapy. MethodsIn this study, the willingness of practicing dietitians in the Netherlands to apply interventions targeting inflammaging was evaluated. Beforehand, a literature study was executed to identify possible parameters for intervention, covering most nutritional, biological, and medical aspects related to inflammaging. Based on the findings of the literature study, dietitians were asked about their awareness of the concept, the willingness to adopt more knowledge, and practical approaches regarding their clients. Results:It was found that of the 56 surveyed dietitians, approximately two-third were already aware of the concept, and among this group, another two-third indicated that inflammaging plays a role in their provision of dietary advice. Generally, the information provided by the dietitians was in line with what was identified in literature. ConclusionsAs a first pilot, it appears that dietitians recognise the impact of nutrition and lifestyle factors on the progression of inflammaging. The willingness to adopt evidence-based practices signifies the importance of continued education and professional development in this area. Eventually, focusing on inflammaging in policy making could be a supporting factor for healthcare systems in the shift from curative to preventive care.

Jogos didáticos: evolução de aplicação como técnica de ensino para a comunidade da Construção Enxuta

Abstract The “International Group for Lean Construction” aims to adopt a new management philosophy for the Architecture, Engineering, and Construction (AEC) industry. Learning this philosophy can be supported by using active methodologies, especially serious games. This work aimed to analyse the evolution of using serious games as a teaching technique based on problem classes, in the context of the Lean Construction community. A literature review and an analysis of an empirical experience were carried out in an architecture and urbanism undergraduate course. The results demonstrate the evolution of the use of these techniques, as well as their implications for the education and training of AEC professionals.

Development and evaluation of the active learning game "Who Am I?-Cellular Signal Transduction Edition": the positive impact on undergraduate education.

The teaching of physiology plays a crucial role in the education of health care professionals. However, traditional approaches to physiology classes in undergraduate health courses in Brazil often result in passive student participation. Research has shown that active methodologies are more effective in the learning process. In this study, we introduce the game "Who Am I?-Cellular Signal Transduction Edition" as an educational tool. This game follows a popular format with well-known rules and aims to enhance understanding of basic concepts related to hormones, cell signaling, and the functioning of the endocrine system. Our findings demonstrate that the game improves student knowledge and fosters enthusiasm and active engagement among participants. Additionally, student feedback has indicated a high level of appreciation for the game. By incorporating active learning strategies and a gamified approach, "Who Am I?-Cellular Signal Transduction Edition" provides a practical and enjoyable way of teaching physiology. This innovative educational tool has the potential to revolutionize physiology instruction. Demonstrating significant improvement in students' understanding, the game underscores its efficacy in enhancing knowledge acquisition and comprehension of cellular signaling and endocrine physiology topics.NEW & NOTEWORTHY We developed "Who Am I?-Cellular Signal Transduction Edition" to assist students in comprehending concepts of cellular signal transduction. This simple and cost-effective tool is perfect for educational settings with limited resources, and it encourages active learning for both small and large groups. Pre- and posttests have shown that it effectively enhances knowledge of hormonal actions and cellular signaling. Positive feedback from students emphasizes its value in reinforcing understanding and improving classroom engagement, making it a promising educational tool.

American College of Nuclear Medicine (ACNM) 2024 ACNM Annual Meeting Abstracts February 1-3, 2024 Orlando, FL.

Each year, more than 500 attendees gather at the SNMMI Mid-Winter and ACNM Annual Meeting to collaborate with experts in the field, enhance their skills, and apply their newfound knowledge at their clinics. Each year, young professionals (in training or within 10 years of graduation) are encouraged to submit original clinical or scientific abstracts for the chance to present their research at the ACNM Annual Meeting as a poster or oral presentation. The accepted abstracts are published in Clinical Nuclear Medicine (CNM). These are the abstracts from the 2024 SNMMI Mid-Winter and ACNM Annual Meeting, which was held February 1-3, 2024, in Orlando, Florida (see Supplemental Abstracts, http://links.lww.com/CNM/A504).

A Qualitative Exploration of Peer Supporters' Experiences of Undertaking a Co-Produced Mental Health and Emotional Well-Being Training Programme.

Peer supporters play a crucial role in mental health and support services, but their own mental health and emotional well-being are often neglected by themselves, and, frequently, their organisations. Here, we report findings from a qualitative interview study of peer supporters who completed a co-produced emotional well-being training programme. Ten semi-structured interviews with peer supporters working in the North East of England were conducted to explore their experiences of the training programme. Thematic analysis of the data produced three overarching themes. In Theme 1, 'Increasing psychological preparedness and identifying self-care and coping strategies', we found that peer supporters improved their knowledge of how to manage sensitive topics such as aggression and suicide and felt more confident in their peer support roles resultantly. In Theme 2, 'It's good to know you're not alone', peer supporters discussed their experience of loneliness in their roles, and as a consequence realised their own need for peer support to help maintain their well-being. Theme 3, 'Toward the future: next steps', encapsulated peer supporters' willingness to continue their role development and to create a peer support network to continue to obtain mutual support. Our findings emphasise the perceived emotional well-being benefits of a co-produced peer supporter training programme. Participants highlighted the need for co-produced training programmes that are (1) emotion-focussed, (2) provide access to other peer supporters and (3) provide future avenues for a peer supporter network of mutual support and professional development activities and training opportunities. Individuals with lived experience of mental ill health and peer support were consulted in the development of interview questions and provided feedback on the finalised themes to ensure the analysis and interpretations were congruent with their experiences.

The impact of continuous professional development on teaching quality: a systematic review

The impact of continuous professional development on teaching quality: a systematic review

Misidentifications in ayurvedic medicinal plants: Convolutional neural network (CNN) to overcome identification confusions.

Plants are a vital ingredient of traditional medicine in Sri Lanka, and the quantity of medicinal plants used as a number differs in literature. Field identification of medicinal plants is carried out based on various plant characteristics. Conventional identification keys are available for plant identification, but it is a complex and time-consuming process that relies on manual observation, introducing inherent errors, particularly among individuals lacking extensive botanical expertise. This may cause uncertainty in the identification of plants due to lack of professional training, morphological similarity and nomenclatural confusion of plants. Such uncertainty may result in misidentifying another plant(s) as intended medicinal plants, which may lead to unsafe consequences. The objectives of the study were accomplished with the following three steps; listing the flowering plants used for medicinal purposes in Sri Lanka using multiple detailed botanical literatures, identifying medicinal plants that are confused with other medicinal or non-medicinal plants using literature and a questionnaire survey, and developing Convolutional Neural Networks (CNN) based technology to distinguish confusing plants. The study prepared a list of 1358 flowering plants cultivated and used in Sri Lanka as medicinal plants. Fifty-three medicinal plants that are confused with 63 medicinal and non-medicinal plant species were identified by two surveys. The CNN solution experimented with five species of the Bauhinia genus with close morphologically similar leaves with a high misidentification possibility. Using CNN EfficientNet-B0 Architecture for classification, four models were tested, and Model 4, which was trained using the augmented dataset with white-coloured background, resulted in a validation accuracy of 96.16%. The current study demonstrated the critical role of CNNs and EfficientNets in addressing misidentification issues in morphologically similar medicinal plants.

Teacher educators in an academic writing community: Fostering agency and well-being

Research and writing pose significant challenges for teacher educators balancing heavy teaching loads. To address this, I founded the Etnachta writing community for my colleagues in an Israeli college of education. This qualitative practitioner inquiry explores the motives of twelve teacher educators who joined Etnachta and the benefits they derived. Interview findings and my research journal reveal how writing in social spaces enhances professional agency and well-being. Writing community participation provides transformational professional development, promotes a robust writerly identity, and increases academic activity. The study strongly advocates for proactive collaboration among teacher educators to create conducive conditions for professional writing.

A tutor training framework for radiographers: Basic concepts to effectively train future generations of professionals

IntroductionClinical practice is crucial for the professional development of radiographers. To effectively benefit from their training, students need guidance from well-trained and competent tutors. However, the literature lacks evidence of training programs specifically designed for radiographer tutors. This study aims to suggest a novel framework able to identify the key elements of a successful tutor training curriculum for radiographers. MethodsThrough a literature review on the topic of tutor training in the healthcare sector, a novel tutor training framework specifically for radiographers was developed. This model is structured into two main components: knowledge development and skill acquisition. The framework emphasizes four key topics: understanding the essence of tutoring; conducting briefing, debriefing, and providing feedback; addressing students' psychosocial challenges; conducting simulations and role plays. It concludes with a skill test. ResultsThe proposed curriculum highlights the importance of tutors understanding their roles and responsibilities, as well as the significance of providing feedback and conducting briefing activities. Noteworthy additions to this pioneering model include an in-depth examination of the psychosocial challenges faced by students during their training and the introduction of role-playing activities. These activities help tutors develop empathy and better understand the students' perspectives and needs, therefore optimizing the tutoring experience. ConclusionThis framework outlines the fundamental principles that tutors should incorporate into their daily tutoring activities to maximize student learning and engagement. Emphasis is placed on understanding the psychological challenges faced by students, which can help tutors tailor their teaching to better meet students' needs. Implication for practiceThe proposed framework wills to promote significant improvement in the clinical practice of future professionals through the optimization of tutors' competencies.

Perceived Effectiveness of a Positive Thinking Training Course on Professional Identity: Reconciliation of Bipolar English as a Foreign Language Teachers with Positive Thinking

Objectives: About 5% of the world’s population suffer from bipolar disorder. These people, in general, and teachers in particular, have many personal, social, and working problems. Different approaches, such as positive thinking, have been suggested to cope with such issues. Moreover, professional identity, similar to general identity, has been applied in various ways in teacher and instructor training. Using a basic interpretive design, we explored perceptions of English foreign language (EFL) teachers with bipolar disorder and the effectiveness of a training course on positive thinking on their professional identity. Methods: The participants consisted of 25 (16 males and 9 females) bipolar EFL teachers who were purposefully selected from EFL teachers teaching in private language institutes in Kerman City, Iran. A bipolar spectrum diagnostic scale and a semi-structured interview were used to collect the study data. Also, a positive thinking training course was developed to be administered in ten 60-minute sessions. Results: Regarding the effectiveness of the positive thinking training course on professional identity, the output of a thematic analysis of the interviews conducted with bipolar EFL teachers were as follows: Improvement in communicative and motivational skills, enhancement of willingness to reach professional development and classroom management skills, working on English language proficiency, seeking the best teaching methods, attention to students’ needs, enhancement of verbal skills, and reducing teaching fear. Discussion: The research results help people participate in bipolar tests and psychological studies and strive for their mental health. It will also create a spirit of hope in patients. The findings have some implications for EFL teacher education administrators and bipolar EFL teachers. Training on positive thinking skills can contribute to positive changes and orientations in EFL bipolar teachers, reconstructing their professional identity.

How do Laboratory Teaching Assistants Learn to Support Science Practices? Exploring the Intersection Between Instructor Reasoning and Actions

We provide analysis of how TAs implement a curriculum designed to engage introductory biology students in scientific modeling. TAs in-the-moment interactions with students varied, reflecting different instructional purposes and instructor roles. We present mechanisms of TA learning and ideas for professional development.

Navigating the future: Exploring in-service teachers' preparedness for artificial intelligence integration into South African schools

This study contributes to existing research on how to integrate Artificial intelligence (AI) into school systems globally. This research explores in-service teachers’ preparedness for integrating artificial intelligence into schools. We conducted this research within the context of the South African school system with teachers of various specializations, including sciences, social Sciences, mathematics, and languages. Drawing on the extended Unified Theory of Acceptance and Use of Technology (UTAUT2), we gathered teachers’ perspectives through eight variables of technology integration, social influence, AI ethics, attitudes, TPACK, perceived self-efficacy, AI professional development, and AI preparedness. To analyze the 430 teachers’ data involved in this study, we used a structural equation modeling analytical approach with SmartPLS software version 4.1.0.0. Our results indicate that technology integration, social influence, attitudes, and perceived self-efficacy influence teachers’ preparedness for AI. However, TPACK and ethics do not influence preparing teachers to integrate AI into schools. This study further presents interesting insight based on the mediation and moderation analysis of the variables. We discuss our findings and highlight their implications for practice and policy.

ASPRONET: A facilitated online education project for radiation therapists in the Asia-Pacific region

In 2019, the International Atomic Energy Agency approved a technical co-operation project, aimed at supporting clinical decision making and continuing professional education of radiation oncologists, medical physicists and radiation therapists (RTs) in Low-and-Middle Income Countries (LMICs) in the Asia Pacific region. From this, the Asia-Pacific Radiation Oncology Network (ASPRONET) was formed in 2020.An RT co-ordination group administered 16 online, one-hour seminars between December 2021 and November 2023 for an RT audience. Analysis of online registration and attendance data from each seminar was used to co-ordinate group review meetings, improve seminar proceedings, and promote attendance and engagement.772 attendees from 20 different countries were recorded in total across the seminars. Gathered data and observations indicated the success of the seminars and supported their continuation.

Use of Sliding Scale Insulin: Investigating the use of sliding scale insulin (SSI) in managing hyperglycemia in emergency cases in the hospital, and comparing it with evidence-based approaches like basal-bolus insulin regimens

Objective: This clinical audit focuses on identifying and describing the pattern of Sliding Scale Insulin in the management of hyperglycemia in emergencies in Lady Reading Hospital, Peshawar. This study matches SSI to EB-BBI to determine which of the two produces more favorable patient outcomes such as glycaemic control, incidence of hypoglycaemia, hospital stay, and mortality. Pre-intervention and post-intervention were audited to determine the best practice to embrace after the cycling accord. Methods: A total of 456 patients who developed hyperglycemia during their admission were part of the audit. A pilot survey during the first audit cycle (from 1 Dec 2023 to 29 Feb 2024) assessed the implementation of SSI versus basal-bolus insulin regimens. After applying the intervention strategies to enhance the use of basal-bolus insulin among the patients a second audit (from March 1 2024 to June 15, 2024) was conducted. Information from patient characteristics such as age, sex, insulin treatment and dose, glycemic control measures, complications, hospitalization length and mortality rate of patients were gathered and analyzed between the two cycles. Results: In the first audit cycle, 68% of patients were managed with SSI to increased risk of hypoglycemia 28% and longer hospital stay of 6.2 days compared to patients with basal bolus insulin who experienced 12% of hypoglycemia and 4.5 days of hospital stay. Interventions were used to decrease the use of SSI down to 45 %; this was accompanied by better results; for instance, incidences of hypoglycaemia were recorded at 19 % while the average length of stay in hospital was 5.4 days. The results in basal-bolus insulin regimens were more favorable, though all compared regimens had similar or slightly reduced mortality rates. Conclusion: The audit showed that basal-bolus insulin management regimens provided better and superior glycemic control and better patient outcomes than SSI in emergency hyperglycemia situations. In the first instance, implementing basal-bolus insulin posed lessons in staff development and had limited sources; nonetheless, the study established enhanced patient safety and shortened length of stay. Specifically, this audit assists to validate basal-bolus regimens as the best approach of treating hyperglycemia in emergencies.

The virtual modality and its impact on the training of medical sciences students

Introduction: The social restrictions that countries imposed to contain COVID-19 generated challenges in all areas of human development, including higher education. University institutions had to adapt abruptly to the new pedagogical demands, resorting obligatorily to the use of the virtual modality in all their academic offerings. Objective: To evaluate the impact of the virtual modality in the academic and professional training of students of Medical Sciences, in order to identify its advantages, disadvantages and potentialities in the current educational context. Methodology: A systematic review was carried out to analyze virtual health education, using databases such as REDALYC, SCOPUS, DIALNET and SCIELO. Relevant articles were identified and grouped, excluding those that did not focus on virtual education related to health careers. Several search terms were analyzed and multiple articles were obtained in each database. Results: Although there is uncertainty in the formative quality of students of health careers due to the eminently practical condition of the knowledge imparted, it is evident that telematic education has overcome acceptably the obstacles posed from the dogmatic criterion, so it should be recognized for its support to the continuity of teaching and learning processes. Conclusions: The university community is obliged to encourage the development of the virtual modality and its application for the benefit of strengthening the professions related to health.

Challenges of preschool teachers in the implementation of early children's curriculum

This study examines the challenges faced by preschool teachers in implementing the early childhood curriculum, utilizing a fully quantitative approach to gather data. A sample of preschool teachers was selected through simple random sampling to ensure diverse representation. Data were collected through structured questionnaires and analyzed using SPSS software to identify the key factors influencing curriculum implementation. The findings reveal significant challenges, including a lack of resources, insufficient training, and time constraints, which hinder effective curriculum delivery. The study underscores the need for increased support and targeted professional development for preschool teachers to enhance the quality of early childhood education. Insights from this research can help policymakers, administrators, and educators understand the obstacles within curriculum implementation and foster an environment that promotes a holistic and effective learning experience for young children. This study contributes valuable quantitative data on the barriers in preschool education, informing strategies for improved curriculum application in early childhood settings.

Gamified Mathematics Education (GME): A new pedagogical model for digital learning platforms

Gamified Mathematics Education (GME) offers a novel approach to mathematics instruction by integrating game mechanics and interactive technologies into digital learning platforms. This paper explores the theoretical foundations of GME, discussing its alignment with pedagogical theories such as constructivism and motivation models. It highlights the core components of GME, including the use of points, badges, levels, leaderboards, and real-time feedback, and how these elements foster student engagement and improve learning outcomes. Additionally, the paper examines the impact of GME on student motivation, performance, and collaboration, revealing significant improvements in comprehension and participation. While the benefits of GME are evident, challenges such as digital inequality, potential over-reliance on extrinsic rewards, and the need for teacher training are also addressed. The paper concludes with recommendations for optimizing GME implementation, emphasizing the importance of balancing educational content with game mechanics, improving access to technology, and providing professional development for educators.

The dual role of AI in personalized learning: Enhancements and hindrances for diverse learners

This study examines the dual role of Artificial Intelligence (AI) in personalized learning, exploring how AI can both advance and hinder individualized educational experiences for diverse learners. AI technologies—such as adaptive learning platforms, intelligent tutoring systems, and data analytics tools—offer tailored pathways that can increase engagement, accommodate learning differences, and improve academic outcomes. However, challenges also emerge, including algorithmic bias, over-reliance on technology, and potential compromises in data privacy and human interaction. Findings indicate that while AI can enhance personalized learning, it requires careful integration to avoid exacerbating disparities and to support critical thinking and social skills. The role of educators remains essential, with recommendations for professional development to equip teachers with the skills to leverage AI effectively and ethically. This study highlights the importance of a balanced approach in AI integration, combining technological tools with human-centered teaching practices to create inclusive, equitable, and effective learning environments.

BRIDGING THE DIGITAL DIVIDE IN MALAYSIA: ENHANCING DIGITAL LITERACY FOR INCLUSIVE STUDENTS IN EDUCATIONAL SYSTEMS

ABSTRACT In Malaysia, integrating digital technology into education has become increasingly prevalent. However, there remains a significant gap in addressing the digital literacy needs of inclusive students, who often face additional challenges in accessing and utilizing digital resources effectively. This paper explores the concept of digital literacy specifically tailored to meet the diverse needs of inclusive students in Malaysia. Despite the growing emphasis on digital literacy in education, inclusive students in Malaysia continue to encounter barriers that hinder their ability to develop essential digital skills. These barriers may include inadequate access to technology, limited training and support, and a lack of educational resources designed to accommodate diverse learning needs. Consequently, many inclusive students are at risk of being left behind in an increasingly digitalized society. This conceptual paper draws on a comprehensive review of existing literature related to digital literacy, inclusive education, and educational technology. The method used is observing and analyzing already existing information about digital literacy for inclusive students. The researcher utilized databases such as Scopus, WoS, and Google Scholar and conducted brief interviews with six teachers. There is a clear need for tailored approaches considering individual learning styles, disabilities, and socioeconomic backgrounds. Additionally, teacher training and professional development programs must be enhanced to ensure educators are equipped with the knowledge and skills needed to support inclusive students in developing digital literacy. In conclusion, this paper underscores the importance of prioritizing digital literacy for inclusive students in Malaysia. Keywords: Digital literacy, Digital skills, Digital divide, Inclusive students, Inclusive education.

BRIDGING THE DIGITAL DIVIDE IN MALAYSIA: ENHANCING DIGITAL LITERACY FOR INCLUSIVE STUDENTS IN EDUCATIONAL SYSTEMS

ABSTRACT In Malaysia, integrating digital technology into education has become increasingly prevalent. However, there remains a significant gap in addressing the digital literacy needs of inclusive students, who often face additional challenges in accessing and utilizing digital resources effectively. This paper explores the concept of digital literacy specifically tailored to meet the diverse needs of inclusive students in Malaysia. Despite the growing emphasis on digital literacy in education, inclusive students in Malaysia continue to encounter barriers that hinder their ability to develop essential digital skills. These barriers may include inadequate access to technology, limited training and support, and a lack of educational resources designed to accommodate diverse learning needs. Consequently, many inclusive students are at risk of being left behind in an increasingly digitalized society. This conceptual paper draws on a comprehensive review of existing literature related to digital literacy, inclusive education, and educational technology. The method used is observing and analyzing already existing information about digital literacy for inclusive students. The researcher utilized databases such as Scopus, WoS, and Google Scholar and conducted brief interviews with six teachers. There is a clear need for tailored approaches considering individual learning styles, disabilities, and socioeconomic backgrounds. Additionally, teacher training and professional development programs must be enhanced to ensure educators are equipped with the knowledge and skills needed to support inclusive students in developing digital literacy. In conclusion, this paper underscores the importance of prioritizing digital literacy for inclusive students in Malaysia. Keywords: Digital literacy, Digital skills, Digital divide, Inclusive students, Inclusive education.