Education Training Research Articles

Livestreaming Microsurgery Education: An Avenue to Expand Global Plastic Surgery.

Microsurgery is a complex subspecialty requiring fine manual dexterity and a thorough understanding of microsurgical techniques, requiring years of training to reach proficiency. On a global scale, trainees may not have access to a longitudinal microsurgery curriculum and instead attend brief courses to learn microsurgical techniques, limiting their ability to practice the nuances of microsurgery. There remains a gap in global microsurgical education for trainees to have consistent educational exposure. This article presents a novel and easy to use software-based microsurgical system for virtual microsurgical teaching. In doing so, this system provides a free-of-cost and highly accessible avenue to deliver consistent microsurgical education worldwide.

Formative Assessment in K-12 English as Foreign Language Education: A Systematic Review

The surge of globalisation and the recognition of English as a lingua franca have propelled the worldwide advancement of English as a foreign language (EFL) education. Formative assessment can support the English language teaching and learning in classroom settings. This systematic review critically analyses recent research on formative assessment within K-12 EFL education, underscoring its substantial role in enhancing teaching efficacy and student outcomes. Specifically, it addresses three key aspects: the beliefs, perceptions and literacy of teachers and students regarding formative assessment, the effectiveness of different assessment practices on learners’ performance and the contextual challenges in implementing these strategies. A comprehensive analysis of qualitative and quantitative studies reveals that the attitudes of teachers and students considerably influence the effectiveness of formative assessment. Innovative methods, such as technology-assisted and peer assessments, show promise in enhancing learner outcomes. However, the education system and cultural contexts present persistent challenges in implementing formative assessment in EFL classes. The findings highlight the importance of ensuring professional training for educators and raising student awareness regarding the benefits of formative assessment. This study emphasises the need for aligning adaptable assessment practices with diverse educational environments and calls for a closer integration of theoretical and practical approaches in EFL education. Moreover, this review provides valuable insights into formative assessment strategies in EFL learning, offering guidance for educators, policymakers and stakeholders in language education.

Spirituality Educational Intervention to Enhance Spirituality Clinical Practice and Resilience

This descriptive research used an evidence-based spirituality intervention as an innovative approach for nurse leaders to support nurse’s use of spirituality in clinical care to promote resilience in acute care settings. The intervention used the Auctioning Spirituality and Spiritual care Education Training (ASSET) model as a framework to enhance spiritual practices. Two valid and reliable tools measured participant’s attitudes toward spiritual practices and resilience. The sample included participants (N = 185) working in acute care settings. Participants’ attitudes on spirituality-integrated practice are strongly correlated with resilience composite scores (r = 0.562, p < 0.04). Spirituality training enhances self-awareness and increases spiritual dimensions of clinical practice.

Exploring the Role of TESOL in Enhancing Education for Marine Engineering undergraduate students: A Literature Review

The utilization of English within the domain of marine engineering holds paramount significance, especially as exploration of the oceans continues and the field of marine engineering undergoes globalization. Nevertheless, traditional English education in marine engineering exists certain shortcomings. Teaching English to Speakers of Other Languages (TESOL), as an educational technology, harbours the potential to overcome these deficiencies. This paper conducts an analysis of the current state of marine engineering English education and related research areas, while scrutinizing the application needs and characteristics of marine engineering English. These analyses are compared with the attributes of TESOL education technology to explore its potential applicability. This paper provides a comprehensive examination of the field, pinpointing its inherent limitations. Among these challenges are hurdles in educator training, technical complexities, and a paucity of teaching resources. Additionally, it offers insightful recommendations for advancement and outlines promising prospects for the future. Essentially, this paper serves as a commendable coupling of arts and sciences, offering a valuable reference point for the advancement of English language education within the realm of marine engineering.

Politics of education in the USA: Deconstructing gender dynamics

Gender equity in education remains a political issue in the USA. There is evidence to suggest that disparities persist across multiple dimensions of the educational landscape. This comprehensive research paper examines the complex interplay of historical, cultural, and institutional factors that shape gender dynamics in American education. The paper traces the arduous journey towards gender parity in education, highlighting landmark legal and policy developments while critiquing their uneven implementation. It delves into contemporary data, revealing persistent enrollment and achievement gaps, underrepresentation in specific fields like STEM, and the dearth of women in leadership roles. Interrogating the root causes, the research explores the intricate ways socioeconomic status, cultural stereotypes, institutional biases, and lack of role models converge to disadvantage girls and women. Moreover, the work investigates how gender socialization and stereotypes permeate educational settings, influencing teaching practices, curricula, and interpersonal interactions. It exposes manifestations of gender-based discrimination, harassment, and violence, analysing their prevalence, institutional responses, and long-term consequences on victims' personal and academic development. The paper culminates by proposing a multifaceted approach to promoting gender equity, encompassing institutional reforms, community-based initiatives, and strategies to address systemic inequalities. It calls for inclusive curricula, educator training, mentorship programs, family engagement, and collaborative efforts to dismantle deeply entrenched biases and create empowering educational environments for all genders.

Integrating AI with emotional and social learning in primary education: Developing a holistic adaptive learning ecosystem

This paper highlights the significance, potential benefits, challenges, and proposed solutions associated with integrating AI-driven tools and platforms into SEL initiatives. The importance of integrating AI with SEL in primary education lies in its ability to foster the holistic development of students. By equipping students with the tools to navigate academic challenges, interpersonal relationships, and emotional regulation, schools can create dynamic learning environments that prioritize the whole child. The potential benefits of integrating AI with SEL are manifold. AI-powered adaptive learning platforms can personalize instruction, provide targeted support, and promote the development of emotional intelligence and social skills among students. Additionally, AI-driven tools and platforms can facilitate collaborative learning experiences, promote active engagement, and provide real-time feedback to students and educators. However, the integration of AI with SEL also presents various challenges that must be addressed. Ethical considerations, such as data privacy, algorithmic bias, and the digital divide, require careful attention to ensure equitable access and outcomes for all students. Additionally, educators may lack the necessary knowledge and skills to effectively utilize AI tools and platforms for SEL purposes, highlighting the need for training and professional development programs. To address these challenges, collaborative efforts among educators, policymakers, technologists, and researchers are essential. By working together, stakeholders can develop evidence-based practices and solutions that align with the goals and values of primary education. Training and professional development programs for educators, robust policies and safeguards for the ethical use of AI technologies, and equitable access to technology for all students are critical components of successful integration.

Pre-service Teachers' Perspectives on the Integration of Technology in Future Education: Between English Education and Ethics Education Majors

The current study aimed to investigate the perceptions of pre-service teachers regarding the integration of advanced technologies into future education and to examine whether these perceptions differ significantly based on the pre-service teachers' academic majors. The participants consisted of 110 pre-service teachers majoring in Ethics education and English education at a university in Korea's Gyeongsang Province. A questionnaire comprising 59 items was administered, addressing aspects such as interest in the utilization of advanced technologies, resistance to their use, concerns about their application, and expectations for the future of education over the next decade. Statistical analyses, including a paired t-test, an independent &lt;i&gt;t&lt;/i&gt;-test, frequency analysis, and analysis of variance, were employed to examine differences based on variables of gender and major. &lt;/br&gt;The study revealed statistically significant disparities in the perceptions of pre-service teachers from distinct majors, particularly between English education majors and ethics education majors, concerning the incorporation of advanced technologies in education. English education majors demonstrated notably high awareness, particularly in the domain of neural machine translation. Conversely, ethics education majors demonstrated a lower inclination to embrace the use of advanced technologies in their instructional practices. Additionally, ethics education majors expressed the belief that the role of teachers would become more pivotal in classes integrating these technologies. Considering these research outcomes, it becomes evident that future education for pre-service teachers should underscore comprehensive training in both digital technology education and the development of competencies in areas where artificial intelligence cannot replace the role of educators.

Preschool and Kindergarten Teachers’ Self-Reported Phonological Awareness Strategies and Challenges in Teaching English Learners

This study investigates the phonological awareness strategies and challenges of preschool and kindergarten teachers in teaching English learners (ELs). Using a mix method survey design, we analyzed 57 responses. Quantitatively, we examined teachers’ use of best practices established in the literature. Qualitatively, we explored the specific strategies, challenges, and tools teachers used in the classroom. The results showed that 80% of teachers reported providing direct phonological awareness instruction daily or almost every day. However, some preschool teachers used implicit phonological awareness and rarely incorporated blending and segmenting practices. Teachers encountered challenges including language and cultural barriers, the need for developmentally appropriate and engaging materials, and support from districts and parents. Teachers desired explicit lessons, culturally relevant materials, and comprehensive toolkits. The findings underscore the needs for tailored training and resources for early childhood educators and their ELs, aiming to bridge the gap between evidence-based literacy practices and classroom implementation.

Empowering youth through sexuality and leadership education: Approaches and outcomes

Empowering youth through sexuality and leadership education is crucial for their holistic development and well-being. This paper provides an overview of approaches and outcomes related to empowering youth in these areas. Effective approaches to empowering youth through sexuality and leadership education include comprehensive sexuality education (CSE), youth-friendly services, peer education, and leadership training. CSE equips young people with accurate, age-appropriate information about sexuality, relationships, and reproductive health, enabling them to make informed decisions. Youth-friendly services provide confidential, nonjudgmental health services tailored to young people's needs. Peer education involves young people teaching their peers about sexual and reproductive health, encouraging open dialogue. Leadership training fosters skills such as communication, decision-making, and advocacy, empowering youth to become leaders in their communities. Empowering youth through sexuality and leadership education leads to various positive outcomes. It improves sexual and reproductive health outcomes, including reduced rates of unintended pregnancies, sexually transmitted infections (STIs), and HIV/AIDS. It also promotes gender equality and empowerment, as young people learn about their rights and how to challenge harmful gender norms. Additionally, sexuality and leadership education enhance young people's self-esteem, communication skills, and ability to make informed decisions, preparing them for future leadership roles. Empowering youth through sexuality and leadership education is essential for their development and well-being. By providing comprehensive education and support, we can help young people navigate challenges, make healthy choices, and become empowered leaders in their communities.

Pemberdayaan Masyarakat melalui Pelatihan Keterampilan Las di Banjar Gria Hita Lingkungan Griya Pagutan Indah Mataram

The improvement of human resources quality is a crucial part of the nation-building process. The quality of human resources plays a pivotal role in supporting the competitiveness of a nation amid global competition. Developing countries, including Indonesia, face complex developmental issues such as poverty, educational backwardness, economic challenges, cultural issues, high unemployment rates, and other social problems. Based on these considerations, we pay serious attention to community development with the aim of guiding and transferring skills that can empower the community towards greater productivity. Skills education and welding training are conducted in collaboration with youth groups, targeting the general community, especially the youth. Through the implementation of this welding training program, we seek to provide learning opportunities for unemployed youth without skills, enabling them to acquire knowledge and skills in line with their talents and interests. Ultimately, it is hoped that the skills gained from welding training can serve as a foundation for employment and even the creation of self-employment or group ventures in the future.

Research on TPACK Framework Construction of Teaching Models in the Education of Physical Therapy

Physical therapists must have a rich understanding of medical knowledge, professional skills, and educational background to assist patients in their recovery effectively. However, the academic approach and teaching methods have always been an essential topic in the training of physical therapy professionals. The TPACK framework provides a method for integrating teaching techniques, subject knowledge, and technological applications for professional educators, which can promote more effective educational methods and improve student learning experiences. This study explores constructing and applying a teaching model based on the TPACK framework in physical therapy. By combining technological knowledge, pedagogical knowledge, and content knowledge, this study will examine the value and effectiveness of this teaching model by analyzing real cases and teachers' feedback in the context of physical therapy education. Additionally, we will consider the rapid development of educational technology and future challenges and how to address these challenges to meet the needs of physical therapy education better. Through in-depth research and discussion, this study aims to provide valuable insights and recommendations for education in physical therapy to promote the development of more effective educational models and training methods that better meet patient rehabilitation needs.

Service quality assessment in a Greek teacher training program: a cultural perspective

Purpose This paper aims to investigate the relationship between prospective teachers’ cultural profiles and service quality expectations in a pedagogical training program in Greece. Design/methodology/approach Using the EppekQual scale and an alternative Hofstede’s cultural scale, 113 prospective teachers in a Greek training program were surveyed. The study uses descriptive statistics, correlation analysis and multiple regression, validating measurements through confirmatory factor analysis. Findings Prospective teachers exhibit a low-power orientation and a preference for feminine values. Rejecting hierarchy correlates with quality expectations, especially in the curriculum dimension, emphasizing student-centric education. A positive correlation with acceptance/avoidance of uncertainty is observed, notably in learning outcomes and administrative services. The cultural aversion to ambiguity shapes individuals’ prioritization of all quality dimensions. A realistic long-term perspective correlates positively with expectations in learning outcomes, aligning with Greek culture’s emphasis on security. Contrary to expectations, a predilection for feminine values positively impacts service quality expectations, particularly in curriculum, learning outcomes and academic staff dimensions. The hypothesis related to individualism/collectivism is not substantiated, indicating a negative association with the curriculum dimension. Practical implications Tailoring program designs to embrace student-centric and collaborative learning environments is recommended. Acknowledging cultural aversions to uncertainty, program flexibility and clarity are essential. Integrating career planning and mentorship aligns with realistic long-term perspectives. The need for a balanced approach to personal and intellectual development is also suggested. Originality/value This study uncovers specific cultural dimensions that shape quality expectations within a Greek teacher training context.

Physical and biophysical markers of assessment in medical training: A scoping review of the literature

Purpose Assessment in medical education has changed over time to measure the evolving skills required of current medical practice. Physical and biophysical markers of assessment attempt to use technology to gain insight into medical trainees’ knowledge, skills, and attitudes. The authors conducted a scoping review to map the literature on the use of physical and biophysical markers of assessment in medical training. Materials and methods The authors searched seven databases on 1 August 2022, for publications that utilized physical or biophysical markers in the assessment of medical trainees (medical students, residents, fellows, and synonymous terms used in other countries). Physical or biophysical markers included: heart rate and heart rate variability, visual tracking and attention, pupillometry, hand motion analysis, skin conductivity, salivary cortisol, functional magnetic resonance imaging (fMRI), and functional near-infrared spectroscopy (fNIRS). The authors mapped the relevant literature using Bloom’s taxonomy of knowledge, skills, and attitudes and extracted additional data including study design, study environment, and novice vs. expert differentiation from February to June 2023. Results Of 6,069 unique articles, 443 met inclusion criteria. The majority of studies assessed trainees using heart rate variability (n = 160, 36%) followed by visual attention (n = 143, 32%), hand motion analysis (n = 67, 15%), salivary cortisol (n = 67, 15%), fMRI (n = 29, 7%), skin conductivity (n = 26, 6%), fNIRs (n = 19, 4%), and pupillometry (n = 16, 4%). The majority of studies (n = 167, 38%) analyzed non-technical skills, followed by studies that analyzed technical skills (n = 155, 35%), knowledge (n = 114, 26%), and attitudinal skills (n = 61, 14%). 169 studies (38%) attempted to use physical or biophysical markers to differentiate between novice and expert. Conclusion This review provides a comprehensive description of the current use of physical and biophysical markers in medical education training, including the current technology and skills assessed. Additionally, while physical and biophysical markers have the potential to augment current assessment in medical education, there remains significant gaps in research surrounding reliability, validity, cost, practicality, and educational impact of implementing these markers of assessment.

A multidisciplinary approach to improve adherence to medical recommendations in older adults at hospital discharge: The APPROACH study protocol.

Poor comprehension and medication adherence are common in older people, especially after hospitalizations, in case of changes or prescriptions of new therapeutic regimes. This randomized controlled trial aims to evaluate the effectiveness of an integrated approach in improving older individuals' adherence to medical recommendations after hospital discharge. Data from an expected sample of 360 older inpatients (and their caregivers) will be collected. Medical recommendations' understanding will be tested before and after the routine explanation received by in-charge physicians. Participants will be randomized in the control (usual care) and intervention group. The intervention consists of educational training by a multidisciplinary team (occupational therapist, dietician, and physician, in consultation with a pharmacologist) at hospital discharge and, after hospital discharge, receiving a phone recall checking for therapy adherence and having the possibility to contact the study team for potential related concerns. After 7 days, medication adherence will be assessed through structured phone interviews comparing ongoing and prescribed medications and by administering the 4-item validated Morisky, Green, Levine scale and the Medication adherence report scale (MARS-5). At 30 and 90 days from discharge, data on medication adherence, falls, rehospitalizations, and vital status will be collected through phone interviews and hospital records. Registration: NCT05719870 (clinicaltrial.gov). https://classic.clinicaltrials.gov/ct2/show/NCT05719870.

The Role of Pharmacist Intervention in Improvement of Patient Adherhence to Medication and in preventing Complication After Bariatric Surgery

Background: Bariatric surgery is the most successful treatment for obesity regarding the degree and duration of weight loss. Aim of the Study: Evaluate the impact of pharmacist educational intervention and training in improving patient adherence and its association with the prevention of clinical nutritional complications after bariatric surgery. Patient and Method: A randomized comparative interventional study was conducted in Najaf Governorate, Iraq. The Intervention group included 58 patients who received standard care and training educational and support programs. The standard care group included 58 patients who received standard care after Bariatric surgery. Results: In the intervention group, at 3 months of follow-up, the mean total score was 5.8 and increased to 6.7 at the 6 months. Conversely, the score decreased in the standard care group from 5.3 at 3 months to 2.2 at 6 months. In contrast to the standard care group, an inverse significant correlation was found between the number of incident complications and the total eight-item Morisky Medication Adherence Scale (MMAS-8) at 3 and 6 months in the intervention group. Conclusion: The pharmacist intervention leads to better patient adherence to guidelines after Bariatric surgery which results in decreased complications at three and six months after surgery.

The Role of Teachers in Getting Used to Singing National Ants as an Effort to Form Students' Nationalism

This research aims to find out the extent of the role of teachers in getting used to singing national songs as an effort to form students' nationalism, secondly the role of national songs in forming students' spirit of nationalism, then thirdly the obstacles to teachers getting used to singing national songs in forming students' love of their homeland. The research method used in this article is a systematic, explicit and reproducible method for identifying, evaluating and synthesizing research works and ideas that have been produced by researchers and practitioners. The research results show that the teacher's job is to set an example, create a conducive educational environment, guide teaching and training of students and foster a spirit of nationalism. The aim is, in order to foster a spirit of nationalism, teachers must have a high spirit of nationalism and patriotism, have a national perspective and recognize symbols. state symbol. When the researcher made observations, the teacher's task in cultivating the spirit of nationalism was conveyed well as seen from the teacher always linking PPKn material with the spirit of nationalism, but there were still many students who did not memorize the national song, making teachers have to be more creative in getting used to singing the national song so that there were no Moreover, students do not know the national song by heart, so students have an interest in the national song.

Effects of the three-child policy on the employment bias against professional women: evidence from 260 enterprises in Jiangxi province

AbstractBased on the samples from 260 enterprises in Jiangxi Province in 2022, this study examines the enterprises’ employment attitudes towards female employees from the perspective of HR managers. Through factor analysis, one-way analysis of variance, product-moment correlation analysis, and multiple regression analysis, this study investigates the female employment bias and its underlying mechanism across five dimensions: employee change, career development bias, policy impact, job competency and gender bias. The research findings confirm the employment bias against professional women by employers. The study reveals that the implementation of China’s three-child policy has exacerbated employment bias against female employees, especially in male-dominated enterprises. It is therefore recommended to provide more preferential policies for such enterprises. Furthermore, job competency has a significant negative correlation with gender employment bias. Continuing education and skills training are effective measures for professional women of childbearing age, particularly those in low-skilled jobs. With the further implementation of the three-child policy, this study anticipates a more challenging employment or promotion prospects for professional women. This study has also indirectly confirmed the employment dilemma of professional women of childbearing age, indicating potential obstacles in achieving the intended outcomes of the three-child policy.

Emerging Technologies in Vocational Education and Training

This study explores into the dynamic landscape of vocational education, spotlighting the pivotal role played by emerging technologies in shaping pedagogy and skill development. The swiftly changing world of work demands educational adaptability, and emerging technologies offer innovative avenues to meet this imperative. Examining cutting-edge innovations such as Virtual Reality (VR), Augmented Reality (AR), Artificial Intelligence (AI), Machine Learning (ML), Internet of Things (IoT), Robotics, Automation, Big Data, Analytics, Blockchain, 3D printing, and Gamification, this research explores their application in vocational education. Drawing on a comprehensive literature review and diverse global case studies, the paper explores the transformative potential of these technologies and associated challenges. Despite cost and training concerns, the study suggests solutions like affordable access, educator training programs, and equitable technology distribution. It concludes by underscoring the necessity for strategic investments in professional development, technology accessibility, and inclusive educational programs to ensure responsible integration of emerging technologies, positioning vocational education as a catalyst for societal and economic advancement.

An Investigation into the Impact of Teachers’ Emotional Intelligence on Students’ Satisfaction of Their Academic Achievement

This paper explores the correlation between teachers’ emotional intelligence (EI) and students’ academic achievement. Utilizing the Daniel Goleman questionnaire, the study delves into the multifaceted aspects of EI that extend beyond traditional leadership qualities. Goleman contends that, while attributes such as determination, intelligence, and vision are essential, they alone do not encapsulate effective leadership. Emotional intelligence introduces a spectrum of qualities crucial for leadership success, including self-awareness, managing emotions, motivating oneself, empathy, and social skills. The study employed a questionnaire developed by the researcher, employing a statement-based approach. Participants, predominantly students, were tasked with selecting statements that best resonated with their experiences. The questionnaire aimed to assess various dimensions of emotional intelligence, including self-awareness, emotional management, self-motivation, empathy, and social adeptness. Through statistical analysis of the collected data, the paper examines the relationship between teachers’ EI levels and students’ academic achievement. Findings revealed the significance of teachers’ ability to comprehend and regulate emotions, as well as their capacity for empathy and effective social interaction. Furthermore, the study sheds light on how these facets of emotional intelligence contribute to creating conducive learning environments and fostering student engagement and achievement. This research underscores the pivotal role of emotional intelligence in educational settings and provides insights into how enhancing teachers’ EI can positively impact students’ learning outcomes. The implications of these findings extend to educational policies and practices, advocating for the incorporation of EI training and development programs for educators to cultivate conducive learning environments and facilitate students’ academic success.

Trainees Unprepared for Advances in Psychedelic Medicine: A Survey Study

ABSTRACT This study aimed to characterize attitudes and identify gaps in trainee knowledge and education that may impact the field’s readiness for the reemergence of psychedelic use in psychiatry. A two-part survey was sent out targeting medical and allied professional trainees who may interact with patients using or planning to use psychedelics therapeutically. Collected data for part one characterized demographics, sources of information, attitudes, experiences, and amount and type of education available about psychedelics in training programs. Part two was an assessment of psychedelic literacy, and predictors of trainee knowledge were analyzed. A total of 473 responses were obtained, 221 of which were unique, complete, thought to be authentic, and therefore included. Results indicated trainees had learned about psychedelics and related therapies from a wide variety of sources, most notably social media and word-of-mouth, which did not correlate with increased knowledge. There is limited structured education available, and although overall knowledge is low, participation in programming at home institutions did predict greater psychedelic literacy. As psychedelics are becoming increasingly available and research into their use in medicine advances, inclusion of relevant material in academic training programs will be essential to prepare future professionals to effectively educate and counsel patients.