Purpose This paper explores how Further Education (FE) and Skills professionals understand social value, based on a sector-wide call for evidence. It examines evidence of the sector’s contribution to social value at individual, community and societal levels. While relatively little has been written about social value in FE and Skills, articulating the value generated by the sector can strengthen its collective identity, provide meaningful insights for policymakers and support organisations to communicate and enhance the value they deliver. Design/methodology/approach In July 2024, the Education and Training Foundation (ETF) held a month-long call for evidence on social value in the FE and Skills sector in England. ETF invited FE and Skills professionals to submit evidence about the social, psychological and community benefits their institutions deliver. Participants were asked to complete a short online survey and upload any relevant reports, documents and supporting data. Findings Evidence reviewed in this study suggests that social value in FE and Skills is primarily created in the form of social inclusion and widening participation, employment opportunities and progression to future learning. Key perceived benefits included learner knowledge, skills and confidence, strengthening community bonds, social cohesion and integration and local employment and economic prosperity. Originality/value This study contributes to a better understanding of social value in FE and Skills. Based on the literature review and call for evidence, it offers a working definition of social value in FE and Skills as the social, economic and environmental well-being that benefits learners and local communities.

Pedagogical content knowledge (PCK) refers to educators' understanding of subject matter integrated with teaching approaches that ensure teaching effectively supports learners' needs. Anatomy demonstrators are temporary or sessional early career educators responsible for facilitating the full spectrum of anatomical learning, yet their understanding and application of PCK are poorly understood. Given the educational value of PCK, this study sought to explore demonstrators' understanding of PCK and identify factors influencing their PCK development. The 11 study participants were current and former anatomy demonstrators at an Australian medical school. Data were collected through seven semi-structured group and individual interviews and analyzed through reflexive thematic analysis using PCK components as the conceptual framework. Three themes were developed: (1) PCK Familiarity, (2) PCK in practice, and (3) Factors influencing PCK development. While demonstrators had limited explicit familiarity with the PCK concept, multiple PCK elements were implicit within descriptions of their educational practice, such as how their knowledge of content, students and context influenced their specific approach. Factors influencing demonstrator PCK development included educational experience, peer collaboration, reflective practice, embodying feedback and development time. Despite anatomy demonstrators having limited teaching experience, this study highlights the application of several components of PCK within their teaching practices. However, there is a considerable opportunity to further develop this group's PCK and thereby the support of learners. Key implications for demonstrators' supervisors and mentors include supporting professional development opportunities such as educational fellowships, encouraging and facilitating reflective practice, and including PCK in role performance standards.

This case study describes how a college research-practice partnership at an urban California community school grappled with college readiness amid racialized and changing sociopolitical contexts. The concept of college readiness reflexivity is introduced to describe an ongoing process where educators reflect and make continuous changes to improve college preparation. Utilizing critical and asset-based frameworks to examine multiple data sources, the results demonstrate how utilizing college readiness reflexivity helped expand access to college preparatory courses, address the costs and value of a college education, and support the college transition. Implications for research and practice are provided.

Physical inactivity is a major contributor to chronic disease burden, and promoting physical activity has become a national priority in China's primary healthcare system. Community pharmacists, who are highly accessible and increasingly involved in chronic disease management, are well positioned to support exercise-related care; however, formal training in exercise prescription remains limited within pharmacy education. Given the multidisciplinary nature of exercise prescription, this pilot study adopted an interprofessional education (IPE)-peer-assisted learning (PAL) framework to engage pharmacy and exercise physiology undergraduates in collaboratively developing integrated care plans combining medication management and exercise. The study aimed to evaluate the feasibility and educational value of this interprofessional training approach. We implemented multi-modal interprofessional PAL activities involving self-directed readings, lectures, peer-assisted interaction and simulations. This project emphasized collaboration between pharmacy and exercise physiology students in designing care plans integrating medications and exercise. We employed SPICE-R2 instruments and open-ended reflection questions to assess the project's effectiveness and analyzed reflection texts to inform future course design. Sixty pharmacy students and ten exercise physiology students completed all activities by June 2025. The total SPICE-R2 scores increased significantly following the interprofessional PAL activity. Domain-level analyses showed particularly notable improvements in "Roles/Responsibility" and "Outcome-based Education." Case-based simulation was the most preferred learning method, whereas self-directed learning was the least preferred. Students recommended enhancing interprofessional communication through more frequent case-based simulations, accessible online platforms, and opportunities for collaborative research. They also revealed limited understanding of referral criteria and insufficient strategies for managing medication-exercise interactions. In summary, this study indicated effectiveness of interprofessional PAL activity between pharmacy and exercise physiology undergraduates from different institutions, which improved the students' perception in IPE and competency in exercise prescription. Future curricula should prioritize interprofessional simulation and integrated care planning, expand the number and diversity of simulation cases with brief preparatory teaching, and integrate medication-exercise interactions, special populations, and referral considerations to strengthen interprofessional teamwork.

Neurosurgical education requires innovative approaches to meet the demands of an evolving field and adequately train the next generation of surgeons. The Sonntag Virtual Reality Laboratory (SVRL) was established to transform neurosurgical education by harnessing immersive technologies such as virtual reality (VR), augmented reality (AR), and mixed reality (MR). Inspired by the legacy of Dr Volker K. H. Sonntag, the SVRL aims to enhance skill acquisition and knowledge retention through high-fidelity simulations, interactive anatomic modules, and advanced spine procedure training. A multidisciplinary team of neurosurgeons, medical educators, and technology experts collaborated to align SVRL development with core educational goals. The initial phase focused on curriculum design and assessment metrics, followed by the creation of customized VR, AR, and MR modules targeting essential neurosurgical procedures and concepts. All of these modules underwent iterative testing and refinement to ensure educational value and clinical relevance. The SVRL has produced innovative applications, including a VR-based freehand pedicle screw placement application, an MR scoliosis module, an ultrarapid artificial intelligence-driven spine model, and a comprehensive VR pathology library. Trainee feedback has been positive, citing improvements in decision-making, technical proficiency, and conceptual understanding. Engagement with SVRL tools has been associated with an increased interest in neurosurgical topics and enhanced learner confidence. The SVRL represents a forward-thinking approach to neurosurgical training. By offering immersive, scalable, and globally accessible educational experiences, the SVRL breaks down traditional learning barriers. Its early success highlights the potential to reshape surgical education and improve the preparedness of future neurosurgeons worldwide.

Most Canadian children (~ 80%) receive emergency care in general Emergency Departments (general EDs), which often lack pediatric readiness compared to Pediatric Emergency Departments (pediatric ED) and lead to poorer outcomes. Travelling on-site outreach simulation for Continuing Professional Development (CPD) can improve readiness but is resource-intensive. This study evaluates the acceptability and logistics of the Virtual Resus Room© (VRR), a free, online simulation platform for delivering pediatric outreach education remotely. A multi-centre quasi-experimental simulation study was conducted with independently practicing physicians and nurses from 12 general EDs networked with two pediatric ED. Participants worked in teams, completing a 3.5-h VRR-CPD session with debriefing. Acceptability was assessed according to the Universal Theory of Acceptance and Use of Technology (UTAUT) framework using Simulation Effectiveness Tool Modified, Systems Usability Scale, Net Promoter Score (NPS) and open-text survey responses. Distance, time, and cost were compared to travelling outreach models. Thirty-seven participants from 9/12 general EDs completed 10 sessions over 10.5h-more sessions than would be feasible traditionally. Participants and facilitators reported high educational value, strong ease-of-use, and above-average NPS (60 and 71). Feedback praised accessibility and high-quality debriefs, but noted challenges with internet reliability, simultaneous conversations, and decreased allied health engagement from platform constraints. VRR-CPD simulation had significant distance, cost ($668.50 vs $929.06/session) and time savings (210 vs 423min). VRR-based virtual simulation is a feasible, accessible, and resource-efficient continuing professional development tool. VRR-CPD can aid pediatric readiness efforts with more broader and equitable reach than traditional models, especially when paired with hybrid education approaches.

Introduction Evaluations of public health interventions often prioritise outcomes while neglecting contextual and implementation factors essential for sustainability. Using the RE-AIM framework (Reach, Effectiveness, Adoption, Implementation, and Maintenance), this study assessed the Young@Heart (Y@H) student-led cardiovascular disease (CVD) screening clinic—a community-based initiative that simultaneously delivers preventive health services and experiential learning for undergraduate pharmacy students. Methods A concurrent mixed-methods case study was conducted across organisational, service, and individual levels over 12 months. Data sources included semistructured interviews with academic staff, patients, and external stakeholders; focus groups with student volunteers; service-activity data from 1,152 clinic attendees; and 20 fidelity assessments of service delivery. Quantitative and qualitative data were analysed independently, then integrated using the RE-AIM framework to triangulate findings across datasets. Results Reach: the clinic attracted 1,152 participants (mean age 53 years), with representation from all socioeconomic deciles and 31% from the most deprived quintiles, demonstrating strong accessibility but limited engagement from younger adults. Effectiveness: High rates of modifiable risk were detected (44% elevated blood pressure, 62% overweight/obese, 36% cholesterol >5 mmol/L). Significant pre-post gains in self-reported motivation for dietary and physical-activity change ( p < 0.001) aligned with qualitative reports of increased awareness and intention to act. Adoption: Stakeholders and participants valued the clinic’s dual educational–public health role; however, formal referral rates were low (9%), highlighting weak system integration. Implementation: fidelity checks showed >80% adherence in 18/20 observations, indicating strong interpersonal delivery but procedural inconsistency in referral and signposting practices. Maintenance: participants and stakeholders perceived the model as sustainable if embedded within curricula and supported by stable funding, though absence of follow-up data limited assessment of long-term behavioral maintenance. Conclusion Applying the RE-AIM framework provided a comprehensive evaluation of the Y@H clinic, evidencing its accessibility, effectiveness, and educational value. While strong interpersonal delivery and measurable health impact were achieved, structural limitations in referral systems and follow-up impede sustained outcomes. Strengthening cross-sector referral pathways, standardising procedures, and embedding routine evaluation will be essential to ensure scalability, equity, and long-term sustainability of this innovative student-led community health model.

The Space Child Neonatal Trainer (SCNT), a Novel 3D-Printed Simulator for Neonatal Laparoscopy.

To evaluate the perceived educational value of a multimodal surgical training model designed to improve obstetricians' skills in managing placenta accreta spectrum (PAS). A prospective, descriptive observational study was conducted to evaluate a multimodal educational model during three standardized workshops held in Bolivia and Peru between January and August 2023. The educational strategy combined flipped-classroom preparation, simulation-based training, interactive theoretical discussions, live ultrasound and surgical sessions, and follow-up mentorship. A total of 290 participants were enrolled, and 175 practicing obstetricians who completed all three surveys (precourse, immediate postcourse, and 6-month follow-up) were included in the analysis. Surveys assessed participants' prior exposure to PAS, perceived usefulness of each educational component, and implementation of learned techniques. Before the workshops, most participants had prior exposure to PAS but limited experience with uterine-sparing procedures. Following the workshop, participants rated the overall clarity and usefulness of simulation and theoretical sessions around an 8 out of 10 and the value of integrating live surgery as a 9 out of 10. At 6-month follow-up, between 16% and 52% reported having performed at least one technique taught during the workshop. All participants would recommend the course to colleagues. Nearly 30% maintained contact with instructors for diagnostic or surgical support. A multimodal educational model combining theory, simulation, and hands-on experience is well received by obstetricians and gynecologists and facilitates the integration of new surgical skills into clinical practice, supporting individualized management of PAS.

The role of web-based platforms as a novel approach to addressing access to pathology education: The PathElective.com experience.

The development of student discipline in Islamic boarding schools requires character education strategies that not only enforce formal rules but also involve the structured and contextual internalization of Islamic values amid social challenges and changing times. This study aims to describe the process of internalizing Islamic values in shaping student discipline at MAN 1 Probolinggo, which is located in the Nurul Jadid Islamic Boarding School environment. This study uses a qualitative approach with a field study type, with data collection techniques through observation, in-depth interviews, and documentation, and analyzed using the Miles and Huberman model. The results of the study show that the internalization of Islamic values in shaping student discipline is carried out through three main strategies, namely the role model of educators as moral figures, the integration of discipline values in Islamic Religious Education, and daily habits based on pesantren culture. The third strategy works synergistically and sustainably to shape students' discipline as religious awareness, not merely obedience to rules. The pesantren environment acts as a key supporting factor that reinforces the consistency of students' disciplined behavior in their daily lives. This study has implications for character development in Islamic boarding school-based madrasahs, particularly in building holistic student discipline.

Pilot study of the use of a voice-controlled robotic scope holder for laparoscopic learning by residents in supervised autonomy.

This research focuses on the Islamic educational values ​​contained in the Web Series Santri Pilihan Bunda. The type of research is library research. This research uses a qualitative approach by collecting and analyzing data sourced from the literature. The data sources in this study consist of primary and secondary data. Primary data was obtained directly through the video Web Series Santri Pilihan Bunda episodes 1-8 available on the Vidio platform. While secondary data was obtained indirectly through various relevant references that are related to the research object. The data collection method uses documentation. Data analysis uses content analysis, namely the content of character dialogues, settings, and events/incidents contained in the web series. The results of this study indicate that the Web Series Santri Pilihan Bunda episodes 1-8 contain Islamic educational values ​​that cover three main aspects. First, the value of faith education which includes Faith in Allah SWT, Faith in Angels, Faith in the books of Allah SWT, Faith in the Messengers, Faith in the Last Day, and Faith in Qada and Qadar. Second, the educational value of worship which consists of mahdhah worship and ghairu mahdhah worship. Third, the value of moral education which includes morals towards Allah SWT, morals towards Rasulullah SAW, morals towards oneself, morals towards fellow human beings, as well as morals towards nature or the environment. This research can make an academic contribution in enriching the body of Islamic education studies, especially in the context of using digital media as a means of internalizing and instilling Islamic values ​​in the learning process.

Background/Objectives: Whole food, plant-based (WFPB) diets have been associated with reduced cardiovascular risk and enhanced overall health. However, nutrition education in medical training remains limited. This study evaluated an experiential WFPB intervention known as the “Plant Plunge.” Methods: A total of 64 medical student participants attended weekly one-hour nutrition seminars on campus led by a local nonprofit, received complimentary WFPB lunches, and were encouraged to eat a WFPB diet for four weeks. Semi-structured interviews explored program perceptions. Pre- and post-intervention assessments measured nutrition knowledge, and a post-program survey assessed attitudes toward the intervention. Results: We analyzed a total of 14 interviews, 25 pre- and post-intervention knowledge assessments, and 49 post-intervention surveys. Qualitative analysis identified seven major themes: (1) improved physical health outcomes; (2) increased awareness of nutrition’s role in medicine; (3) concerns about feasibility and accessibility of WFPB diets; (4) personal empowerment and behavioral change; (5) educational value of seminars; (6) social engagement and peer support; and (7) relevance to future clinical practice. Mean scores on the knowledge assessment significantly improved from 73.3% to 87.0% (p = 0.045) following the Plant Plunge. Survey responses revealed that 65% of participants agreed that they increased knowledge of food ingredients, 54% indicated increased likelihood of selecting plant-based options, and 43% agreed that finding WFPB foods was easy, with 16% disagreeing. Conclusions: The Plant Plunge improved medical students’ nutrition knowledge, dietary attitudes, and perceived readiness for lifestyle counseling while offering an experiential model of nutrition education. Short, experiential nutrition programs may serve as scalable approaches to strengthen nutrition training and support chronic disease prevention.

This study discusses the increasingly alarming issue of moral decadence among adolescents, triggered by technological developments and a lack of strong moral guidance in Islamic educational institutions. The purpose of this study is to describe the concept of moral formation from the perspective of al-Uṣūl al-Islāmiyyah by Ahmad Fu'ad al-Ahwānī and its implementation at MA NU Nahdlatul Fata Petekeyan. The method used is a descriptive approach. -Tarbiyah al-Islāmiyyah by Ahmad Fu'ad al-Ahwānī and its implementation at MA NU Nahdlatul Fata Petekeyan. The method used is a qualitative descriptive approach, supported by a quantitative survey, to obtain an empirical picture of the application of Islamic educational values in shaping student character. Al-Ahwānī's theory emphasizes the three main pillars of Islamic education, namely tauhid, akhlak, and amal as a unity that shapes pious individuals. The results of this study show that these values are instilled through the formation of habits, teacher role models, and religious activities in madrasas, which foster students' spiritual, moral, and social awareness. The conclusion of this study confirms that the concept of al-Uṣūl at-Tarbiyah al-Islāmiyyah is relevant and can be applied as a solution to the decline in youth morals, as it helps create a balance between faith, knowledge, and deeds in the Islamic education system.

Simulation-based learning (SBL) has become standard practice in educating health care professionals to apply their knowledge and skills in patient care. While SBL has demonstrated its value in education, many educators find the process of developing new, unique scenarios to be time-intensive, creating limits to the variety of issues students may experience within educational settings. Generative artificial intelligence (AI) platforms, such as ChatGPT (OpenAI), have emerged as a potential tool for developing simulation case studies more efficiently, though little is known about the performance of AI in generating high-quality case studies for interprofessional education. This study aimed to generate geriatric case scenarios across 5 AI platforms by a transdisciplinary team and systematically evaluate them for quality, accuracy, and bias. Ten geriatric case studies were generated using the same prompt from 5 different generative AI platforms (N=50): ChatGPT, Claude (Anthropic AI), Copilot (Microsoft), Gemini (Google), and Grok (xAI). An evaluation tool was developed to collect evaluative data to assess the content and quality of each case, sociodemographic data of the featured patient, the appropriateness of each case for interprofessional education, and potential bias. Case quality was evaluated using the Simulation Scenario Evaluation Tool (SSET). Each case was evaluated by 3 team members who had experience in SBL education. Assessment scores were averaged, and qualitative responses were extracted to triangulate patterns found in the quantitative data. While each AI platform was able to generate 10 unique case studies, the quality of studies varied within and across platforms. Generally, evaluators felt that the content in the cases was accurate, though some cases were not realistic. Some patient populations and common conditions among older adults were underrepresented or absent across the cases. All cases were set within traditional health care settings (eg, hospitals and routine medical visits). No cases featured home-based care. Based on the average SSET scores, reviewers assessed ChatGPT to be the highest overall performer (mean 3.27, SD 0.45, 95% CI 2.95-3.59) while Grok received the lowest scores (mean 1.61, SD 1.26, 95% CI 0.71-2.51). Platforms performed best at generating learning objectives (mean 3.35, SD 1.08, 95% CI 3.04-3.65) and lowest on their ability to describe supplies and materials that may be available in hypothetical scenarios (mean 1.27, SD 0.84, 95% CI 1.03-1.51). This study is the first to systematically evaluate and compare multiple generative AI platforms for case study generation using a validated assessment tool (SSET) and provides evidence-based guidance on selecting and using AI tools effectively. The findings offer practical direction for educators navigating available generative AI tools to enhance training for health care professionals, including specific strategies for prompt engineering that can improve the quality of SBL resources in interprofessional education. These insights enable educators to leverage AI capabilities while maintaining pedagogical rigor.

Patient: Female, 73-year-oldFinal Diagnosis: Respiratory failure (type II respiratory failure) • coronary atherosclerotic heart disease, moderate pulmonary hypertension, and cardiac insufficiency • electrolyte metabolism disorders (hypokalemia, hyponatremia) • hepatic insufficiency • pleural effusion • pulmonary interstitial fibrosis with infectionSymptoms: Dyspnea and chest distress after the activity for more than 10 days, and aggravation for 5 daysClinical Procedure: —Specialty: Critical Care MedicineObjective: Unusual clinical courseBackgroundThe anion gap is a critical parameter in the clinical assessment of acid-base disorders. While metabolic acidosis with an elevated anion gap is commonly encountered, cases involving a negative anion gap are rare and have been reported in the context of hypoalbuminemia, severe hyperkalemia, bromide intoxication, and laboratory error. Notably, metabolic alkalosis as a cause of negative anion gap has been rarely described in the literature.Case ReportA 73-year-old woman with a 4-year history of interstitial pulmonary fibrosis and a 1-year history of coronary artery disease had been taking oral spironolactone for the past year. Six months before admission, torasemide was added to her regimen in combination with spironolactone. Five days prior to admission, she developed progressive dyspnea and respiratory failure. Initial investigations revealed hypokalemia, hyponatremia, metabolic alkalosis (HCO3−=61.6 mmol/L), and a negative anion gap (−9.00 mmol/L), which remained negative after albumin correction (−6.35 mmol/L). Further evaluation identified loop diuretic overuse as the primary cause of severe metabolic alkalosis and negative anion gap. The application of targeted next-generation sequencing (t-NGS) successfully identified the infectious pathogen responsible for the patient’s clinical deterioration, thereby guiding appropriate antimicrobial therapy.ConclusionsThis case illustrates the diagnostic and educational value of recognizing a negative anion gap as a rare but physiologically predictable artifact of severe chloride–depletion alkalosis, underscoring the importance of mechanism-based interpretation in complex acid-base disorders.

ABSTRACT This study examines how a Swedish government directive regarding professional language support for welfare professionals is implemented and recontextualised at departmental and local levels. The government has consequently allocated resources to strengthen language proficiency, identifying preschool staff as a key target group. Using critical discourse analysis, we investigate this government directive through a specific language support programme carried out by two private education facilitators. These facilitators invite preschools across Sweden to participate. The results show that this directive is implemented through discourses that partially undermine its own intentions. For example, the language programme is characterised by ambiguities regarding its objectives, pedagogy and practical implementation, which could reinforce hierarchies among staff groups rather than reduce them. Furthermore, the programme reflects an emphasis on individual responsibility and educational values based more on professional “know-how” than scientific knowledge.

Purpose: This study investigated how changes in body weight, perceived health, and exercise frequency varied in relation to time between health profile assessments (HPAs), the number of performed HPAs, and individual characteristics. We hypothesised that frequent HPAs, with shorter intervals, would be associated with more positive outcomes. Methods: A cohort of 106,005 employees who completed at least two HPAs from 1990 to 2021 was analysed. Baseline age, sex, education, occupation, and baseline values of weight, perceived health, and exercise were included as predictors. Machine learning models (XGBoost) evaluated predictors of change for each outcome. Performance was assessed using root mean squared error, mean absolute error, and R-squared. Model interpretation was aided by SHapley Additive exPlanations and Forward Marginal Effects to examine dose–response relationships and subgroup differences. Results: All models demonstrated relatively low predictive performance, suggesting that the included predictors did not capture substantial variance in outcomes. Nonetheless, a longer time between HPAs was associated with greater weight gain, while more frequent HPAs predicted slight reductions in weight gain, as well as modest improvements in perceived health and exercise frequency. According to model-derived SHAP values, the mean weight change from year 1 to 5 increased by 0.98, perceived health decreased by 0.21, and exercise frequency decreased by 0.31. Moreover, individuals who received 4–6 HPAs, compared to those who received only two, experienced a –0.10 difference in weight change, a 0.09 improvement in perceived health, and a 0.17 increase in exercise frequency. Subgroup analyses showed younger age groups had larger weight increases, while those with higher education displayed smaller declines in exercise. Conclusion: Frequent and regular HPAs may play a role in enhancing workplace health promotion by contributing to modest improvements in weight, perceived health, and exercise.

Professional experience placements are a requirement for undergraduate nursing students enabling real world skill development. Barriers to meaningful and positive placements have previously been reported, however there is limited research on how the location of placement impacts the student experience and outcomes. This study investigates the placement experiences of undergraduate nursing students at the University of Tasmania (UTAS) over a five-year period, with a focus on urban versus rural settings and year-level differences. Findings reveal that over one-third of students reported constructive placement experiences, with rural placements yielding slightly more positive outcomes than urban ones. First-year students were more likely to report constructive experiences compared to their senior counterparts, suggesting that longer placement durations may contribute to increased dissatisfaction. Quality of placement—defined by supervision and skill development—emerged as the most influential factor in shaping student experiences. While most students praised the quality of supervision, third-year students expressed both the highest praise and criticism. Opportunities for clinical and interpersonal skill development were central to students’ perceptions of placement quality, with rural placements slightly outperforming urban in skill development. However, some students, particularly in later years, felt that certain venues lacked adequate opportunities for skill acquisition. The study underscores the importance of high-quality supervision and appropriate clinical settings in enhancing placement experiences and suggests that constructive placements are more conducive to learning. These insights can inform strategies to improve the educational value of nursing placements across diverse settings.