Search Results for
"Humans"

Background: Bangladesh has a shortfall of health professionals. The World Health Organization states that improving education will increase recruitment and retention of health workers. Traditional learning approaches, in medical education particularly, focus on didactic teaching, teaching of subjects and knowledge testing. These approaches have been superseded in some programmes, with a greater focus on active learning, integrated teaching and learning of knowledge, application, skills and attitudes or values and associated testing of competencies as educational outcomes. In addition, some regions do not have continuous professional development or clinical placements for health worker students, contributing to difficulties in retention of health workers. This study aims to explore the experiences of health professional education in Bangladesh, focusing on what is through observation of health professional education sessions and experiences of educators. Methods: This mixed method study included 22 observations of teaching sessions in clinical and educational settings, detailed analysis of 8 national curricula documents mapped to Global Competency and Outcomes Framework for Universal Health Coverage and 15 interviews of professionals responsible for health education. An observational checklist was created based on previous literature which assessed training of within dimensions of basic clinical skills; diagnosis and management; professionalism; professional development; and effective communication. Interviews explored current practices within health education in Bangladesh, as well as barriers and facilitators to incorporating different approaches to learning. Results: Observations revealed a variety of approaches and frameworks followed across institutions. Only one observation included all sub-competencies of the checklist. National curricula documents varied in their coverage of the Global Competency and Outcomes Framework domains. Three key themes were generated from a thematic analysis of interview transcripts: (1) education across the career span; (2) challenges for health professional education; (3) contextual factors and health professional education. Opportunities for progression and development post qualification are limited and certain professions are favoured over others. Conclusion: Traditional approaches seem to predominate but there is some enthusiasm for a more clinical focus to education and for more competency based approaches to teaching, learning and assessment. © The Author(s) 2024.

Background: With the development of Internet information technology, especially the impact of the sudden outbreak of the novel coronavirus disease 2019 epidemic, along with the call for “classes suspended but learning continues,” a large number of medical educators have learned and experienced online teaching. They have understood the shortcomings of traditional teaching methods. Not only the blended BOPPPS teaching mode combines the advantages of the BOPPPS teaching mode but also the online teaching platform breaks through the limitation of time and space. However, a general consensus on the effectiveness of the blended BOPPPS teaching strategy in China is lacking, and few studies use quantitative synthesis to evaluate the effectiveness of this teaching strategy. Hence, this study aimed to assess the overall effectiveness of online and offline blended BOPPPS teaching strategies in higher medical education in China compared with the lecture-based learning (LBL) teaching model. Methods: Studies that blended learning with the BOPPPS model in China from January 2000 to October 2023 were searched in the Chinese and English-language online databases. We analyzed the objective and subjective scores of students and performed subgroup analysis for specialties and online teaching platforms. The data were analyzed using the Stata version 14.0 software. The quality assessment was performed using the Jadad scoring scale. Results: Forty-four studies were included in this meta-analysis. Compared with the LBL mode, the blended the BOPPPS teaching mode was more effective in terms of the overall capacity [standardized mean difference (SMD) = 1.193, 95% confidence interval (CI): 0.813–1.572], mastery of medical theory knowledge (SMD = 1.090, 95% CI: 0.730–1.450), and practical skills (SMD = 1.246, 95% CI: 0.799–1.693). The analyzed questionnaire surveys indicated the positive effects of the blended BOPPPS teaching mode on classroom satisfaction, autonomous learning ability, learning interest, teamwork ability, interpersonal skills, ability to analyze and solve problems, group interaction, learning engagement, and learning strategies. Conclusions: The study underscored that the blended BOPPPS teaching mode could effectively improve the comprehensive quality of students. The subjective scores also indicated that students generally preferred this novel teaching mode. © The Author(s) 2024.

Background: Nowadays, inclusive education is becoming an increasingly important method in the education of people with various types of disabilities. This study is aimed at investigating the effectiveness of utilizing collaborative digital mind-mapping techniques in the practical work of students in inclusive educational groups, as well as examining how the use of AI-provided prompts influences the development of creative skills. Methods: The study involved 163 participants, among whom 28 had neurodevelopmental disorders. The application of the proposed methodology resulted in an improvement in the indicators of creative thinking as measured by the Torrance Figural Creativity Test, specifically in terms of Fluency, Originality, Elaboration, and overall creativity score; the observed increase was statistically significant according to the Wilcoxon signed-rank test (p = 0.05). Results: This increase in indicators was observed both in students with neurodevelopmental disorders and in students without developmental disorders, with a notably stronger impact observed on students with neurodevelopmental disorders. Furthermore, a slightly higher effectiveness of the applied methodology was recorded when AI prompts were used for both categories of students. Students with neurodevelopmental disorders largely perceived the usefulness of the prompts they received subjectively. Conclusions: The present research may contribute to further study of various creativity development methodologies in inclusive education, as well as regarding the influence of AI utilization on creative skills. The obtained results can be utilized in the development of educational programs for students in higher education institutions that support inclusive forms of learning. © The Author(s) 2024.

Background: In recent decades, the literature on global partnerships in nursing and midwifery education, to enhance the quality of education and produce competent graduates in the labor market, is on the rise in Africa. However, there is a gap regarding the best practices and barriers in the African context. This systematic scoping review aims to map the evidence on academic partnerships in transforming nursing and midwifery education in Africa. Methods: The review will be guided by Arksey and O’Malley’s methodology framework through five stages: (1) Identifying the research question, (2) identifying relevant studies, (3) study selection, (4) charting the data, and (5) collecting, summarizing, and reporting the results. A search will be conducted with the use of the following electronic databases: Cumulative Index to Nursing and Applied Health Literature (CINAHL), PubMed, ScienceDirect, and Google Scholar. Additional gray literature will be searched via the World Health Organization’s website to locate relevant policies and guidelines. The search will be limited to work published in English from 2014 to 2023. All located resources will be exported to EndNote X8. All duplicates will be removed during when the abstracts are screened. Two independent reviewers will screen and extract the full text of the selected articles. Thematic analysis will be used to analyze data from this systematic scoping review. Discussion: Mapping the evidence on global partnerships in transforming nursing and midwifery education in Africa will outline the best practices and preferences for sustainable collaboration. The review will also highlight knowledge gaps and limitations that could inform future research projects. Systematic review registration: https://osf.io/h83cy. © The Author(s) 2024.

The landscape of general surgery education has undergone a significant transformation over the past few years, driven in large part by the advent of surgical simulation and training technologies. These innovative tools have revolutionized the way surgeons are trained, allowing for a more immersive, interactive, and effective learning experience. In this review, we will explore the impact of surgical simulation and training technologies on general surgery education, highlighting their benefits, challenges, and future directions. Enhancing the technical proficiency of surgical residents is one of the main benefits of surgical simulation and training technologies. By providing a realistic and controlled environment, With the use of simulations, residents may hone their surgical skills without compromising patient safety. Research has consistently demonstrated that training with simulations enhances surgical skills., reduces errors, and enhances overall performance. Furthermore, simulators can be programmed to mimic a wide range of surgical scenarios, enabling residents to cultivate the essential critical thinking and decision-making abilities required to manage intricate surgical cases. Another area of development is incorporating simulation-based training into the wider surgical curriculum. As simulation technologies become more widespread, they will need to be incorporated into the fabric of surgical education, rather than simply serving as an adjunct to traditional training methods. This will require a fundamental shift in the way surgical education is delivered, with a greater emphasis on simulation-based training and assessment. © The Author(s) 2024.

Background: As new-formed basic-level teaching organizations, medical virtual teaching and research offices (VTROs) have been established in China since 2021. There still a lack of a comprehensive standard for them. The aim of this study was to construct a comprehensive system for evaluation of the medical VTROs. Methods: The authors developed an initial draft of the VTROs evaluation system, based on the context, input, process, product model and a literature review. A total of 19 experts were invited to provide supportive advice and modification suggestions on the evaluation system in two Delphi rounds, and calculated coefficient value, consistency ratio, and weight for each first-, second-, and third-level indices. Results: The CIPP model-based evaluation system developed included the subject and course categories. The subject category had 4 first-level indices, 14 s-level indices, and 46 third-level indices, while the course category had 4 first-level indices, 13 s-level indices, and 49 third-level indices. The recovery rates for two rounds were 94.7% and 89.5%. Coefficient value for the two subscales ranged from 0.097 to 0.207 in the second round, while weighted quality index values were established at all levels, with a consistency ratio < 0.1. Conclusions: The VTROs evaluation system is CIPP-oriented, comprehensive, and reliable. It can serve a guide for construction, implementation, and evaluation of VTROs in medical field. © The Author(s) 2024.

Understanding the core competencies of English for Specific Purposes (ESP) students is vital for designing ESP curricula and refining methodologies. This study sought to comprehensively assess the core competencies of Business English students in Chinese higher vocational colleges (HVCs). A questionnaire survey was conducted among 394 Business English students from five HVCs. The survey evaluated core competencies across gender and academic grades using a model comprisinging four primary dimensions and twelve sub-modules. The results revealed significant disparities in core competency development among Business English students, particularly across gender and academic grades within the specified competence indicator dimensions. These findings highlight the need to enhance in the core competencies of these students, indicating current deficienciess in their development. The identified disparities and areas for improvement in core competencies provide valuable insights for educators and institutions to customize teaching methodologies and improve curriculum design, better addressing the needs of Business English students in HVCs. © The Author(s) 2024.

Medical school professors take on many roles, including teaching, research, service, and practice, and are expected to evolve through their work and activities both on and off campus. At the same time, they are expected to gradually develop essential competencies as educators through faculty development (FD). However, FD does not yet cover the entire spectrum of faculty roles and does not adequately address the diverse characteristics of medical school faculty. In light of the recent interest in FD in Korean medical schools and an increasing number of articles on FD, I here review the history of and recent articles about FD in Korea. I also suggest seven short- and long-term strategies to overcome the major challenges facing FD, with the aim of helping to revitalize and advance FD in Korean medical schools and FD institutions. © The Korean Society of Medical Education. All rights reserved.

Background: Having lifelong learning skills is a necessity for healthcare professionals. To evaluate these skills, sound instruments are needed. Those working in healthcare of medical educating looking for a suitable instrument to evaluate lifelong learning (LLL) skills in healthcare professionals are faced with a multitude of definitions and operationalizations of the concept of LLL. A systematic review was performed to analyze the methodological quality and content of instruments measuring LLL for professionals. Methods: A systematic search of literature published until October 2023 in the electronic databases MEDLINE, CINAHL, PsycINFO, ERIC, Sociological Abstracts, EMBASE, and Web of Science was conducted. English articles describing the development, validation or use of an instrument measuring lifelong learning for professionals working in a professional context were included. A data extraction form was developed to evaluate the content and methodological quality of the instruments. The STORIES statement was used to support reporting this review. Results: The search revealed 85 articles on 18 questionnaires, no qualitative instruments were found. The instruments covered a range of settings, for example the Jefferson Scale of Physician LLL (JSPLL) covered healthcare and the Effective LLL Inventory (ELLI) covered education. Most instruments provided evidence on content validity and internal consistency, other aspects of validity were examined less frequently. Furthermore, the way that LLL was defined varied greatly, also great variety in the constructs that were defined in the instruments was found. Most instruments lacked a clear description of how the dimensions and items were formalized. Conclusions: There is a need for LLL instruments that provide more evidence on their validity and put greater emphasis on the development of the definition and operationalization of LLL. Furthermore, there is a need for a better understanding of how to interpret and use the results of the instruments. It is recommended to take a critical look at these constructs before selecting an instrument. This will help all those involved in the training and working environment of healthcare professionals in evaluating lifelong learning skills in their context. Registration: PROSPERO registration number: CRD42019134804 © The Author(s) 2024.

Background: The Chinese educational sector is dynamic; hence, there is a need to anchor the factors that influence faculty job satisfaction and performance. These are channeled through organizational climate (OrgC) and employee happiness (EmH). The growing integration of artificial intelligence applications (AIAs)—like ChatGPT—into the learning environment raises questions about AIAs’ moderating role in the relationship between EmH at work and EJoS. Purpose: This research empirically examines the influence of OrgC on EmH, the direct and mediated impacts of EmH on EJoS, and the moderating effect of AIAs on the influence of EmH on EJoS. Design/Methodology: Data was collected from faculty members of various Chinese universities. Using SmartPLS version 4.1, I have analyzed six hypotheses and the corresponding research questions. Findings: The outcomes include favorable effects of OrgC on EmH and EJoS. EmH significantly correlates with EJoS, partially mediating the relationship between OrgC and EJoS. Interestingly, the research did not find evidence that AIAs moderated the relationship (ChatGPT) between EmH and EJoS. The predictors (OrgC and EmH) and moderation of AIAs explained a 51.9% change in EJoS, and EJoS explained a 13.3% variance in employee job performance. Conclusion: This study’s findings support a supportive OrgC as the key instrument for improving employees’ happiness and job satisfaction. AI assistants, such as ChatGPT, provide relative efficiency and support but do not significantly affect how EmH at work relates to job satisfaction. © The Author(s) 2024.