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Understanding one's family of origin is essential for students in the helping professions, as it fosters self-awareness and illuminates personal strengths and vulnerabilities. This qualitative study examines the family experiences of Taiwanese undergraduate social work students, focusing on cultural influences on self-development and the effectiveness of reading and reflective writing in deepening family exploration. Content analysis of 34 student assignments identified two main themes: (1) key issues emerging during family exploration, and (2) the role of reading and reflective writing in facilitating this process. Subthemes of the first theme included individuation and differentiation, the need for parental affirmation, parent–child conflict, and the influence of parents' marital relationships. Findings highlight the enduring impact of Chinese cultural values on students’ development and family dynamics. Engaging with culturally relevant case literature and reflective writing promoted deeper insights and self-awareness, underscoring the importance of integrating family exploration into culturally responsive professional education. © 2025 American Association for Marriage and Family Therapy.

This study aims to evaluate the efficacy of the Mini Clinical Evaluation Exercise (Mini-CEX) in conjunction with Case-Based Learning (CBL) and mind mapping methodologies in fostering the clinical competencies of ultrasound residents. Methods A cohort of forty-two general practitioners who underwent standardized training at the Department of Ultrasound Medicine at Tianyou Hospital, affiliated with Wuhan University of Science and Technology, from December 1, 2022 to December 1, 2024, were selected for this research. These practitioners were randomly assigned to either an experimental group or a control group using a random number table. The experimental group engaged in training utilizing the Mini-CEX combined with CBL and mind mapping approach, whereas the control group adhered to a traditional training regimen. Subsequently, comparative analyses were conducted on theoretical and practical test scores as well as clinical teaching satisfaction ratings between the two groups. Additionally, variations in Mini-CEX evaluation scores for the experimental group were assessed at admission, after two weeks, and after four weeks of training. Results The training approach that integrated Mini-CEX with CBL and mind mapping demonstrated significantly superior outcomes compared to the traditional training method regarding theoretical and practical performance, as well as teaching satisfaction, with statistically significant differences noted (p < 0.05). A comparison of Mini-CEX scores among 21 general practitioners at two and four weeks post-training versus admission yielded statistically significant results (p < 0.05). Conclusion The amalgamation of Mini-CEX with CBL and mind mapping methodologies markedly enhances the instructional effectiveness of standardized resident training. © 2025 Liu et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Reflection, as an essential component of reflective learning and reflective practice, is regarded as a valuable tool in various medical settings. It is crucial for surgeons, both in the context of training and specialist practice, to ponder on their experiences, exploring with rigour the complexities of their actions, assess their performance, and identify areas for improvement. These features make reflection also important for life-long learning and maintenance of certification to assure competency. Practitioners often need appropriate education on reflection; however, reflection is still understudied and underutilized in surgery, and implementation of reflection as a learning strategy is still limited. © Società Editrice Universo (SEU).

Background: This article shares details of a pilot research project that explored stakeholder perceptions and experiences of the academic and work-based elements involved in one university's innovative speech and language therapy (SLT) degree apprenticeship. Aims: To share findings about SLT apprentice learner and mentor expectations and experiences since this knowledge, including of barriers and facilitators, will enable the university concerned, and others already providing or developing their SLT degree apprenticeship, to enhance their offer and so apprentice learning experience and outcomes. Methods and Procedures: Following ethical approval, a mixed-methods research design was applied. In phase one, 18 apprentice and mentor participants involved in the programme completed online questionnaires. Themes identified from inductive thematic analysis of the questionnaire data were probed further in nine online semi-structured interviews, with transcripts also being analysed using inductive thematic analysis. Outcomes and Results: Findings offer new knowledge about the apprenticeship route into the profession and provide valuable insight for HEIs and employers considering or developing an SLT or wider allied health profession (AHP) apprenticeship offer. This includes detail about the strengths and challenges related to four key themes: internal factors; time and support; structure and organisation; and apprenticeship processes. Conclusions and Implications: The apprenticeship provides an economically sustainable and practical progression opportunity for learners, including SLTAs, and may provide SLT training that is better embedded in clinical practice than traditional routes. Collaboration between the key stakeholders (apprentice learner, workplace mentor, and HEI) is central to this, though challenges in terms of time and resources exist. Developing and sustaining SLT apprenticeships therefore has implications for future workforce development and the profession. WHAT THIS PAPER ADDS: What is already known on this subject Degree apprenticeships, as a route into the speech and language therapy profession, are in their infancy; thus, research and information about them are emergent. What this study adds to the existing knowledge The university where the study took place had been involved in the RCSLT apprenticeship trailblazer group since its inception in 2017 and offered the first full-time SLT Degree Apprenticeship (DA). Findings about what is different about SLT DA education and learners as compared to traditional routes are presented. The study provides new information about who chose to study SLT via the DA and why, and what components should be considered, including how, when and where DAs might be delivered. What are the clinical implications of this study? Whilst the DA SLT appears to have distinct advantages over more traditional routes in terms of continual integration of theoretical and work-based learning and experience, challenges around workload exist. This study was conducted at an early stage of the DA delivery, so knowledge about threats and whether the route will fulfil workforce development hopes remains to be seen. © 2025 The Author(s). International Journal of Language & Communication Disorders published by John Wiley & Sons Ltd on behalf of Royal College of Speech and Language Therapists.

The medicines development workforce has grown to be a multidisciplinary, interprofessional global body of broadly qualified graduate professionals working with and around the biopharmaceutical industry. To satisfy their demands of fitness for work, they must meet the changes and challenges of a rapidly developing technological and competitive field. This has generated a need for a harmonised, mutually recognised vocational programme of competencies and capabilities, based on an academic foundation, which for the adult learners in medicines development goes above and beyond their original medical and scientific specialisms. This review proposes that professional competencies and capabilities developed in pharmaceutical medicine, a specialty concerned with the discovery, development, evaluation, registration, monitoring, and commercialisation of medicines and medical products, provides a comprehensive solution for the educational needs in medicines development. To justify this proposition, it summarises the 60-year evolution of education and training in pharmaceutical medicine. It demonstrates how expanding the pharmaceutical medicine syllabus has aligned it with almost every aspect of the development process of modern medicines. This perspective proposes a vision for the future where pharmaceutical medicine professional competencies and capabilities fill the educational void for the medicines development workforce. This is suggested to pave the career path that supports the professional identity of physicians, scientists, and other professionals working to develop medicines. © The Author(s) 2025.

Background The Registrar Clinical Encounters in Training (ReCEnT) project is an Australian general practice vocational training programme with integrated and interdependent education and research functions. Trainees (registrars) contemporaneously document in-consultation clinical experience and actions. Objectives Using a realist lens, we elucidate the mechanisms underpinning project outcomes to answer questions around programme effectiveness, impacts, sustainability and the lessons and findings that are translatable to other primary care training programmes. Methods The context, input, process and product framework was used. As a means to understand the interactions between each of the interdependent components, it allows for inferences regarding causal mechanisms for specific outcomes. Results Context: ReCEnT occurs within an apprenticeship-like model of general practice vocational training entailing a central supervisor/apprentice relationship. ReCEnT has demystified the content and characteristics of registrar consultations. Input: multiple stakeholder involvement is both advantageous and a logistical challenge, with the programme's success dependent on registrars, practices and training providers providing detailed and accurate data, with prompt subsequent processing. Process: contemporaneous consultation data collection in different stages of training constitutes a component of registrars' programmatic assessment. Product: individualised feedback provides educational benefit through reflection. Clinical and educational research questions can be addressed with resulting research translation feeding back into the programme model and government policy. Clinical behaviour change is also evaluated. Conclusion ReCEnT is unique, globally, in its scope and longevity (2010-present). Creation of meaningful, individualised feedback facilitates reflection and provides both immediate educational benefits and the substrate for further research, programme and policy design and targeted formal teaching and learning. © Author(s) (or their employer(s)) 2025.

The Programme for International Student Assessment (PISA), a global benchmark for science education, reported stagnation in student achievement worldwide. While some Asian nations excel, their emphasis on cognitive achievement puts high emotional pressure on students. This study investigated the progression of meta-affective skills in science education across the junior high school years by comparing students in the 7th and 9th grades from two cities in West Java, Indonesia. The research employed a developmental study methodology using a cross-sectional design. Two hundred participants were involved, evenly divided between the two grades. Meta-affective traits were assessed using the Meta-Affective Traits for Science Young Learners (MATSYL) questionnaire, comprising 26 statements rated on a five-point Likert scale, measuring two leading indicators: awareness of affect and regulation of affect. Data analysis employed the Independent Samples T-Test, Percentage Change, and Annual Growth Rate. Results revealed significant differences between 7th and 9th grade students across four sub-indicators: awareness of positive affect, awareness of negative affect, expression of positive affect, and expression of negative affect. The 9th-grade students consistently exhibited higher mean scores in all four sub-indicators than their 7th-grade counterparts. These findings suggest a progression in meta-affective growth as students advance through junior high school, particularly in their ability to recognize and express positive and negative emotions in science learning contexts. However, the two groups are not different in expressing and regulating negative affect. This development study provides valuable insights into students' affective development trajectory in science education throughout the junior high school years, thereby enhancing our understanding of meta-affective growth in academic settings. © 2025

Background: The last twenty years, studies have examined ‘young workers’ occupational health and safety (OHS). Depending on the discipline, approach and methodology, they address youth OHS in different ways. This systematic narrative review aims to provide a deeper understanding of this research landscape. Objective: The first objective is to provide a systematic review of the literature on OHS of ‘young workers’. It consists of reviewing the literature by disciplines, approaches, methods, data and factors, and of focusing on studies that address the contextual and social aspects of OHS. The second objective is to consider the specific situation of apprentices. Methods: Searches were conducted in five scientific databases, supplemented by three resource platforms. The criteria of literature selection were: OHS of ‘young workers’ aged from 15–24; explicit link between work and health; publication between 2005 and 2022 in Europe, North America and Australia. Studies have been categorised. Results: 193 studies were included. The review shows the diversity of the population studied under the same heading and the predominance of medical studies, which favour epidemiological approaches and quantitative data. Other disciplines (e.g., psychology, educational sciences, social sciences), approaches (e.g., organisational, risk perception), data (e.g., interviews, observations) and methods (qualitative, mixed, longitudinal) are marginal. Individual and age-related factors are predominant. The impact of working conditions and social relations on OHS is rarely considered. Conclusion: Research on OHS through organisational context and social relations, particularly employment status, should be encouraged. This provides a deeper understanding of the constraints faced by ‘young workers’, especially apprentices. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).

This study investigates the impact of the Big Five personality traits on the employability of vocational education students, with a focus on the mediating role of internship attitudes. Data were collected from 550 students enrolled in 11 vocational colleges in Hebei Province, China, using a structured questionnaire. Structural Equation Modeling (SEM) was employed to analyze the relationships among personality traits, internship attitudes, and employability. The findings reveal that personality traits significantly influence internship attitudes, which in turn affect employability. These results provide novel theoretical insights into the psychological mechanisms underlying internship persistence and practical recommendations for optimizing vocational education and enhancing school-enterprise collaboration to better meet students’ employability and career readiness needs. © 2025 Hu et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Education, science and technology, and talent are the cornerstones of modern national development, with universities serving as the core frontlines for innovation and talent cultivation. In recent years, many universities have encouraged students to engage in research activities during their undergraduate years, and existing research has shown that undergraduate participation in research significantly enhances academic engagement and success. However, most existing studies focus on curriculum-based undergraduate research, with relatively few studies on project-based research. Moreover, many of these studies lack long-term tracking data and quantitative analysis. Based on the project-based research experience in Chinese universities, this study uses a decade-long tracking dataset. It employs multiple linear regression and Logit models to explore the impact of project-based research experience on undergraduates' research careers. The results show that project-based research experience positively influences undergraduates' research careers in three key areas: level of participation, peer effects, and external evaluations. The higher the level of participation, the better the external evaluation, and the stronger the peer effect, the more significant the project's impact on the undergraduates' research careers. Compared to regular members, project leaders perform more prominently in terms of academic paper publications and obtain higher final degrees. The study also reveals that these impacts vary across different disciplines. To maximize the role of these projects in identifying and cultivating research talent, improvements in management models, incentive mechanisms, and evaluation systems are urgently needed. © 2025 Elsevier Ltd