Motivation to learn: an international multilevel study on student autonomy and teacher emphasis on content usefulness / Motivación para aprender: un estudio internacional multinivel sobre la autonomía de los estudiantes y el énfasis de los docentes en la utilidad del contenido

En la educación superior, pocos estudios relacionan factores contextuales en la clase, como el énfasis del profesor en la utilidad del contenido y las características motivacionales de los estudiantes. El objetivo fue probar un modelo multinivel sobre la relación entre el énfasis del docente en la utilidad del contenido durante la clase, la autonomía de los estudiantes y, a su vez, la motivación para aprender. Participaron 3033 estudiantes universitarios matriculados de 1º a 4º grado de Ciencias de la Actividad Física y del Deporte, de universidades de España (N = 602), Portugal (N = 469), México (N = 1177), Chile (N = 372), y Brasil (N = 413). Se realizó un modelo de ecuaciones estructurales multinivel, en el que los participantes respondieron preguntas sobre el énfasis del profesor en la utilidad del contenido de la clase, la autonomía y la motivación para aprender. Se hipotetizó que el énfasis del profesor en la utilidad del contenido predecía la autonomía del estudiante que, por su vez, predecía la motivación para aprender. Los resultados, a nivel grupal e individual, indican que el énfasis del docente en la utilidad del contenido predijo la autonomía del estudiante, y la autonomía predijo la motivación para aprender.(AU)

Teacher autonomy support is related to improved student learn-ing. In higher education, few studies relate classroom contextual factors, such as teacher emphasis on content usefulness, and students' motivational characteristics. The aim was to test a multilevel model about the relation between the extent of teachers’ emphasis on the usefulness of class con-tent with student autonomy, and, in turn, on motivation to learn. The par-ticipants were 3033 university students enrolled from 1st to 4th grade of Sciences of the Physical Activity and Sport, from universities in Spain (N = 602), Portugal (N = 469), Mexico (N = 1177), Chile (N = 372), and Brazil (N = 413). A multilevel structural equation model was performed, in which participants answered questions about the teacher's emphasis on the use-fulness of class content, basic psychological need for autonomy, and moti-vation to learn. At the group and individual levels, the hypothesis is that the teacher's emphasis on the usefulness of class content predict the stu-dent autonomy, in turn, student autonomy predicts student motivation to learn. Results found at the group level and at the individual level the strength of teacher emphasis on class content predicted student autonomy; student autonomy predicted student motivation to learn.(AU)

What interprofessional education teaching and learning approaches are being implemented in baccalaureate health professional curricula in wound care education? A scoping review.

AIM: This scoping review aimed to explore the interprofessional curriculum content and teaching approaches specific to wound care education in baccalaureate health courses internationally. BACKGROUND: Interprofessional education is defined as occurring when future health practitioners learn with, from and about each other with the goal of improving health outcomes. The management of wounds is a global public health issue with the World Health Organization recognising wound care is best managed by an interprofessional team. The preparedness of health professional graduates to engage in interprofessional education is essential to design and deliver coordinated health services that are person-centred and improve health outcomes. There is a lack of evidence however about how to prepare baccalaureate students in an interprofessional context, specifically in wound care. DESIGN: A scoping review was conducted using the framework of Arksey and O'Malley and reported using the PRISMA checklist for scoping reviews. METHODS: A comprehensive search of the literature was conducted in MEDLINE (via EBSCOhost), CINAHL PLUS (via EBSCOhost), Pubmed and Embase databases published between 2012 and October 2023. Reference lists of included studies were also searched. Studies which were peer reviewed, written in English with a focus on interprofessional education in wound care were included in the review. The process of reviewing titles and abstracts was conducted by two independent reviewers. Data were extracted, key characteristics mapped and a narrative analysis of findings was reported. RESULTS: Three studies were included in this review. All the reviewed papers reported collaborative learning activities between different health professional groups relating to wound care, although there was no consistent approach to what wound care content was delivered or how it was delivered. Only one study reported that the delivery of content was completed by staff from multiple professional groups. Evaluation of the included studies related to either the effectiveness of the interprofessional education or wound care rather than both concepts. CONCLUSIONS: Due to the limited number of studies included in this review, it was difficult to draw conclusions about the effectiveness of interprofessional approaches to wound care. It may be possible that interprofessional wound care is currently being undertaken but not formally evaluated. This itself is problematic. It is imperative to equip healthcare students with the knowledge and skills necessary to provide safe, effective interprofessional care. Evidence on the effectiveness of educational programs is urgently needed. REGISTRATION NUMBER: to be included in abstract after acceptance.

The Power of Faculty Development: The Impact on Teaching a Procedural Skill Framework.

BACKGROUND: Teaching outpatient procedures is a skill often overlooked in faculty development. This oversight may lead to faculty employing a haphazard approach. Competency in procedural skills is inherent, and acquiring proficiency in procedural skills is necessary across all medical specialties, with some centers moving toward a blended simulation-based approach rather than the traditional Halstedian "see one, do one, teach one" mantra. While both formats have their pros and cons, they share the unifying concept of performance-based assessments and a standardized method for teaching procedures, which has typically been lacking a formal framework. OBJECTIVE: This study aimed to implement and evaluate the impact of teaching an educational technique in a multidisciplinary faculty education workshop about the Sawyer framework for psychomotor skill acquisition. METHODS:  An interactive 90-minute workshop through the Uniformed Services University Faculty Development Program was developed and presented from February 2021 to October 2023 at multiple military treatment facilities. Participants enrolled in the workshop either by online registration or by walking in on the day of the workshop. A postworkshop survey was collected voluntarily. Through the survey, participants self-evaluated their current teaching strategy and made changes to their future strategy based on the framework they learned during the workshop. This was a mixed methods approach with quantitative survey data that were analyzed using Microsoft Excel (Microsoft Corporation, Redmond, WA) and qualitative data through thematic analysis using a constructivist inductive approach. RESULTS:  There were 52 sessions with a total of 570 participants across 22 unique specialties. The response rate was 50%. Before the workshop, 22% of responding participants had no teaching strategy, and 49% had a partial but not explicit strategy for teaching. After the workshop, 89% of respondents answered that they would either implement a new or modify an existing strategy. Ninety-three percent of respondents reported that the Sawyer method was applicable to their future teaching. The overall themes from participants were that this procedural framework allowed for personal improvement in clear communication, individualized learner-centered teaching, and improved intentionality of teaching procedures. CONCLUSION:  Almost two-thirds of the faculty did not have a formal teaching method before this course, which is consistent with current data. Implementing a standardized framework for teaching procedures through faculty development workshops for multidisciplinary medical faculty educators can improve the educational quality of procedural skills.

Animated Videos as a Tool for Teaching Uncommon ENT Diagnoses.

OBJECTIVE: The purpose of this study was to evaluate the knowledge of healthcare professionals and learners regarding the diagnosis and management of nasal septal hematomas (NSH). The secondary objective was to evaluate the effectiveness of a short-form animated video as an educational tool.  Methods: A cross-sectional survey study of healthcare professionals and medical students in the United States was undertaken from October 2022 to June 2023. A pre-test survey was distributed to assess participants' baseline knowledge of NSH management. An educational video on nasal septal hematoma management was presented, followed by a post-test survey to measure the effectiveness of the video.  Results: A total of 142 participant results were collected, 62 (43.7%) of which were attending physicians. There was a significant improvement in knowledge scores across the sample, with a median pre-test score of 83.0% (interquartile range (IQR) 33) and a median post-test score of 100.0% (IQR 17, p<0.001). Additionally, on a visual analog scale (VAS), comfort levels in managing NSH improved from 3.20 to 4.82 (p<0.001) for the entire sample.  Conclusion: NSH is a rare yet potentially devastating otolaryngologic emergency that requires prompt diagnosis and management. A short-form animated video can be an effective tool for educating emergency professionals on diagnosing and managing NSH.

Application of combined teaching method of case-based-learning and clinical pathway in practical gynecological teaching.

Background: To train highly qualified medical talent in 5-year programs and improve students' analytical and problem-solving abilities, it is necessary to change the traditional teaching method. This study introduces the combined teaching method of case-based learning (CBL) and clinical pathway and evaluates its role in practical gynecological teaching. Methods: Medical students in a 5-year program who were enrolled in the fourth year were selected as the research subjects; these students were randomized into two groups that separately received either the traditional teaching method or the combined teaching method of CBL and clinical pathway. Before the internship, a questionnaire was administered to explore students' views of internship in gynecology, and after the internship, the questionnaire was administered to assess the two teaching methods. Furthermore, theoretical and skill tests were performed both before and after the internship. Results: A total of 206 medical students in a 5-year program who were in their fourth year were enrolled in the study. Students in the experimental group performed significantly better than those in the control group. They performed significantly better in the postinternship test than in the preinternship test (P < 0.001). The questionnaire showed that more students in the experimental group thought that their learning interests, clinical skills, case analysis ability, clinical communication ability, understanding of theoretical knowledge and clinical thinking ability had improved and significantly differed between the two groups (P < 0.05). Discussion: Compared to traditional teaching methods, combined teaching method of CBL and clinical pathway can elevate students' academic performance, improve their learning enthusiasm and help promote clinical teachers' teaching quality. Additionally, this novel method is effective in facilitating the achievement of teaching objectives and improving the quality of talent training. Therefore, the combined teaching method of CBL and clinical pathway should be popularized and applied in gynecological practice.

The RMS teaching model with brainstorming technique and student digital literacy as predictors of mathematical literacy.

In the field of educational sciences, combining various research studies is essential for the development of key competencies such as digital and mathematical literacy. However, there is a research gap in understanding the challenges of implementing the Reading, Mind Mapping, and Sharing (RMS) teaching model in Indonesian schools, which requires a model customised for the unique context of the Indonesian education system. The objective of this research is to assess the impact of the RMS teaching model on students' digital and mathematical literacy. The study employed a quasi-experimental design, consisting of two experimental classes and one control class. The first experimental class used the RMS teaching model with brainstorming techniques. The second experimental class used the RMS teaching model without brainstorming. The control class followed standard instruction based on the school curriculum. During the even semester, a total of 96 secondary school students from two different schools in Bandar Lampung, a province in Indonesia, participated in both the experimental and control groups. Data collection was carried out using a questionnaire and a test. To analyse the data, Winstep and SPSS applications were used. The study's findings supported for the effectiveness of the RMS teaching model combined with the brainstorming method in enhancing students' mathematical literacy and digital literacy. Students who were taught this approach demonstrated higher mathematical literacy skills compared to those who received instruction using the RMS teaching model and direct instruction methods. This model can act as a guide for teachers to modify their approaches creating a captivating learning atmosphere that matches the requirements of students.

Can Guided Discovery Instruction Be Detrimental to Children with Different Levels of Aquatic Competence in Infancy?

Repetitive practice can become an exploratory activity where instruction and discovery are linked, allowing instruction and guidance through tasks that help to construct and acquire the knowledge and skills that make up the content. (1) Background: The aim of the study was to show how a teaching method based on guided discovery would affect the teaching of children's aquatic competence in schoolchildren with different levels of competence. (2) Methods: An observational study was conducted with 385 schoolchildren (195 boys and 189 girls) aged 3-5 years belonging to a charter kindergarten, using an Instrument for the Measurement of Aquatic Competence in Children (SMACC) consisting of 17 items grouped into three dimensions: socio-affective, cognitive, and motor. (3) Results: After measuring aquatic competence, all age groups and all variables (motor, cognitive, and socio-affective) showed differences between pre- and post-scores and a high magnitude of effect size. When the teaching intervention was analyzed according to the level of aquatic competence of the age group, improvements were found in all variables in both the low and high-competence groups. (4) Conclusions: This study describes how guided discovery instruction has equal effects at different levels of proficiency. Furthermore, when this type of instruction was used, aquatic competence was explained not only by the motor and socio-affective dimensions but also by the cognitive variable.

The Relationship between Organizational Climate and Teaching Innovation among Preschool Teachers: The Mediating Effect of Teaching Efficacy.

Preschool teachers' teaching innovation is an important factor in enhancing teaching quality and improving children's creativity. Based on ecological systems theory and self-determination theory, the purpose of this study was to investigate the relationship between kindergartens' organizational climate and preschool teachers' teaching innovation and the mediating role of teaching efficacy in it. In this study, an online questionnaire was distributed to 2092 preschool teachers from different provinces using an Organizational Climate Scale, Teaching Efficacy Scale, and Teaching Innovation Scale. The study used SPSS 25.0 software and the SPSS PROCESS macro program for data processing. The results showed that there was a positive correlation among kindergartens' organizational climate, teaching efficacy, and teaching innovation, and that kindergartens' organizational climate not only directly and positively predicted teaching innovation, but also indirectly predicted teaching innovation through the mediating role of teaching efficacy. The study explored the internal and external influences on preschool teachers' teaching innovation and revealed their underlying mechanisms, providing theoretical support for research and educational practice on preschool teachers' teaching innovation and children's creativity.

Exploring Chinese Secondary School Students' Acceptance of Live Video-Streamed Teaching Platforms in EFL Class: An Application of the Technology Acceptance Model.

Live video-streamed teaching platforms are widely used in language teaching. However, how students perceive these platforms has scarcely been investigated. By adopting the Technology Acceptance Model (TAM), this study investigated Chinese secondary school students' perceptions of the platforms (i.e., Tencent meeting, Tencent classroom and Dingtalk) being adopted in English as a foreign language (EFL) class. Gender and age differences were also investigated. Data were collected from 602 students; the results showed the following: (1) The acceptance level of all the participants was high for the five variables in TAM, i.e., perceived ease of use (PEU), perceived usefulness (PU), attitude (ATT), computer self-efficacy (CSE) and behavioral intention to use (BI), but with significant individual differences. There existed no gender differences, while age differences existed between junior high school students and those from senior high school. (2) The five variables were correlated with each other significantly. In addition, CSE, PEU, PU and ATT can predict BI in parallel. (3) The relationship between CSE and BI was mediated by PEU, PU and ATT. Also, PU had the strongest mediating effect, with PEU and ATT exerting slightly lower effects. The theoretical and practical implications are discussed at the end.

Learning cardiac embryology on YouTube-What videos are there to view?

In modern medical curricula, embryology is typically taught through lectures, with a few institutions providing tutorials. The use of 3-D videos or animations enables students to study these embryological structures and how they change with time. The aim of this study was to assess the quality of cardiac embryology videos available on YouTube. A systematic literature review regarding the use of YouTube in teaching or learning cardiac embryology identified no papers that examined this specific question, and next, a systematic search of YouTube was performed. A total of 1200 cardiac embryology videos were retrieved using 12 specific search terms, with 370 videos retrieved under two or more search terms and excluded. A further 511 videos were excluded under additional, specific criteria. The remaining 319 videos were evaluated with the YouTube Video Assessment Criteria (UTvAC), with 121 rated as "useful." Videos on YouTube are uploaded with a wide audience in mind, from children to cardiologists, and content control is imperfect. Multiple videos were identified as duplicates of videos from original channels, typically without attribution. While 49 videos showed operations or human material, none contained an ethical statement regarding consent, and only 10 of these included an age restriction or graphical advisory. While there are useful videos for medical students studying cardiac embryology on YouTube, intuitive search strategies will also identify many with irrelevant content and of variable quality. Digital competence and search strategies are not innate skills, so educators should teach students to assess information so as to avoid overload or "filter failure."

Tailored Basic Life Support Training for Specific Layperson Populations-A Scoping Review.

Background: Basic life support (BLS) is a life-saving link in the out-of-hospital cardiac arrest chain of survival. Most members of the public are capable of providing BLS but are more likely to do so confidently and effectively if they undertake BLS training. Lay members of the public comprise diverse and specific populations and may benefit from tailored BLS training. Data on this topic are scarce, and it is completely unknown if there are any benefits arising from tailored courses or for whom course adaptations should be developed. Methods: The primary objective of this scoping review was to identify and describe differences in patient, clinical, and educational outcomes when comparing tailored versus standard BLS courses for specific layperson populations. This review was undertaken as part of the continuous evidence evaluation process of the International Liaison Committee on Resuscitation. Results: A primary search identified 1307 studies and after title, abstract, and full-text screening, we included eight publications reporting on tailored courses for specific populations. There were no studies reporting direct comparisons between tailored and standardized training. Seven (88%) studies investigated courses tailored for individuals with a disability, and only one study covered another specific population group (refugees). Overall, the quality of evidence was low as the studies did not compare tailored vs. non-tailored approaches or consisted of observational or pre-post-designed investigations. Conclusions: Tailored BLS education for specific populations is likely feasible and can include such groups into the pool of potential bystander resuscitation providers. Research into comparing tailored vs. standard courses, their cost-to-benefit ratio, how to best adapt courses, and how to involve members of the respective communities should be conducted. Additionally, tailored courses for first responders with and without a duty to respond could be explored.

Deep Visual Computing of Behavioral Characteristics in Complex Scenarios and Embedded Object Recognition Applications.

By leveraging artificial intelligence and big data to analyze and assess classroom conditions, we can significantly enhance teaching quality. Nevertheless, numerous existing studies primarily concentrate on evaluating classroom conditions for student groups, often neglecting the need for personalized instructional support for individual students. To address this gap and provide a more focused analysis of individual students in the classroom environment, we implemented an embedded application design using face recognition technology and target detection algorithms. The Insightface face recognition algorithm was employed to identify students by constructing a classroom face dataset and training it; simultaneously, classroom behavioral data were collected and trained, utilizing the YOLOv5 algorithm to detect students' body regions and correlate them with their facial regions to identify students accurately. Subsequently, these modeling algorithms were deployed onto an embedded device, the Atlas 200 DK, for application development, enabling the recording of both overall classroom conditions and individual student behaviors. Test results show that the detection precision for various types of behaviors is above 0.67. The average false detection rate for face recognition is 41.5%. The developed embedded application can reliably detect student behavior in a classroom setting, identify students, and capture image sequences of body regions associated with negative behavior for better management. These data empower teachers to gain a deeper understanding of their students, which is crucial for enhancing teaching quality and addressing the individual needs of students.

Brief Teaching Intervention Improves Medical Students' Dermatology Diagnostic Skills and Comfort in Performing Dermatology Exams.

BACKGROUND: Skin disease is a significant contributor to the global disease burden, with dermatologic health disparities adding to this burden. Internists, general practitioners, and other medical professionals often manage skin disease with limited exposure to dermatologic education in medical school. OBJECTIVE: This study evaluated a brief educational intervention for medical students to improve dermatologic knowledge, diagnostic and communication skills, and comfort in performing dermatology-focused physical exams. A secondary focus of the intervention was to promote awareness of skin disease, detection, and prevention for patients with a variety of skin tones. METHODS: Sixty-five first through fourth-year students at Rutgers RWJMS participated in a pre-test-post-test within-subject study. Students described images using open-ended responses followed by multiple-choice identification questions. Students watched a one-hour self-paced module created by a licensed dermatologist and completed a follow-up assessment. RESULTS: At pre-test, descriptions were brief and often inaccurate but significantly improved post-intervention to include descriptors such as primary morphology and demarcation. Accuracy on diagnostic and management questions significantly improved and comfort in advising patients and performing dermatologic exams significantly increased. CONCLUSIONS: A low-cost, brief, self-paced module can augment dermatologic education for medical students while increasing exposure to multiple skin tone presentations of lesions.

Using Simulation to Improve Communication Skills.

Ineffective communication is implicated in 80% of medical errors, costing the United States approximately $12 billion annually. Teaching communication skills is a component of nursing curricula linked to improved patient outcomes. Simulation-based experience (SBE) is a strategy for healthcare professionals to learn communication skills. Providing nurses with the ability to practice nurse-nurse, nurse-physician, nurse-patient, and team communication skills in a psychologically safe learning environment provides an opportunity for skill development and meaningful self-reflection. The multiple modalities for SBE support needed communication techniques for skill development and acquisition to improve patient outcomes.

The Essentials of Debriefing and Reflective Practice.

Debriefing is a specific type of reflective learning. Debriefing follows an experience, with the goal of taking meaningful learning away from the experience. It is often used following a simulation-based educational experience but the same techniques can be used following actual clinical care. Early studies in simulation suggest that learning does not occur in simulation-based education in the absence of debriefing. There are phases of a debriefing discussion and specific conversational strategies that are used to engage learners and provoke engaging learning discussions. Standards of practice call for facilitators with specialized training and a debriefing method that is theory based.

POTENTIAL OF THE GRAPHIC NOVEL "BLUE PILLS" TO DEMYSTIFY STIGMAS ABOUT HIV THROUGH CURRICULAR CONTENT / POTENCIAL DE LA NOVELA GRÁFICA "PÍLDORAS AZULES" EN DESMITIFICAR ESTIGMAS SOBRE EL VIH ATRAVÉ DE CONTENIDOS CURRICULARES / POTENCIAL DO ROMANCE GRÁFICO "PÍLULAS AZUIS" EM DESMISTIFICAR ESTIGMAS SOBRE HIV ATRAVÉS DOS CONTEÚDOS CURRICULARES

Despite advances in public policy and health care, it is estimated that more than 1 million people in Brazil live with HIV. Health education is an important prophylactic measure that could help disseminate information to reduce the increase in cases. Among the various strategies used in educational processes, visual media are strong allies due to their significant communication potential. The objective of this study was to analyze the graphic novel "Blue Pills" to identify its potential for addressing HIV in science and biology education. "Blue Pills" is an autobiographical graphic novel by Frederik Peeters that depicts his challenges and anxieties upon discovering that his girlfriend, Cati, and her son are HIV positive. We conducted a content analysis of the work, examining both visual and textual elements to evaluate its potential use in teaching. Our analysis identified 67 excerpts related to the research topic, which we categorized into five themes: "Prejudices and Stigmas," "Care and Treatment," "Transmission and Reproduction of the Virus," "Emotional and Psychological Impacts," and "Social View of Science." Peeters effectively presents HIV in an empathetic and accessible manner, contextualizing complex and often stigmatized issues for readers. Consequently, we believe the material has potential for educational use, despite existing restrictions in the Brazilian National Common Curricular Base (BNCC). Additionally, it contributes to the social debate on issues pertinent to the daily lives of HIV-positive individuals, helping to demystify stigmas entrenched in the collective imagination.

A pesar de los avances en políticas públicas y atención sanitaria, se estima que en Brasil más de 1 millón de personas viven con VIH. La educación sanitaria es un proceso de profilaxis importante que puede contribuir a la difusión de información para mitigar el aumento de casos. Entre las diferentes estrategias utilizadas en los procesos educativos, los productos visuales son fuertes aliados debido a su gran potencial comunicativo. El objetivo de este trabajo fue analizar la novela gráfica "Píldoras Azules" con el fin de identificar su potencial para abordar el VIH en la educación en ciencias y biología. "Píldoras Azules" es una novela gráfica autobiográfica de Frederik Peeters que presenta sus desafíos y angustias al descubrir que su novia Cati y su hijo son VIH positivos. Realizamos un análisis de contenido de la obra, observando los elementos visuales y textuales que pueden posibilitar su uso en la docencia. Tras el análisis, identificamos 67 extractos con enfoques relacionados con el tema objeto de la investigación. Los extractos están organizados en 5 categorías: "Prejuicios y estigmas", "Cuidado y tratamiento", "Transmisión y reproducción del virus", "Impactos emocionales y psicológicos" y "Visión social de la ciencia". En su obra, Peeters logra abordar el VIH de una manera empática y fácil de entender, contextualizando temas complejos y reprimidos en la sociedad para el lector. Por lo tanto, entendemos que el material presenta posibilidades de uso en la enseñanza, a pesar de las restricciones existentes en el BNCC, además de aportar al debate social cuestiones pertinentes a la vida cotidiana de las personas VIH positivas, desmitificando estigmas presentes en el imaginario colectivo.

Apesar dos avanços em políticas públicas e atendimento à saúde, estima-se que no Brasil mais de 1 milhão de pessoas vivam com o vírus da imunodeficiência humana (HIV). A educação em saúde é um importante processo de profilaxia que pode contribuir na disseminação de informações que atenuam o aumento de casos. Dentre as diferentes estratégias utilizadas nos processos educativos, os produtos imagéticos são fortemente aliados devido ao seu grande potencial de comunicação. O objetivo deste trabalho foi analisar o Romance Gráfico (RG) Pílulas Azuis a fim de identificar seu potencial para abordagem sobre o HIV no ensino de ciências e biologia. Pílulas Azuis é um RG autobiográfico de Frederik Peeters que apresenta seus desafios e angústias ao descobrir que sua namorada Cati e seu filho são soropositivos. Realizamos Análise de Conteúdo na obra demonstrando os elementos imagéticos e textuais que podem possibilitar seu uso no ensino. Após a análise, identificamos 67 trechos com abordagens relacionadas ao tema alvo da pesquisa. Os trechos foram organizados em 5 categorias: "preconceitos e estigmas", "Cuidado e tratamento", "Transmissão e reprodução do vírus", "Impactos emocionais e psicológicos" e "Visão social da Ciência". Peeters consegue em sua obra trazer o HIV de forma empática e com fácil compreensão, contextualizando ao leitor temas complexos e reprimidos na sociedade. Assim, identificamos que o material apresenta potencial de utilização no ensino, apesar das restrições existentes na BNCC, assim como trazer para o debate questões sociais pertinentes ao cotidiano de pessoas soropositivas, desmistificando estigmas presentes no imaginário coletivo.

Multidisciplinary approach to diagnostic radiology education: a novel educational intervention for Turkish medical students.

Teleconferencing can facilitate a multidisciplinary approach to teaching radiology to medical students. This study aimed to determine whether an online learning approach enables students to appreciate the interrelated roles of radiology and other specialties during the management of different medical cases. Turkish medical students attended five 60-90-minute online lectures delivered by radiologists and other specialists from the United States and Canada through Zoom meetings between November 2020 and January 2021. Student ambassadors from their respective Turkish medical schools recruited their classmates with guidance from the course director. Students took a pretest and posttest to assess the knowledge imparted from each session and a final course survey to assess their confidence in radiology and the value of the course. A paired t-test was used to assess pretest and posttest score differences. A 4-point Likert-type scale was used to assess confidence rating differences before and after attending the course sessions. A total of 1,458 Turkish medical students registered for the course. An average of 437 completed both pre- and posttests when accounting for all five sessions. Posttest scores were significantly higher than pretest scores for each session (P < 0.001). A total of 546 medical students completed the final course survey evaluation. Students' rating of their confidence in their radiology knowledge increased after taking the course (P < 0.001). Students who took our course gained an appreciation for the interrelated roles of different specialties in approaching medical diagnoses and interpreting radiological findings. These students also reported an increased confidence in radiology topics and rated the course highly relevant and insightful. Overall, our findings indicated that multidisciplinary online education can be feasibly implemented for medical students by video teleconferencing.

Nursing students' engagement in online learning.

Reliance on digital technology may have implications for our social and economic wellbeing, including factors such as health, environmental quality, social interaction, and educational levels. Although there may be concerns, it is important to acknowledge that digital technology also offers immediate, cost-effective and accessible solutions that are transforming various services. The COVID-19 pandemic, through the disruption of educational systems worldwide, has accelerated the transformation of higher education, leading to changes in the way it is perceived. However, there is a lack of understanding regarding the relationship between digital poverty, digital literacy, and students' online experiences. This article aims to explore the engagement of nursing students in online learning post COVID.