Faggot! Dyke! Experiences of Lesbian, Gay and Bisexual Physical Education Teachers and their Strategies in the Face of Homophobia.

The growing visibility of the LGBTQ community and the demand for their rights, also in the educational context, have led, among other things, to a higher focus on the experiences of teachers and the role they play when facing homophobia and promoting diversity and respect. In this sense, lesbian, gay and bisexual (LGB) teachers could experience their sexual orientation and its visibility as a problem. However, specific knowledge about these experiences is limited, also in Physical Education (PE). This study explores these experiences through data collected from 24 in-depth interviews with Primary and Secondary LGB PE teachers in Spain. The results align with the international literature, highlighting that disclosing their sexual orientation is a key aspect of participants' experience. Although teachers agree on the advantages of "coming out of the closet," LGB PE teachers define their strategies based on contextual elements such as fear of the families' reaction, the type of school, or the training received. They develop strategies such as ignoring homophobic acts, reacting against them, or using them educationally. Overall, homophobia in the educational context affects them emotionally. As a conclusion, it is essential to improve training, engage allies, and involve the entire educational community in the fight against homophobia.

Enhancing hematopathology peripheral blood smear education through asynchronous video material: A pilot report.

This study explores the effectiveness of asynchronous video material as a supplementary educational tool for trainees in hematopathology. Traditional pedagogical methods often rely heavily on faculty involvement, potentially limiting the breadth of information trainees receive due to constraints in faculty time and the variety of cases covered in a limited time interval/rotation. Asynchronous video-based learning presents a potential solution to these challenges. This concept has been utilized effectively in various fields of medical education. In this study, we describe our implementation of an educational program utilizing asynchronous video material to supplement traditional learning methods for peripheral blood smear interpretation for learners on a hematopathology clerkship. Following a pre-test/post-test assessment with 13 trainees, we analyzed the correlation between video viewing percentage and changes in test scores. The results indicate an improvement in test scores following exposure to video content, supporting the positive impact of asynchronous video material on hematopathology education. Trainees had positive feedback regarding this new educational tool. This study suggests that such self-directed learning could enhance traditional teaching methods, ensuring broader and more consistent coverage of hematopathology concepts.

Strategies for enhancing Chinese students' engagement in a large class learning environment: An interpretative phenomenological approach.

AIM: It is common for Chinese students to sit quietly during classroom lectures, attentively following teachers' instructions without interacting or asking questions, viewed as passive engagement. This study aims to understand further the passive engagement of Chinese students in relation to classroom questioning, just-in-time feedback and collaborative activities. With objectives to formulate strategies to enhance Chinese students' engagement in a large class learning environment without undermining the cultural dimension of "face". BACKGROUND: Engaging in collaborative educational activities between teachers and students can be challenging in a large classroom learning environment. Within the Chinese context, Confucian-heritage culture may further exacerbate the challenges teachers face. Chinese students often appear passive when responding to questions. In this situation, educators may receive insufficient student feedback to modify and optimise their teaching and learning approaches. DESIGN: A qualitative research method, with an interpretative phenomenological approach was employed in a self-financed institute of higher education in Hong Kong. METHODS: Eight nursing graduates were invited to participate in two focus group interviews to generate teaching and learning strategies. In addition, individual in-depth interviews were conducted with twelve nursing teachers recruited through a snowballing sampling strategy. The narratives were coded, categorised, themed, analysed and interpreted through thematic analysis. RESULTS: Chinese students are concerned with "losing face" and the fear of being teased by their peers in a collectivist culture. Based on these findings, three teaching and learning strategies for engaging students in classroom questioning and collaborative activities were generated. These strategies include using digital learning platforms, the promotion of communication and fostering interpersonal relationships. CONCLUSIONS: In higher education, academic managers and teachers must critically reflect on teaching and learning strategies tailor-made to different cultural and contextual settings. Collaborating on pedagogical reforms can provide solid guidance and insight on implementing student-centred learning for Chinese students in large class learning environments while respecting the cultural dimension of "face".

Implementing Lifestyle Medicine in Undergraduate Medical Education at Riphah International University, Pakistan.

The Need of the LM content in Medical undergraduate curriculum was imperative based on the mortality and morbidity statistics in Pakistan along with lack of LM training and unhealthy lifestyle of physicians themselves. Aims and Objectives for integrating LM content were designed including cognitive, affective and psychomotor domains of learning. while embedding LM content in an integrated modular system, every step was technically monitored and matched with the academic year, teaching methodology and importance of the topic. LM content was integrated in every educational activity from first to final year by adding or modifying LM learning objectives. The alignment of learning domains was in accordance with the teaching and assessment strategies. Teaching methods chosen were according to the designed learning objectives and phase of curriculum. LM content was assessed in formative and summative assessment through, single best and case cluster MCQs, reflections, OSPE. LM curriculum was communicated to teaching faculty and medical students through academic calendar, module guides and timetables. It was shared on Moodle and Teams. Educational environment incorporated both physical and virtual learning and has been supportive of lifestyle practices among medical students. The entire process of embedding LM content in medical education has been multifaceted. Different committees were formed including Steering, Core, implementation, and Evaluation Committees. Students were part of each committee. This write-up describes the evidence-based approach used to embed LM content in Undergraduate Medical Education and offers guidance to other undergraduate medical colleges that may wish to implement lifestyle medicine content.

Teaching Strategies in Psychiatric Nursing Based on Bloom's Taxonomy of Educational Objectives.

Bloom's Taxonomy of Educational Objective (BTEO), as a classic method for categorizing educational objectives, provides a clear and specific framework for formulating teaching goals in the global education field. Psychiatric nursing, as a highly specialized discipline, demands high requirements for students in both theoretical knowledge and practical skills. However, traditional teaching methods often focus excessively on knowledge impartation, neglecting the cultivation of students' practical abilities and emotional attitudes. Therefore, the purpose of this study was to Improve the existing psychiatric nursing curriculum by combining Bloom's educational goals theory, which emphasizes the comprehensive development of cognitive, affective, and psychomotor skills, providing new perspectives and methods for psychiatric nursing education. By applying BTEO, specific teaching goals at different levels can be defined more clearly, and corresponding teaching strategies and methods can be employed to achieve these goals. Furthermore, the application of BTEO requires effective interaction between teachers and students. Teachers need to monitor students' learning progress, adjust teaching strategies promptly, and ensure that students comprehensively grasp knowledge and skills. Thus, the application of this teaching strategy contributes to improving the quality of psychiatric nursing education and cultivating outstanding psychiatric nursing professionals. We hope to cultivate students' theoretical knowledge and practical skills in mental care by helping them develop their overall skills.

Achievement Motivation Among Health Sciences and Engineering Students During COVID-19.

Background: COVID-19 has brought many hurdles, and people have had to adjust to new ways. The online class was one such adjustment. Students in health science and engineering streams have more practical learning than theory. The online classes halted the normal teaching-learning processes and brought in unique set of difficulties which was a challenge to both the teacher and the student. Purpose: This study was undertaken to understand the effect of online learning on achievement motivation among health sciences and engineering students during the COVID-19 pandemic and to find out if there is a significant difference across gender, age, type of internet connectivity, and rural/urban areas. Methods: This was a survey-based comparative study. The sample size was 440 and consisted of health science and engineering undergraduate college students, both male and female, in the age group of 17-24 years. Data were collected through the Achievement Motivation Scale given online. A descriptive, z-test, and ANOVA were used to analyze the data. Results: The average need for motivation was shown by 50% of engineering students and 54.55% of health science students. High motivation was shown by only 1.36% of engineering students and 0% of health science students. Females showed better achievement motivation than males, and those having good connectivity and staying in urban areas showed higher achievement motivation. Conclusion: Lockdowns cannot be predicted, but the government needs to be effective in its planning for the rural population with regards to internet connectivity. Policymakers concerned with education should come up with modified teaching strategies for better student engagement. Even during regular off-line teaching, one day a week should be devoted to online classes so that this becomes part of the regular curriculum.

Estrategias didácticas para la enseñanza de la anatomía humana en la Universidad Austral de Chile

La presente revisión narrativa propone caracterizar las estrategias didácticas actualmente utilizadas en el Instituto de Anatomía, Histología y Patología (IAHP) de la Universidad Austral de Chile (UACh), para la enseñanza-aprendizaje de la anatomía humana en los alumnos de las escuelas de Enfermería, Kinesiología, Medicina, Obstetricia y Puericultura, Odontología y Terapia Ocupacional de su Facultad de Medicina. Se listan las diversas estrategias didácticas implementadas y se explica la manera en que se han venido aplicando en esta institución a fin de perfeccionar la enseñanza anatómica, considerando los retos y desafíos que demandan las generaciones actuales de estudiantes y la dinámica del mundo contemporáneo.

This narrative review aims to describe the didactic strategies currently employed by the Institute of Anatomy, Histology, and Pathology at the Universidad Austral de Chile (UACh) for teaching Human Anatomy to students in the Nursing, Kinesiology, Medicine, Obstetrics and Childcare, Dentistry, and Occupational Therapy programs of its Faculty of Medicine. The implemented teaching strategies for improving anatomical teaching in this institution are listed and explained, considering the challenges posed by current generations of students and the dynamics of the contemporary world.

The impact of science teaching strategies in the Arabic-speaking countries: A multilevel analysis of TIMSS 2019 data.

This paper analyses teaching strategies in relation to the science achievement of 4th-grade students using TIMSS 2019 data. It focuses on seven Arabic-speaking countries, which share similar cultures and distinct features of their societies and school systems. It applies multilevel modeling with student- and classroom-level information to decompose variance and understand relationships at these two levels. Overall, the results show the importance of analysis at the classroom level, as half of the science achievement variance is associated with differences between classrooms. Our results indicate that in the Arabic-speaking countries, emphasis on academic success and more active instruction are positively related to student achievement. On the other hand, science investigation methods such as planning and running experiments are negatively related to achievement, although the effects are small in magnitude. Moreover, the results from multilevel models with random coefficients for home resources suggest that higher emphasis on academic success increases differences in student achievement depending on their socioeconomic background.

Prehospital mass casualty incident triage simulation builds knowledge and confidence in medical trainees.

Background: Mass casualty incident (MCI) triage simulation is an increasingly useful tool for teaching triage systems to medical students, trainees, and hospital staff. MCI simulation in the prehospital setting has not yet been studied in this population. Objectives/Aims: We aimed to assess the effectiveness of a prehospital MCI simulation in medical students, residents, and fellows. Our primary outcome was knowledge of the components of the triage algorithms used in MCI response. Our secondary outcome was each participant's confidence level if required to assist with or lead a MCI response. Methods: This was an observational study with pre-post surveys. We recruited 30 medical students, 14 emergency medicine (EM) residents, and four pediatric EM fellows to fill out a survey before and after a 3-h simulation session practicing the START and JumpSTART algorithms on two prehospital MCI scenarios. Results: Overall, all groups demonstrated significant improvement in knowledge of triage colors, information needed to assign a triage color, pediatric airway management during a MCI, and indications for breaths-first CPR. They also demonstrated significant increase in confidence both in assisting with and in leading a MCI response. Conclusions: Simulated practice triaging patients in prehospital MCI scenarios improves knowledge of triage algorithms and increases confidence in assisting with or leading a MCI response in medical trainees.

Using evidence to identify teaching strategies to improve student competencies.

BACKGROUND: Organizational assessment revealed opportunities to develop a critical mass of faculty educated about EBP and integrate competencies into practice. The faculty orientation online program did not include information about the EBP process, teaching strategies, or student competencies. PURPOSE: The purpose of this EBP project was to investigate the best teaching strategies that foster student competencies. IMPLEMENTATION PLAN: Based on the evidence, an online EBP module was developed including the best teaching strategies for instruction of EBP, the student competencies that must be mastered and teaching barriers that must be overcome. The results and implementation plan were presented to leaders and faculty Online Council for feedback, approval, and buy-in. OUTCOMES: Twenty-five faculty completed the EBP online module over 1 year providing examples for teaching strategies that related EBP to clinical practice, teaching methods that engaged students and examples of assignments that promoted student competency. IMPLICATIONS FOR PRACTICE: Using evidence to develop an EBP module for faculty orientation to online teaching provided a cost-effective way to develop a critical mass of faculty educated in EBP teaching strategies and methods that foster student competencies.

ESTILOS DE APRENDIZAJE EN ESTUDIANTES DE LA LICENCIATURA EN ENFEMERIA DE TRES INSTITUCIONES DE EDUCACIÓN SUPERIOR EN MÉXICO / LEARNING STYLES IN NURSING DEGREE STUDENTS FROM THREE HIGHER EDUCATION INSTITUTIONS IN MEXICO

INTRODUCCIÓN. La sociedad actual demanda de enfermeros que desarrollen la autonomía necesaria para la resolución de problemas, la planificación, el seguimiento y la evaluación de su propio desempeño. Esta autonomía proviene del aprendizaje permanente. OBJETIVO. Determinar los Estilos de Aprendizaje predominantes entre los estudiantes de primer año matriculados en tres instituciones de educación superior en México para cursar la carrera de enfermería. METODOLOGÍA: Estudio cuantitativo y multicéntrico con un diseño descriptivo, y una muestra no probabilística. Para identificar los Estilos de aprendizaje de los estudiantes se utilizó el cuestionario VARK, con coeficiente alfa de Cronbach osciló entre 0.77 y 0.85. La escala fue digitalizada y programada mediante la herramienta Formulario de Google Drive. Se obtuvo un dictamen favorable por el comité de ética de las instituciones. Los resultados se procesaron en el programa estadístico SPSS versión 25.0. RESULTADOS: Se aplicaron 305 cuestionarios, donde 88,63 % fueron mujeres. El estilo de aprendizaje más preponderante fue el Quinestésico (30.39 %), seguido por el Lectura/Escritura (27.42 %), auditivo (26,58 %) y visual (15.61 %). De acuerdo con el estilo modal más del 50 % son multimodales. CONCLUSIÓN: Los resultados muestran que es fundamental contar con datos tanto individuales como grupales de los estudiantes para pensar estrategias de enseñanza y aprendizaje que tengan en cuenta las preferencias de aprendizaje de los estudiantes y la orientación temática del orden disciplinario, desde su ingreso a la universidad.

INTRODUCTION. Today's society demands that nurses develop the necessary autonomy to solve problems, plan, monitor and evaluate their own performance. This autonomy comes from lifelong learning. AIM. To determine the predominant learning styles among first-year nursing students enrolled in three higher education institutions in Mexico. METHODOLOGY: Quantitative and multicenter study with a descriptive designand a non-probabilistic sample. To identify the learning styles of the students, the VARK questionnaire was used, with Cronbach's alpha coefficient ranging between 0.77 and 0.85. The scale was digitized and programmed using the Google Drive Form tool. A favorable opinion was obtained by the ethics committee of each institution. The results were processed in the statistical program SPSS, version 25.0. RESULTS: 305 questionnaires were completed by respondents, 88.63% of which were women. The most predominant learning style was kinesthetic (30.39%), followed by reading/writing (27.42%), auditory (26.58%) and visual (15.61%). As to the modal style, more than 50% were multimodal. CONCLUSION: The results show that it is essential to have both individual and group data related to students so that teaching and learning strategies can take into account their learning preferences, as well as the thematic orientation of the discipline of nursing, from the time of their admission to the university.

Factors Affecting Achieving Learning Outcomes in Basic Years in Medical School at King Abdul Aziz University, Jeddah, Saudi Arabia.

OBJECTIVE: This study was conducted as part of a curricular reform process in Faculty of Medicine (FOM), King Abdul Aziz University Jeddah Saudi Arabia. It explored the perspective of FOM stakeholders on the challenges and factors in the teaching and learning domains that are affecting achieving learning outcomes. METHODS: Faculty teaching in the second and third year, students in third and fourth year, and administrative personnel were included. An electronic survey was created. Chi-Squared test for independence was used to test the association between the correspondent group and different statements. Kruskal-Wallis ANOVA was used to examine the differences in medians among the questions utilizing ranks to evaluate different questions, followed by post hoc pairwise comparison with Bonferroni-corrected alpha. RESULTS: A strong association was seen between the correspondent level and perspective on time allocated for modules and vertical integration of the curriculum. Among the most highly ranked challenges for using various teaching strategies were the loaded curricula content and the limitation of time, with an overall median rank of 8. Student readiness and motivation were also significant factors, however, students considered motivation less of a challenge. CONCLUSION: Continuous assessment of factors affecting teaching and learning will bridge gaps in curriculum.

An Integrative Review of Patient Education During Inpatient Hematopoietic Stem Cell Transplantation.

PROBLEM IDENTIFICATION: Patients undergoing hematopoietic stem cell transplantation (HSCT) have significant learning needs that nurses must provide. The review question was "What teaching methods and strategies have been examined to deliver education to patients undergoing HSCT?" LITERATURE SEARCH: The review was conducted in November 2022 using the following databases: Scopus®, Embase®, MEDLINE®, CINAHL®, PsycINFO®, and ERIC. The search comprised two main concepts: HSCT and patient education. DATA EVALUATION: The search yielded 1,458 records after duplicates were removed, and 3 studies were included in this review. The studies were critically appraised using the Mixed Methods Appraisal Tool and deemed to be of moderate quality. SYNTHESIS: Problem-solving training was the teaching method used in all three studies. Satisfaction was noted among patients and those delivering the intervention. The effect of the training on information retention or application was not measured. IMPLICATIONS FOR PRACTICE: Additional research is needed to explore how to best educate patients undergoing HSCT while hospitalized. Structured teaching methods may have a sound theoretical basis and warrant additional investigation using more rigorous research methods.

Utilizing Simulation-Based Training to Increase Preeclampsia Recognition in Undiagnosed Patients.

Research suggests that simulation in nursing education is a learning strategy that promotes critical thinking and utilization of clinical judgment in a safe environment without fear of retribution if errors are made. Senior nursing students in a small liberal arts university participated in a complex simulation that involved a pregnant patient with preeclampsia. The students were charged with doing a complete assessment of the patient and unborn baby. Upon completion of the assessment, the students utilized their critical thinking skills to determine the best treatment for the patient and baby that rendered the best outcomes. The goal of the exercise was to provide the students with a realistic scenario that advanced quickly into an emergent situation. The majority of students will not work in labor and delivery, but they will experience situations in their respective units that require quick thinking and critical decision-making. This simulation was a strategy to help facilitate these students into their transition to practice.

Live Patient Encounters: A Perspective From Second-Year Medical Students.

Background Interactive patient cases have been shown to be a valuable resource in medical education. Previous studies have demonstrated that using patients as teachers can help students improve clinical reasoning and have educational benefits; however, there is limited research on student feedback on patients as teachers. The objective of this study is to evaluate second-year medical students' (MS2s) perceptions of patient encounters during the teaching of the Skin and Musculoskeletal System Course (BMS 6635). Methods A retrospective descriptive study on prospectively maintained survey data was performed. Following course completion, MS2s were surveyed on their experience from four to five live patient encounters at the University of Central Florida College of Medicine from 2016-2022. The interactive cases involved patients with dermatologic, autoimmune, and musculoskeletal diseases. All MS2s enrolled in BMS 6635 were included. Statistical analysis was performed on survey responses to students' perceptions of live patient encounters. Results Seven hundred surveys were completed following the interactive patient encounters. Ninety percent of participants answered that they enjoyed the cases, 92% agreed the cases were an appropriate learning experience for their education, and 76% agreed the cases helped with material retention. From 2016 to 2022, there was a slight decrease in enjoyment in the cases over time (97%, 88%, 93%, 94%, 86%, 81%, p<.001, respectively), and student agreement that patient cases were an appropriate learning experience in their education (98%, 92%, 94%, 95%, 93%, 84%, p=.001, respectively), but overall remained greater than 80% satisfaction. Conclusions Patient cases are perceived to be a valuable educational resource by second-year medical students and therefore should be integrated in medical curricula. Students enjoyed patient cases, believed they had an educational benefit, and perceived they aided in material retention.

Effectiveness of gamification and selection of appropriate teaching methods of creativity: Students' perspectives.

Complex creativity and multiple learning objectives often require combining several teaching methods, and gamification may be an effective teaching strategy for enhancing learning. However, few studies have examined the combined effects of implementing gamification and multiple teaching methods in a course from students' perspectives. Therefore, this study implemented gamification and six teaching methods of enhancing college students' creativity in university creativity and innovation course in November and December 2021 and aimed to examine the effects on their creativity, collaboration, and communication skills and used the Analytical Hierarchy Process to identify more effective teaching methods corresponding to the learning objectives from students' perspectives. The results showed that students perceive that gamification could stimulate their motivation, attitudes, and interest in learning and enhance their creativity, collaboration, and communication skills. Furthermore, Mandala thinking was the most effective teaching method for the overall goal. In contrast, the most effective teaching methods for the creativity, collaboration, and communication skills learning objectives were the SCAMPER technique, balloon competition, and Mandala thinking, respectively. The results provide essential references for selecting effective teaching methods that meet the teaching objectives.

Microteaching: Overview and examination evaluation.

Nearly all teachers are forced into teaching and gain experience through time, but many do not feel adequately prepared for their fieldwork in their training program. Only solution which helps teachers and students is to connect theory to practice by microteaching. It is a strategy for acquiring teaching abilities on a smaller scale, in which teachers may practice previously learned skills as well as acquire new ones. The efficiency of microteaching may be predicted using feedback from participants. While preservice instructors benefit from microteaching and students themselves find it helpful, academics have not yet looked closely at the assignment itself to determine precisely what microteaching entails. As a result, this study aids in learning more about the interactional aspects of microteaching and the effect of it in both teachers and students.

Preceptoring of Graduate Nursing Students in Iraq.

Purpose: The objective of this study is to explore and examine the approaches utilized by preceptors in guiding graduate nursing students toward developing critical thinking skills within governmental nursing colleges in Iraq. Methods: The study involved 215 preceptors employed in Al governmental nursing colleges in Iraq. Purposive sampling was used to select participants who had at least two years of nursing preceptorship experience. A survey instrument consisting of two open-ended questions was used to collect data, and descriptive and inferential statistics were used to analyze the data. Results: Most preceptors (82.8%) agreed that critical thinking is important to graduate nursing education, and 93.5% agreed that critical thinking skills are adequately taught during preceptorship. Case studies (92.1%), simulation (87.4%), and problem-based learning (81.9%) were the most commonly used methods to enhance critical thinking skills in nursing students during preceptorship. The study identified six main challenges, including managing the diverse needs and abilities of students, integrating students into the clinical environment, educators' lack of knowledge, selection criteria, teaching strategies, and language. Conclusion: The study concluded that most preceptors acknowledged the significance of critical thinking in nursing education and felt that these skills were effectively taught during preceptorship. Preceptors employed different techniques like case studies, simulation, and problem-based learning to enhance critical thinking abilities in nursing students.

Immersive Videos Improve Student Self-Efficacy in Clinical Lactation.

The current study examined the use of immersive technology as a way to improve access to high-quality interpersonal breastfeeding interactions in an undergraduate clinical lactation course. In particular, we investigated the impact of immersive consultation videos and related activities on student self-efficacy, motivational beliefs, and perceived skill level. Results indicate that usability was high, with participants rating videos, interactives, and activities positively. Students did report a significant increase in self-efficacy and their perceived ability to meet the course learning objectives; no significant changes in the level of interest or perceived skill were found. Our results demonstrate that high-quality immersive videos can be an important learning tool for teaching clinical skills when access to direct patient care is limited or absent.

A paired curriculum for surgical faculty and residents on adult education.

A paired surgical educator curriculum on adult learning was designed for residents and faculty at a large otolaryngology residency program. In its first year of implementation, 12 core faculty and 20 residents attending the workshops, with positive feedback from all participants and measurable improvements in their understanding of basic terms in adult cognitive learning theory. The curriculum enabled faculty and residents to practice applying educational theories to their every day clinical teaching activities and is adaptable for use in other surgical training programs. Level of Evidence: IV.