Facilitating learning of community-based rehabilitation through problem-based learning in higher education

EU Policies Driving Entrepreneurial Competences—Reflections from the Case of EntreComp

The United Nations’ Sustainable Development Goals promote entrepreneurial competences as a means of supporting young people to innovate, start businesses, and create jobs. Furthermore, the European Union considers entrepreneurial skills to be essential in creating welfare and economic sustainability. Empowering individuals with entrepreneurship education, an entrepreneurial mindset and behaviors, are tools to develop human capital. This article explores how European policies can drive development of entrepreneurial competences by examining the case of the European Framework for Entrepreneurial Competences (EntreComp) and its integration into education and training development in different countries. With this research, we contribute education development from the practical point of view by analyzing how a cross section of actors, using EntreComp as a European framework for entrepreneurial competences, see that entrepreneurial learning has been realized and could be further supported in transnational education contexts. We will also expand the theoretical discussion of entrepreneurship education from the perspective of education sciences, as we have not previously obtained clarifying results or conclusions on how, for example, the educational change related to the development of entrepreneurship education should be implemented. The research data was collected through a case study, for which an online survey including both quantitative and qualitative approaches was conducted in 2020. Responses from 348 respondents from 47 countries were analyzed through an extended model for learning originally conceptualized by Shulman and Shulman (2004). The findings suggest that EntreComp has been widely recognized as a critical driver of competence in entrepreneurial education. However, a lack of shared vision and development of practice in the use of EntreComp can hinder the effective implementation of the framework. Thus, further support and guidance are needed in promoting the learning process of policymakers, educators, trainers, and other stakeholders, on both micro- and macro-level education design, to support successful adoption and adaptation of the policy-driven frameworks.

Application of PBL Mode in a Resident-Focused Perioperative Transesophageal Echocardiography Training Program: A Perspective of MOOC Environment

BACKGROUND

Massive open online courses (MOOCs) is a new teaching technology based on a network platform, which can provide more students with the possibility of systematic and repeated learning. Due to the complexity of transesophageal echocardiography (TEE), the wide range of knowledge involved, and many knowledge points being difficult to understand, it is difficult to meet the teaching needs of this content with the traditional teaching mode. This study aimed to discuss the application of lecture based learning (LBL) and problem based learning (PBL) in the training of perioperative TEE in the context of MOOCs.

METHODS

Sixty residents were randomly divided into two groups to participate in a 5-day perioperative TEE training program. The web-based PBL mode was used in the observation group and the LBL mode was used in the control group, with 30 residents in each group. The teaching effect of the web-based PBL mode was compared with the LBL mode by basic theory test, practice examination, image interpretation and questionnaire.

RESULTS

The image interpretation score and the total test score were higher in the observation group than in the control group with statistically significant differences (P<0.001). The results of the questionnaire show that the residents were more satisfied with the web-based PBL mode than the LBL mode (P<0.001).

CONCLUSION

The web-based PBL method has obvious advantages over the LBL mode in the training of perioperative TEE.