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Brisson V, Fournier C, Pelletier A, Joyal M, Defoy L, Tremblay P. Vocal Health and Vocal Health Knowledge Among Occupational Voice Users in the Province of Quebec. J Voice 2024; 38:799.e15-799.e27. [PMID: 35082049 DOI: 10.1016/j.jvoice.2021.12.016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2021] [Revised: 12/22/2021] [Accepted: 12/27/2021] [Indexed: 11/27/2022]
Abstract
Voice disorders are frequent among occupational voice users such as teachers. Although these disorders can have serious personal and professional consequences, they are not often recognized as occupational diseases and little attention is paid to their prevention. This study aimed to provide a portrait of the self-reported vocal health and vocal health knowledge of occupational voice users in Quebec, Canada, and to identify risk factors associated with voice disorder symptoms. We conducted an online survey targeting occupational voice users in the province of Quebec, Canada, with a focus on those involved in teaching or training. The final sample, after excluding incomplete surveys, included 808 respondents (665 women, M = 41.5 ± 10.4 years old). The survey responses were analyzed using descriptive and inferential statistics. Results indicated that 9.8% of the respondents had a history of a diagnosed voice disorder and 68.8% of the respondents experienced at least one voice symptom on a regular basis. Ordinal logistic regressions revealed that several personal and environmental factors are associated with an increased risk of developing voice disorders symptoms: being a woman, suffering from a breathing disorder, allergies, acid reflux and/or hearing impairment, having less work experience, working with elementary school children and/or with continuous or speech noise in the background. Most of the respondents (94.6%) had never received information regarding voice disorders during their academic training and less than half of them (47.7%) knew which professionals can treat voice disorders. These findings highlight the need for formal vocal health education among both occupational voice users and their employers to improve prevention and treatment for voice disorders in an at-risk population.
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Affiliation(s)
- Valérie Brisson
- Université Laval, Faculté de Médecine, Département de Réadaptation, Quebec City, Canada; CERVO Brain Research Center, Quebec City, Canada
| | - Constance Fournier
- Université Laval, Faculté de Médecine, Département de Réadaptation, Quebec City, Canada
| | - Alicia Pelletier
- Université Laval, Faculté de Médecine, Département de Réadaptation, Quebec City, Canada
| | | | - Lyne Defoy
- CHU de Quebec-Université Laval, Hôpital St-François d'Assise, Quebec City, Canada
| | - Pascale Tremblay
- Université Laval, Faculté de Médecine, Département de Réadaptation, Quebec City, Canada; CERVO Brain Research Center, Quebec City, Canada.
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Williamson FA, Sharp SN, Hills GD, Dilly CK, Nabhan ZM. Leveraging Resident-As- Teacher Training for Health Equity Education: A Transformative Approach. Teach Learn Med 2024; 36:222-229. [PMID: 36409564 DOI: 10.1080/10401334.2022.2147529] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2022] [Accepted: 10/19/2022] [Indexed: 06/16/2023]
Abstract
Issue: Resident teachers play an essential role in medical education and can support broader efforts to advance anti-racism and health equity in medicine. The Accreditation Council for Graduate Medical Education requires programs to provide education about health care disparities so residents can contribute to and lead work in this area. However, the literature includes few examples, frameworks, or strategies for preparing residents to develop the knowledge and skills needed to promote health equity, including in their role as clinical teachers. Evidence: In this article, the authors propose leveraging Resident-as-Teacher training to support residents in learning and teaching for health equity. Gorski's conceptualization of equity literacy provides an evidence-based framework for four main abilities (recognizing, responding, redressing, and cultivating/sustaining) residents and medical students can develop through co-learning about health equity in the clinical learning environment. The authors discuss preconditions, example activities, and assessments strategies for effective health equity education. Based on the principles of social learning theory, the authors recommend that Resident-as-Teacher training be part of an institutional strategy to cultivate a community of practice for health equity education. Implications: Incorporating health equity education into Resident-as-Teacher curriculum offers a potentially transformative part of the broader strategy needed to prepare the next generation of physicians to enact anti-racism and advance health equity.
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Affiliation(s)
- Francesca A Williamson
- Department of Pediatrics, Indiana University School of Medicine, Indianapolis, Indiana, USA
- Office of Graduate Medical Education, Indiana University School of Medicine, Indianapolis, Indiana, USA
| | - Sacha N Sharp
- Department of Medicine, Indiana University School of Medicine, Indianapolis, Indiana, USA
| | - Gerard D Hills
- Department of Pediatrics, Indiana University School of Medicine, Indianapolis, Indiana, USA
| | - Christen K Dilly
- Office of Graduate Medical Education, Indiana University School of Medicine, Indianapolis, Indiana, USA
- Department of Medicine, Indiana University School of Medicine, Indianapolis, Indiana, USA
- Richard L. Roudebush VA Hospital, Indianapolis, Indiana, USA
| | - Zeina M Nabhan
- Department of Pediatrics, Indiana University School of Medicine, Indianapolis, Indiana, USA
- Office of Graduate Medical Education, Indiana University School of Medicine, Indianapolis, Indiana, USA
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Hobusch U, Scheuch M, Heuckmann B, Hodžić A, Hobusch GM, Rammel C, Pfeffer A, Lengauer V, Froehlich DE. One Health Education Nexus: enhancing synergy among science-, school-, and teacher education beyond academic silos. Front Public Health 2024; 11:1337748. [PMID: 38585291 PMCID: PMC10995387 DOI: 10.3389/fpubh.2023.1337748] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2023] [Accepted: 12/26/2023] [Indexed: 04/09/2024] Open
Abstract
Introduction The fact that the daily lives of billions of people were affected by the medical, social, and political aspects of the SARS-CoV-2 pandemic shows the need to anchor the understanding of One Health in society. Hence, promoting awareness and deepening the understanding of the interrelation between human health, animal health, and ecosystems must be accomplished through quality education, as advocated by UN Sustainable Development Goal 4. The often-questioned and discussed measures taken by governments to control the global pandemic between 2020 and 2023 can be seen as an opportunity to meet the educational needs of civil society solutions in multi-stakeholder settings between public, universities, and schools. Methods This paper focuses on the integration of One Health principles in educational frameworks, particularly within the context of the higher education teaching framework "Teaching Clinic." This master-level course in the domain of pre-service teacher education serves as a potent vehicle for facilitating One Health Education, bridging the gap between research, higher education, and schools. Through the presentation of two case studies, this article demonstrates how the Teaching Clinic approach fosters interdisciplinary perspectives and provides a dynamic learning environment for pre-service teachers, as well as for pupils involved in the educational process. Results In both cases, the integration of educational One Health school teaching-learning settings effectively enhanced pupils' understanding of complex topics and engaged them in active learning experiences. Pre-service teachers played a crucial role in developing, implementing, and evaluating these interventions. In Case I, pupils demonstrated proficiency in analyzing data and evaluating mathematical models, while in Case II, the chosen instructional approach facilitated One Health knowledge acquisition and enjoyment among pupils. These results underscore the potential of the One Health Teaching Clinic as a valuable educational framework for enhancing teaching and learning outcomes for pre-service teachers and fostering pupil engagement in socio-scientific One Health-related topics. Discussion The discussion delves into the significance of breaking down disciplinary silos and the crucial role of teacher education in promoting a holistic approach to education, emphasizing the intersectionality of One Health Education and Education for Sustainable Development. This article underpins the significance of collaborative efforts across multiple (scientific) disciplines and across secondary and tertiary education levels to reach a nexus. Moreover, it emphasizes the alignment of this approach with the 2030 Agenda, Education for Sustainable Development, and Sustainable Development Goals, highlighting the potential for collective action toward a more sustainable future.
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Affiliation(s)
- Ulrich Hobusch
- University College for Agricultural and Environmental Education, Vienna, Austria
- Centre for Teacher Education, University of Vienna, Vienna, Austria
| | - Martin Scheuch
- University College for Agricultural and Environmental Education, Vienna, Austria
- Austrian Educational Competence Centre for Biology, University of Vienna, Vienna, Austria
| | | | - Adnan Hodžić
- Division of Microbial Ecology, Centre for Microbiology and Environmental Systems Science, University of Vienna, Vienna, Austria
| | - Gerhard M. Hobusch
- Department of Orthopedics and Trauma-Surgery, Medical University of Vienna, Vienna, Austria
| | - Christian Rammel
- Austria Regional Centre of Expertise on Education for Sustainable Development Vienna (RCE Vienna), Vienna University of Economics and Business, Vienna, Austria
| | - Anna Pfeffer
- Centre for Teacher Education, University of Vienna, Vienna, Austria
| | | | - Dominik E. Froehlich
- Department of Education, Centre for Teacher Education, University of Vienna, Vienna, Austria
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Karia CT, Anderson E, Burgess A, Carr S. Peer teacher training develops "lifelong skills". Med Teach 2024; 46:373-379. [PMID: 37783200 DOI: 10.1080/0142159x.2023.2256463] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/04/2023]
Abstract
INTRODUCTION Peer teaching is a valuable approach whereby students engage in reciprocal teaching and learning. However, there is limited literature on preparing students for this role, known as Peer Teacher Training (PTT), and exploring its long-term impact. This study investigates the impact of a previously implemented PTT programme on participants' application to clinical practice and their preparation for a future educator role. METHODS A convergent mixed methods approach was used involving questionnaires and semi-structured interviews after a mean time interval of seventeen months post-course. All participants who had previously undertaken the programme (n = 20), were invited to join. RESULTS Fifteen respondents completed the questionnaire, with twelve participating in one-to-one interviews. Participants demonstrated sustained improvements in perceived understanding and application of educational principles with greater confidence to teach upon entering the workforce. Interviews highlighted enhanced preparation for future educator roles, reflective teaching practices, influence over career choices and a wider benefit of the PTT to patients, peers, and students. DISCUSSION This study demonstrates the long-term benefits of a PTT through sustained improvements in participants' confidence and perceived competence in teaching skills. Future work should focus on integrating PTT into the medical curricula and expansion to include other healthcare professional students.
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Affiliation(s)
| | - Elizabeth Anderson
- Interprofessional Education and Patient Safety, Leicester Medical School, Leicester, UK
| | - Annette Burgess
- Faculty of Medicine and Health, Sydney Medical School, The University of Sydney, Australia
| | - Sue Carr
- Medical Education and current Deputy Medical, General Medical Council (GMC), Leicester, UK
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Prakash A. Response to: 'Peer observation of student-led teaching'. Med Teach 2024; 46:149. [PMID: 37634063 DOI: 10.1080/0142159x.2023.2250542] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/28/2023]
Affiliation(s)
- Anavi Prakash
- Faculty of Medicine, Imperial College London, South Kensington Campus, London, UK
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Mulhearn SC, Kulinna PH, van der Mars H, Stylianou M, McMullen J, Ellison D. Fishing Downstream: Does CSPAP Promotion During PETE Transfer to Teaching Practice by K-12 Physical Educators? Res Q Exerc Sport 2023; 94:1073-1083. [PMID: 36094883 DOI: 10.1080/02701367.2022.2114590] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/17/2021] [Accepted: 08/10/2022] [Indexed: 06/15/2023]
Abstract
Physical Education Teacher Education (PETE) training has the potential to influence graduates' decisions as physical educators. Utilizing themes from Rogers' Diffusion of Innovations and Lawson's Occupational Socialization theories, we focused on graduates from a single PETE program which, beginning in 2007, began integrating content, expectations, and experiences relating to an expanded role of the physical educator such as in comprehensive school physical activity programs (CSPAPs). Purpose: The purpose of this study was to examine transfer in terms of university training leading to teaching practices in expanded physical activity programming. Method: An electronic questionnaire was sent to 335 graduates from May 2000 through May 2019. Sixty-seven graduates' questionnaires were investigated looking at perceptions of CSPAP as an innovation, current expanded physical activity (PA) offerings, and memories of PETE. Additionally, 13 participants participated in a school visit and interview which acted as a fidelity check for self-reported levels of expanded PA programming reported in the questionnaire. Results: All 67 graduates included some amount of expanded PA programming. Positive correlations were found with perception of CSPAP as an innovation, for both year of graduation and memory of PETE programming, thus students exposed to CSPAP programming during PETE were implementing components at their schools at higher levels. Conclusion: There is positive potential for professional socialization to influence graduates' practices. Perceptions of CSPAP as an innovation were positive and support the promotion of triability and starting small when PETE programs encourage expanded PA programming.
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Wang B, Deveaux L, Guo Y, Schieber E, Adderley R, Lemon S, Allison J, Li X, Forbes N, Naar S. Effects of Teacher Training and Continued Support on the Delivery of an Evidence-Based HIV Prevention Program: Findings From a National Implementation Study in the Bahamas. Health Educ Behav 2023; 50:770-782. [PMID: 37658728 DOI: 10.1177/10901981231195881] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/03/2023]
Abstract
BACKGROUND Few studies have investigated the effects of teacher training and continued support on teachers' delivery of evidence-based HIV prevention programs. We examined these factors in a national implementation study of an evidence-based HIV risk reduction intervention for adolescents in the sixth grade in the Bahamas. METHODS Data were collected from 126 grade 6 teachers and 3,118 students in 58 government elementary schools in the Bahamas in 2019-2021. This is a Hybrid Type III implementation study guided by the Exploration, Preparation, Implementation, Sustainment (EPIS) model. Teachers attended 2-day training workshops. Trained school coordinators and peer mentors provided biweekly monitoring and mentorship. We used mixed-effects models to assess the effects of teacher training and continued support on implementation fidelity. RESULTS Teachers who received training in-person or both in-person and online taught the most core activities (27.0 and 27.2 of 35), versus only online training (21.9) and no training (14.9) (F = 15.27, p < .001). Teachers with an "excellent" or "very good" school coordinator taught more core activities than those with a "satisfactory" coordinator or no coordinator (29.2 vs. 27.8 vs. 19.3 vs. 14.8, F = 29.20, p < .001). Teachers with a "very good" mentor taught more core activities and sessions than those with a "satisfactory" mentor or no mentor (30.4 vs. 25.0 vs. 23.1; F = 7.20; p < .01). Teacher training, implementation monitoring, peer mentoring, teachers' self-efficacy, and school-level support were associated with implementation fidelity, which in turn was associated with improved student outcomes (HIV/AIDS knowledge, preventive reproductive health skills, self-efficacy, and intention to use protection). CONCLUSION Teachers receiving in-person training and those having higher-rated school coordinator and mentor support taught a larger number of HIV prevention core activities. Effective teacher training, implementation monitoring, and peer mentoring are critical for improving implementation fidelity and student outcomes.
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Affiliation(s)
- Bo Wang
- University of Massachusetts Chan Medical School, Worcester, MA, USA
| | | | - Yan Guo
- University of Massachusetts Chan Medical School, Worcester, MA, USA
| | | | | | - Stephenie Lemon
- University of Massachusetts Chan Medical School, Worcester, MA, USA
| | - Jeroan Allison
- University of Massachusetts Chan Medical School, Worcester, MA, USA
| | - Xiaoming Li
- University of South Carolina, Columbia, SC, USA
| | | | - Sylvie Naar
- Florida State University College of Medicine, Tallahassee, FL, USA
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Cuevas JA, Childers G, Dawson BL. A rationale for promoting cognitive science in teacher education: Deconstructing prevailing learning myths and advancing research-based practices. Trends Neurosci Educ 2023; 33:100209. [PMID: 38049287 DOI: 10.1016/j.tine.2023.100209] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2023] [Revised: 08/31/2023] [Accepted: 09/01/2023] [Indexed: 12/06/2023]
Abstract
PURPOSE Cognitive science is essential to designing, implementing, and evaluating instruction for enhancing student learning. However, there may not be sufficient focus on the principles of cognitive science, as some educators hold learning beliefs that may be considered cognitive myths. PROCEDURES This review article analyzes examples of five learning myths (learning styles, pure discovery learning, digital natives, extrinsic motivation, multitasking) and five research-based learning strategies (dual coding, direct instruction, summarization, retrieval practice, spacing). It details the research evidence for each to explain those misconceptions of learning and also those underutilized or misunderstood but effective strategies shown to benefit student learning. CONCLUSION Educational practices related to learning myths are widespread in education with potentially detrimental effects on student learning. We recommend that colleges of education be restructured to ensure greater emphasis on cognitive science in educator preparation programs to better promote research-based instructional strategies to meet students' learning needs.
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Forcadell-Díez L, Bosch-Arís M, Espinel-Flores V, Abiétar DG, Puig-Barrachina V, Juárez Martínez O, Pérez G. [An evaluation of teacher training to promote healthy and equitable relationships: transforming or reproducing?]. Gac Sanit 2023; 37:102338. [PMID: 38006665 DOI: 10.1016/j.gaceta.2023.102338] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/19/2023] [Revised: 10/02/2023] [Accepted: 10/04/2023] [Indexed: 11/27/2023]
Abstract
OBJECTIVE To evaluate the impact of the training on teacher capacity to implement Posem el Focus, a socio-educational intervention adapted from Lights4Violence to prevent the gender-based violence during adolescence. METHOD Evaluation study of a training using qualitative methodology in Terrassa, 2019-2021. The socio-constructionist perspective was used to understand the impact of teacher training and its translation into educational practice. A purposive sampling of teachers (n=32) was carried out. A descriptive-interpretative analysis of the discourses was carried out based on the written productions of the participants in the training and their answers to some open questions. An explanatory theoretical framework was developed. RESULTS Teachers reported acquiring concepts, developing new skills and modifying some attitudes. Teachers stated theoretical understanding of the sex-gender system, intersectionality and explicit and implicit violence. However, they reproduced gender stereotypes, did not understand the inclusive approach and pointed out not identifying implicit violence. Teachers perceived the training as useful and felt empowered to implement the intervention. No differences were identified in discursive production with respect to gender or age. CONCLUSIONS Teacher training ensures minimum knowledge and facilitates the acquisition of some skills, although it does not achieve in-depth changes in attitudes. It is concluded that the training enables teachers to implement Posem el Focus, although it is recommended that it be reformulated.
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Affiliation(s)
- Lluís Forcadell-Díez
- Agència de Salut Pública de Barcelona, Barcelona, España; Departament de Medicina i Ciències de la Vida, Universitat Pompeu Fabra, Barcelona, España.
| | - Mar Bosch-Arís
- Agència de Salut Pública de Barcelona, Barcelona, España; Departament de Medicina i Ciències de la Vida, Universitat Pompeu Fabra, Barcelona, España
| | - Verónica Espinel-Flores
- Servei d'Estudis i Prospectives en Polítiques de Salut, Consorci de Salut i Social de Catalunya, Barcelona, España
| | - Daniel G Abiétar
- Agència de Salut Pública de Barcelona, Barcelona, España; Departament de Medicina i Ciències de la Vida, Universitat Pompeu Fabra, Barcelona, España
| | - Vanessa Puig-Barrachina
- Agència de Salut Pública de Barcelona, Barcelona, España; Departament de Medicina i Ciències de la Vida, Universitat Pompeu Fabra, Barcelona, España
| | - Olga Juárez Martínez
- Agència de Salut Pública de Barcelona, Barcelona, España; Departament de Medicina i Ciències de la Vida, Universitat Pompeu Fabra, Barcelona, España
| | - Glòria Pérez
- Agència de Salut Pública de Barcelona, Barcelona, España; Departament de Medicina i Ciències de la Vida, Universitat Pompeu Fabra, Barcelona, España; CIBER de Epidemiología y Salud Pública (CIBERESP), España; Institut d'Investigació Biomèdica Sant Pau, Barcelona, España
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Harner H, Henderer A, Murphy N. Trauma-Informed Yoga Teacher Training: Impact on Incarcerated Men's Wellness. Int J Yoga Therap 2023; 33:Article 12. [PMID: 38013598 DOI: 10.17761/2023-d-22-00053] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2023]
Abstract
In late 2021, the United States had a total of 1.2 million individuals confined in state and federal prisons, with approximately 1.1 million of these people being men. Although existing research provides evidence that engaging in yoga programs within prison settings can enhance the well-being of incarcerated individuals, with several studies supporting this claim, knowledge regarding the specific effects of participating in a yoga teacher training program during confinement is still lacking. The purpose of the present investigation was to evaluate the effect of completing a prison-based 200-hour trauma-sensitive yoga teacher training program on the perceived physical, mental, social, and spiritual wellness of men in prison. We hypothesized that men who successfully completed the training program would report notable improvements in all four dimensions of wellness. Focus groups, participant workbook reviews, and demographic surveys were used to understand how participation in yoga teacher training influenced men's perceived wellness. Participants identified a variety of wellness gains associated with yoga teacher training. These gains have the potential to contribute to improved individual health, improved relationships with others, and safer communities.
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Affiliation(s)
- Holly Harner
- University of Pennsylvania School of Nursing, Philadelphia
| | - Anna Henderer
- Research and Evaluation Specialist, University of Pittsburgh, Pennsylvania Child Welfare Resource Center
| | - Nancy Murphy
- Volunteer Yoga Facilitator, Chester County Criminal Justice, Penn
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Shanahan E, McMaster KL, Bresina BC, McKevett NM, Choi S, Lembke ES. Teacher Predictors of Student Progress in Data-Based Writing Instruction: Knowledge, Skills, Beliefs, and Instructional Fidelity. J Learn Disabil 2023; 56:440-452. [PMID: 36935614 DOI: 10.1177/00222194231157720] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
Teacher-level factors are theoretically linked to student outcomes in data-based instruction (DBI; Lembke et al., 2018). Professional development and ongoing support can increase teachers' knowledge, skills, and beliefs related to DBI, as well as their instructional fidelity (McMaster et al., 2020). However, less is known about how each of these teacher-level factors influences student progress during an intervention. The purpose of this study was to examine the association between several important teacher-level factors-teachers' writing instruction fidelity, knowledge and skills related to DBI, explicit writing orientation, and writing instruction self-efficacy-and students' writing growth. Participants were 49 U.S. elementary teachers and their 118 students struggling with early writing skills. Using hierarchical linear modeling, we found a significant positive relation between DBI knowledge and skills and student writing growth, but no relation was found between writing instruction fidelity, writing orientation, or self-efficacy and student writing growth. Implications for writing instruction fidelity measurement in DBI and professional development related to teachers' DBI knowledge and skills are discussed.
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Affiliation(s)
- Emma Shanahan
- University of Minnesota Twin Cities, Minneapolis, USA
| | | | | | | | - Seohyeon Choi
- University of Minnesota Twin Cities, Minneapolis, USA
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Quintero LM, Olarte Clavijo A. Decolonizing ELT teacher education by incorporating knowledge of local communities in the teaching practicum. F1000Res 2023; 12:1264. [PMID: 37954064 PMCID: PMC10632588 DOI: 10.12688/f1000research.133704.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/04/2023] [Indexed: 11/14/2023] Open
Abstract
Despite significant advances in the epistemological frameworks that guide teacher education in Colombia and elsewhere, it continues to be governed mostly by traditional Eurocentric paradigms. Decolonizing teacher education requires epistemological moves to resignify the plurality of local knowledges and praxis. This article aims at reporting a qualitative research project carried out with three student teachers of a teacher education program with emphasis on English, at a public university in the northeast of Colombia. The main objective was to explore and reflect on how EFL pre-service teachers incorporated knowledge of local communities as resources for language teaching and learning during the practicum. Data were gathered over a three-semester period through pre-service teachers' lesson plans, materials, a final academic report, and a semi-structured interview. Data were analyzed based on the principles of thematic data analysis. Findings revealed that student teachers approached knowledge from an ecological perspective coming from different ways of knowing, seeing, being and living in the world. At the same time, the ecology of knowledges helped them to overcome the challenges they faced during the project.
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Affiliation(s)
- Luz Mary Quintero
- School of languages, Universidad Industrial de Santander, Bucaramanga, Santander, 680001, Colombia
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Caroline Maité Marie B, Léna L, Nicolas F, François T, Julien B. Objectively assessed school-based intervention to reduce children's sedentary time: a systematic review. Health Promot Int 2023; 38:daad140. [PMID: 37877785 DOI: 10.1093/heapro/daad140] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2023] Open
Abstract
Childhood is a period characterized by a constant increase in sedentary time (ST) but also provides a great window of opportunity for children to learn how to limit ST. As a result, school-based interventions aimed at reducing and preventing children's ST are increasingly becoming more widespread. A previous review found that school-based multi-component interventions appeared to be more effective in comparison to those based on a single component. However, this conclusion was based on just 11 studies published before 2016 and needs to be verified due to the currently growing number of studies on this topic. The objective of this systematic review is to update the evaluation of the effectiveness of school-based interventions published since the previous review according to the PRISMA guidelines. Studies published between August 2015 and August 2023 containing objective measures of ST were analyzed. Of the 18 studies identified, 11 (61.1%) reported significant positive results. Multi-component studies were slightly more effective than their single-component equivalent (63.7% vs. 57.1%). The components that proved the most effective of the multi-component studies were the implementation of sit-to-stand desks (100%), and teachers' training (77.8%). The combination of these two components is the most promising method to limit ST in the school context. Future research should determine how sit-to-stand desks can be introduced into the class environment and how courses can be adapted to this material.
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Affiliation(s)
- Bernal Caroline Maité Marie
- Laboratoire Mouvement Equilibre, Performance & Santé (MEPS, EA 4445), Université de Pau & Pays Adour, Tarbes, France
| | - Lhuisset Léna
- Laboratoire Mouvement Equilibre, Performance & Santé (MEPS, EA 4445), Université de Pau & Pays Adour, Tarbes, France
| | - Fabre Nicolas
- Laboratoire Mouvement Equilibre, Performance & Santé (MEPS, EA 4445), Université de Pau & Pays Adour, Tarbes, France
| | - Trudeau François
- Département des sciences de l'activité physique, Université du Québec à Trois-Rivières, Trois-Rivières, Québec, Canada
| | - Bois Julien
- Laboratoire Mouvement Equilibre, Performance & Santé (MEPS, EA 4445), Université de Pau & Pays Adour, Tarbes, France
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Tong DH, Uyen BP, Ngan LK. The application of blended learning in mathematics teacher education: Protocol for a systematic review. PLoS One 2023; 18:e0292244. [PMID: 37773931 PMCID: PMC10540945 DOI: 10.1371/journal.pone.0292244] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2022] [Accepted: 09/15/2023] [Indexed: 10/01/2023] Open
Abstract
INTRODUCTION In recent decades, especially in higher education, blended learning has become the most commonly used active teaching strategy. Because of the COVID-19 pandemic, blended learning, which combines face-to-face and online components, is believed to overcome the shortcomings of conventional teaching methods, particularly in face-to-face interactions. Based on PRISMA guidelines, this study follows the protocol for a systematic review of blended learning applications in mathematics teacher education. This systematic review study aims to comprehend the potential of blended learning for various mathematical topics, the common blended learning models, and the benefits and challenges this teaching approach presents for educational stakeholders. METHODS Searches will be performed in various electronic databases, including Scopus, ScienceDirect, Taylor & Francis Online, Mendeley, Google Scholar, and ERIC. Selected studies that satisfy the inclusion criteria will document the use of various blended learning models in a range of mathematical topics as well as the advantages and disadvantages of this method of instruction. The data extraction process will be carried out independently by various authors, and the results of the data synthesis will be reported per the chosen studies, methodological considerations, and key findings. DISCUSSION This review will provide information about the application of blended learning and its benefits and challenges in mathematics teacher education to support educational stakeholders in mathematics teacher education.
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Affiliation(s)
- Duong Huu Tong
- School of Education, Can Tho University, Can Tho City, Vietnam
| | - Bui Phuong Uyen
- School of Education, Can Tho University, Can Tho City, Vietnam
| | - Lu Kim Ngan
- School of Education, Can Tho University, Can Tho City, Vietnam
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15
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AlAli RM, Al-Barakat AA. Instructional illustrations in children's learning between normative and realism: An evaluation study. PLoS One 2023; 18:e0291532. [PMID: 37713391 PMCID: PMC10503736 DOI: 10.1371/journal.pone.0291532] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2023] [Accepted: 08/31/2023] [Indexed: 09/17/2023] Open
Abstract
Many studies indicate the importance of including the instructional illustrations (pictures, drawings, concrete objects …etc.) in childhood education learning materials and employing them in a way that suits the psychological and cognitive levels of young children. In this context, the current study aimed to develop a list of standards to be considered and adopted in designing instructional illustrations, and to reveal the perceptions of childhood teachers about the extent to which these standards are considered in instructional illustrations used in children's learning materials. The participants were childhood education teachers in the Jordanian region of Irbid, who were randomly selected. Two hundred thirty-four teachers completed the questionnaire online. The scale consisted of a total of 34 items distributed over four dimensions. The results showed that the scores of teachers' estimation about employing design standards in the instructional illustrations used in childhood education came at low levels, ranging from average to low, and did not reach high ratings. The study also revealed that there is an impact attributed to teaching experience on teachers' perceptions about the extent to which these standards are employed in instructional illustrations, while there is no impact of gender, academic qualification, or the classes taught by the teachers.
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Affiliation(s)
- Rommel Mahmoud AlAli
- The National Research Center for Giftedness and Creativity, King Faisal University, Hofuf, Saudi Arabia
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16
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Shipley J, Sansom RL, Mickelsen H, Nielson JB, Turley RS, West RE, Wright G, St. Clair B, Jensen JL. Iterating toward change: Improving student-centered teaching through the STEM faculty institute (STEMFI). PLoS One 2023; 18:e0289464. [PMID: 37590212 PMCID: PMC10434963 DOI: 10.1371/journal.pone.0289464] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2022] [Accepted: 07/19/2023] [Indexed: 08/19/2023] Open
Abstract
One of the primary reasons why students leave STEM majors is due to the poor quality of instruction. Teaching practices can be improved through professional development programs; however, several barriers exist. Creating lasting change by overcoming these barriers is the primary objective of the STEM Faculty Institute (STEMFI). STEMFI was designed according to the framework established by Ajzen's Theory of Planned Behavior. To evaluate its effectiveness, the Classroom Observation Protocol for Undergraduate STEM (COPUS) tool was used before and after an intensive year-long faculty development program and analyzed using copusprofiles.org, a tool that classifies each COPUS report into one of three instructional styles: didactic, interactive lecture, and student-centered. We report the success of our program in changing faculty teaching behaviors and we categorize them into types of reformers. Then, thematically coded post-participation interviews give us clues into the characteristics of each type of reformer. Our results demonstrate that faculty can significantly improve the student-centeredness of their teaching practices in a relatively short time. We also discuss the implications of faculty attitudes for future professional development efforts.
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Affiliation(s)
- Jeffrey Shipley
- Department of Biology, Brigham Young University, Provo, UT, United States of America
| | - Rebecca L. Sansom
- Department of Chemistry and Biochemistry, Brigham Young University, Provo, UT, United States of America
| | - Haley Mickelsen
- Department of Biology, Brigham Young University, Provo, UT, United States of America
| | - Jennifer B. Nielson
- Department of Chemistry and Biochemistry, Brigham Young University, Provo, UT, United States of America
| | - R. Steven Turley
- Department of Physics and Astronomy, Brigham Young University, Provo, UT, United States of America
| | - Richard E. West
- Department of Instructional Psychology and Technology, Brigham Young University, Provo, UT, United States of America
| | - Geoffrey Wright
- Department of Technology and Engineering Studies, Brigham Young University, Provo, UT, United States of America
| | - Bryn St. Clair
- Department of Plant and Wildlife Science, Brigham Young University, Provo, UT, United States of America
| | - Jamie L. Jensen
- Department of Biology, Brigham Young University, Provo, UT, United States of America
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17
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Paul CR, Alpert JB, El-Ali AM, Sheth MM, Qian K, Fefferman NR. Who Wants to Learn How to Teach? Perceptions of Radiology Residents and Radiology Teaching Faculty Regarding Resident as Teacher Training. Acad Radiol 2023; 30:1756-1761. [PMID: 36528427 DOI: 10.1016/j.acra.2022.11.035] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/02/2022] [Revised: 11/16/2022] [Accepted: 11/20/2022] [Indexed: 12/23/2022]
Abstract
RATIONALE AND OBJECTIVES While the ACGME requires Resident as Teacher (RAT) training, curricula in radiology remain limited. Our study was performed to examine radiology residents (RR) and teaching faculty (TF) perceptions about RAT training. MATERIALS AND METHODS In 2021, anonymous online surveys were administered to all RR (53-item) and to all TF (24-item) of a radiology residency program. Content domains included attitudes about RAT training and learning topics. RESULTS Response rates were 97% (38/39) for RR and 54% (58/107) for TF. Most RR desired training to become better educators to medical students (MS) (81%) and other residents (83%). Seventy-seven percent of RR reported the importance regarding how to give feedback to other learners, while 94% desired formal training on delivering case presentations. While 94% of RR reported that resident feedback was valuable, only 6% reported always giving feedback to MS. Seventy-two percent of RR did not apply at least some best-practices in their reading room teaching. Fifty-nine percent of RR wanted TF to observe their own teaching skills and provide feedback although 70% reported rarely or never receiving TF feedback. Ninety-three percent of TF reported RR should receive RAT training, while 88% reported that feedback of RR to MS was important. CONCLUSION RR and TF strongly endorsed the need for RAT training. RR anticipate teaching to be an important part of their careers. We identified learning topics and possible gaps regarding how TF are meeting RR needs, which could inform the development of RAT curricula.
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Affiliation(s)
- Caroline R Paul
- Department of Radiology, Institute for Innovations in Medical Education, New York University Grossman School of Medicine, New York, New York.
| | - Jeffrey B Alpert
- Department of Radiology, Institute for Innovations in Medical Education, New York University Grossman School of Medicine, New York, New York
| | - Alexander M El-Ali
- Department of Radiology, Institute for Innovations in Medical Education, New York University Grossman School of Medicine, New York, New York
| | - Monica M Sheth
- Department of Radiology, Institute for Innovations in Medical Education, New York University Grossman School of Medicine, New York, New York
| | - Kun Qian
- Department of Radiology, Institute for Innovations in Medical Education, New York University Grossman School of Medicine, New York, New York
| | - Nancy R Fefferman
- Department of Radiology, Institute for Innovations in Medical Education, New York University Grossman School of Medicine, New York, New York
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18
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Bockhoff K, Ellermeier W, Bruder S. Evaluation of a Suicide Prevention Program Encompassing Both Student and Teacher Training Components. Crisis 2023; 44:276-284. [PMID: 35548882 PMCID: PMC10448894 DOI: 10.1027/0227-5910/a000862] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/28/2021] [Revised: 03/06/2022] [Accepted: 03/16/2022] [Indexed: 11/23/2022]
Abstract
Background: Although suicide prevention programs have been shown to change suicide-related knowledge and attitudes, relatively little is known about their effects on actual behavior. Aims: Therefore, the focus of the present study was on improving participating school staff's practical and communication skills. Method: Suicide prevention workshops for students in grades 8-10 (N = 200) and a gatekeeper training program for school staff (N = 150) were conducted in 12 secondary schools in Germany. Schools were alternately assigned to one of three interventions (staff, students, or both trained) or to a waitlist control group. Results: School staff undergoing the training showed increased action-related knowledge, greater self-efficacy when counseling students in need and augmented counseling skills, and also had more conversations with students in need. Although students participating in the workshops did not seek help more frequently, they provided help to their peers more often in the conditions in which both students and school staff or only the latter had been trained. Limitations: The generalizability of the results is constrained by high dropout rates due to the COVID-19 pandemic and the relatively small sample size. Conclusion: A combination of suicide prevention programs for school staff and students appears to be most effective.
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Affiliation(s)
- Katharina Bockhoff
- Institute of Psychology, Technical University of Darmstadt, Germany
- Darmstadt Children’s Hospital Princess Margaret, Darmstadt, Germany
| | | | - Simone Bruder
- Darmstadt Children’s Hospital Princess Margaret, Darmstadt, Germany
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19
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Granero-Gallegos A, Phan HP, Ngu BH. Advancing the study of levels of best practice pre-service teacher education students from Spain: Associations with both positive and negative achievement-related experiences. PLoS One 2023; 18:e0287916. [PMID: 37390102 PMCID: PMC10313018 DOI: 10.1371/journal.pone.0287916] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2022] [Accepted: 06/15/2023] [Indexed: 07/02/2023] Open
Abstract
The study of optimal best practice, coinciding with a person's 'motivational mindset', is an interesting research inquiry for development. Optimal best practice, in brief, relates to the maximization of a person's state of functioning (e.g., cognitive functioning). Moreover, the nature of optimal best practice is positive and motivational, helping individuals to flourish in different courses of action (e.g., academic performance at school). Several research undertakings, non-experimental in design, have provided clear and consistent evidence to substantiate the existing viewpoints and perspectives of optimal best practice. Our proposed investigation, which involved physical education pre-service teacher students from Spain (N = 681), explored one notable focus of inquiry-namely, the formation of optimal best practice and its predictive and explanatory account on future adaptive outcomes. As such, using Likert-scale measures and path analysis techniques, we were able to identify two associative patterns: achievement of optimal best practice is positively accounted for by academic self-concept, optimism, and current best practice and, in contrast, negatively accounted for by pessimism; and that optimal best practice could act as a determinant of academic engagement for effective learning. Such associations are significant, providing relevant information for different teaching and research purposes.
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Affiliation(s)
- Antonio Granero-Gallegos
- Department of Education, University of Almeria, Almería, Spain
- Health Research Centre, University of Almería, Almería, Spain
| | - Huy P. Phan
- School of Education, University of New England, Armidale, Australia
| | - Bing H. Ngu
- School of Education, University of New England, Armidale, Australia
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20
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Nyandiko W, Chory A, Baum A, Aluoch J, Ashimosi C, Scanlon M, Martin R, Wachira J, Beigon W, Munyoro D, Apondi E, Vreeman R. Multi-media teacher training and HIV-related stigma among primary and secondary school teachers in Western Kenya. AIDS Care 2023; 35:643-650. [PMID: 36062364 PMCID: PMC9985657 DOI: 10.1080/09540121.2022.2119473] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2022] [Accepted: 08/25/2022] [Indexed: 10/14/2022]
Abstract
ABSTRACTHIV stigma is associated with delayed HIV disclosure and worse clinical outcomes for adolescents living with HIV (ALWH). Teachers critically influence school environments, but are understudied in terms of HIV stigma. We implemented a school-level, cluster-randomized trial to assess the impact of a one-day multi-media training on the knowledge, attitudes and beliefs (K/A/B) of school teachers in western Kenya. Teachers' K/A/B were evaluated at baseline and six months. Additionally, we assessed stigma with ALWH enrolled in the included schools to explore the impact of the training. Teachers (N = 311) and ALWH (N = 19) were enrolled from 10 primary and 10 secondary schools. The intervention and control groups did not significantly differ in overall stigma score (mean 1.83 vs. 1.84; adjusted difference, 0.18 [95% CI, -0.082 to 0.045]) at six months; however, we found a trend towards improvement in overall stigma score and a significant difference in the community discrimination sub-scale among secondary school teachers (mean 3.02 vs. 3.19; adjusted difference, -0.166 [95% CI, -0.310 to -0.022]). ALWH reported few experiences of discrimination, but emphasized keeping their HIV status secret (84%). The teacher-training reduced secondary school teacher perceptions of community-level stigma, but did not impact individual attitudes or beliefs..
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Affiliation(s)
- Winstone Nyandiko
- Academic Model Providing Access to Healthcare (AMPATH), Eldoret, Kenya
- Department of Child Health and Paediatrics, School of Medicine, College of Health Sciences, Moi University, Eldoret, Kenya
| | - Ashley Chory
- Academic Model Providing Access to Healthcare (AMPATH), Eldoret, Kenya
- Arnhold Institute for Global Health, Department of Global Health and Health Systems Design, Icahn School of Medicine at Mount Sinai, NY, NY, USA
| | - Aaron Baum
- Arnhold Institute for Global Health, Department of Global Health and Health Systems Design, Icahn School of Medicine at Mount Sinai, NY, NY, USA
| | - Josephine Aluoch
- Academic Model Providing Access to Healthcare (AMPATH), Eldoret, Kenya
| | | | - Michael Scanlon
- Academic Model Providing Access to Healthcare (AMPATH), Eldoret, Kenya
- Indiana University Center for Global Health, Indianapolis, Indiana
| | - Roxanne Martin
- Arnhold Institute for Global Health, Department of Global Health and Health Systems Design, Icahn School of Medicine at Mount Sinai, NY, NY, USA
| | - Juddy Wachira
- Academic Model Providing Access to Healthcare (AMPATH), Eldoret, Kenya
- Department of Behavioral Sciences, School of Medicine, College of Health Sciences, Moi University, Eldoret, Kenya
| | - Whitney Beigon
- Academic Model Providing Access to Healthcare (AMPATH), Eldoret, Kenya
| | - Dennis Munyoro
- Academic Model Providing Access to Healthcare (AMPATH), Eldoret, Kenya
| | - Edith Apondi
- Academic Model Providing Access to Healthcare (AMPATH), Eldoret, Kenya
- Moi Teaching and Referral Hospital, Eldoret, Kenya
| | - Rachel Vreeman
- Academic Model Providing Access to Healthcare (AMPATH), Eldoret, Kenya
- Department of Child Health and Paediatrics, School of Medicine, College of Health Sciences, Moi University, Eldoret, Kenya
- Arnhold Institute for Global Health, Department of Global Health and Health Systems Design, Icahn School of Medicine at Mount Sinai, NY, NY, USA
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21
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Hooli EM, Corral-Robles S, Ortega-Martín JL, Baena-Extremera A, Ruiz-Montero PJ. The Impact of Service Learning on Academic, Professional and Physical Wellbeing Competences of EFL Teacher Education Students. Int J Environ Res Public Health 2023; 20:4852. [PMID: 36981760 PMCID: PMC10048890 DOI: 10.3390/ijerph20064852] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/08/2023] [Revised: 02/28/2023] [Accepted: 03/06/2023] [Indexed: 06/18/2023]
Abstract
In response to the challenges of the 21st century, the European Higher Education Area (EHEA) has been committed to the development of a training model that focuses on the acquisition of cognitive, physical, and social competences, among others, rather than the mere acquisition of knowledge. This approach has gained momentum in recent years, where the learners are the protagonists of their own learning process. This change of approach requires a change in methodology and involves a renewal of the methodological approach in Spanish universities. Service learning (S-L) is an active methodology that is gaining ground across universities due to its experiential, community-based and reflective characteristics. The present study aimed to provide an overview of the impact of S-L by active programs (physical activities, movement games, active tasks, etc.) on the acquisition of professional, linguistic, pedagogical or intercultural competencies, as well as physical wellbeing skills, on English as a foreign language (EFL) teacher education students. Fourteen Spanish EFL university students carried out an S-L active intervention with a migrant group from the Migrant Temporary Stay Centre in the autonomous city of Melilla (Spain). A qualitative study was designed to evaluate the achievement of these competencies. The results show that even though S-L is a challenging methodology, it favours the development of academic, professional, and physical wellbeing competences to succeed in a competitive and changing world, as well as the improvement of the participant students.
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Affiliation(s)
- Eeva-Maria Hooli
- Department of Didactics of Language and Literature, Faculty of Education, University of Granada, 18071 Granada, Spain
| | - Silvia Corral-Robles
- Department of Didactics of Language and Literature, Faculty of Education, University of Granada, 18071 Granada, Spain
| | - José Luis Ortega-Martín
- Department of Didactics of Language and Literature, Faculty of Education, University of Granada, 18071 Granada, Spain
| | - Antonio Baena-Extremera
- Department of Didactics of Musical, Plastic and Body Expression, Faculty of Education, University of Granada, 18071 Granada, Spain
| | - Pedro Jesús Ruiz-Montero
- Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, 18011 Granada, Spain
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22
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Peña-Troncoso S, Toro-Arévalo S, Vega-Ramírez J, Gallardo-Fuentes F, Pazos-Couto JM. A Look at the Interconnection of Dimensions of Knowledge in Physical Education Teacher Training in Chile. Int J Environ Res Public Health 2023; 20:3249. [PMID: 36833946 PMCID: PMC9967831 DOI: 10.3390/ijerph20043249] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/19/2023] [Revised: 02/07/2023] [Accepted: 02/09/2023] [Indexed: 06/18/2023]
Abstract
The massive fragmentation of knowledge that exists in the current field of physical education enables us to research pedagogical and disciplinary aspects in the educational processes of teachers in training, as this has significant implications for future educational practices. This study proposes to assess the dimensions of knowledge (conceptual, procedural and attitudinal) that stem from the learnings that emerge in physical education teacher training in terms of the disciplinary standards proposed by the Chilean Education Ministry for the Preservice Teacher Education. The study methodology was descriptive and inferential, and the cohort was cross-sectional. A total of 750 fourth- and fifth-year students in training from 13 Chilean universities participated. Of these, 619 subjects were considered: 54.6% (338) men and 45.4% (281) women between the ages of 21 and 25. The questionnaire used for data collection was the "Questionnaire on Conceptual, Procedural and Attitudinal Learning in Preservice Teacher Education in Physical Education" (CACPA-FIDEF), prepared as part of Fondecyt project No. 11190537. The main results indicate that there are no statistically significant differences in the three dimensions in terms of students' sex and type of schooling, with p values > 0.05. In conclusion, the study observed a weak conceptual management of the discipline in future teachers, revealing once again the need to seek out didactic alternatives that enable teachers in training to understand the importance of the conceptual dimension in their learning and teaching processes.
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Affiliation(s)
- Sebastián Peña-Troncoso
- Institute of Education Sciences, Faculty of Philosophy and Humanities, Universidad Austral de Chile, Valdivia 5091000, Chile
- Faculty of Education and Culture, Universidad SEK, Santiago 7520317, Chile
| | - Sergio Toro-Arévalo
- School of Physical Education, Faculty of Education, Pontificia Universidad Católica de Chile, Santiago 8331150, Chile
- School of Physical Education, Faculty of Philosophy and Education, Pontificia Universidad Católica de Valparaíso, Quillota 2260000, Chile
| | - Javier Vega-Ramírez
- Institute of Education Sciences, Faculty of Philosophy and Humanities, Universidad Austral de Chile, Valdivia 5091000, Chile
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23
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Flores-Aguilar G, Prat-Grau M, Fernández-Gavira J, Muñoz-Llerena A. "I Learned More Because I Became More Involved": Teacher's and Students' Voice on Gamification in Physical Education Teacher Education. Int J Environ Res Public Health 2023; 20:3038. [PMID: 36833730 PMCID: PMC9962138 DOI: 10.3390/ijerph20043038] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/21/2023] [Revised: 02/03/2023] [Accepted: 02/07/2023] [Indexed: 06/18/2023]
Abstract
Higher education plays a critical role in achieving the Sustainable Development Goals established in the 2030 Agenda, especially the fourth goal (quality and equality in higher education). Therefore, teacher education must play a central role in providing transformative learning experiences for future teachers that can lead the change to create high quality programs in every school. The purpose of this study was to conduct a gamified experience in Physical Education Teacher Education with two goals: assess the students' views on the framework and evaluate the teachers' feelings and thoughts. One teacher-researcher (36 years) and 74 students (19-27 years) enrolled in a Spanish university agreed to participate. A qualitative descriptive method and an action-research design were used. The teacher-researcher completed a personal diary, while the students answered two open-ended questions. From the students' responses emerged three positive themes (framework, motivation, and transference) and two negatives (boredom and group work); from the teacher-researcher, we received three positive responses (mixed emotions, expectations, and students' motivation) and one negative (workload). As a conclusion, gamification could be considered a framework that promotes transformative learning.
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Affiliation(s)
- Gonzalo Flores-Aguilar
- Physical Education and Sport Department, Universidad de Sevilla, 41013 Seville, Spain
- Research Group “Social Inclusion, Physical Education and Sport, and European Policies in Research” (INEFYD), Universidad de Sevilla, 41013 Seville, Spain
| | - María Prat-Grau
- Sport Research Institute UAB, Universitat Autònoma de Barcelona, 08193 Bellaterra, Spain
| | - Jesús Fernández-Gavira
- Physical Education and Sport Department, Universidad de Sevilla, 41013 Seville, Spain
- Research Group “Social Inclusion, Physical Education and Sport, and European Policies in Research” (INEFYD), Universidad de Sevilla, 41013 Seville, Spain
| | - Antonio Muñoz-Llerena
- Physical Education and Sport Department, Universidad de Sevilla, 41013 Seville, Spain
- Research Group “Social Inclusion, Physical Education and Sport, and European Policies in Research” (INEFYD), Universidad de Sevilla, 41013 Seville, Spain
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Fernández-Cerero J, Montenegro-Rueda M, Fernández-Batanero JM. Impact of University Teachers' Technological Training on Educational Inclusion and Quality of Life of Students with Disabilities: A Systematic Review. Int J Environ Res Public Health 2023; 20:2576. [PMID: 36767938 PMCID: PMC9916174 DOI: 10.3390/ijerph20032576] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/28/2022] [Revised: 01/30/2023] [Accepted: 01/30/2023] [Indexed: 06/18/2023]
Abstract
Higher education institutions moving towards the inclusive education model have to offer quality education for all students. In this sense, the use of technologies favours not only the education of people with disabilities, but also their quality of life. However, these people may encounter real problems of access to technologies due, among other factors, to the lack of teacher training, causing a public health problem. In this line, our study includes a systematic review of the literature that aims to know the impact of the technological training of university teachers in relation to educational inclusion and the improvement of the quality of life of students with disabilities. To this end, a search of the literature published in the last decade was carried out in six databases (Dialnet, Google Scholar, Scopus, Web of Science, ERIC, and SciELO), selecting 14 articles out of 1204 initial ones. The studies were analysed following the PRISMA methodology. The main findings are the scarcity of research literature on the digital competence of university teachers and its impact on the educational inclusion and quality of life of students with disabilities. Likewise, there is a clear lack of knowledge about the use of digital tools and a lack of knowledge about the different disabilities that teachers may encounter in higher education classrooms.
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Rojo-Ramos J, Mendoza-Muñoz M, Gómez-Paniagua S, García-Gordillo MÁ, Denche-Zamorano Á, Pérez-Gómez J. Validation of a Questionnaire to Analyze Teacher Training in Inclusive Education in the Area of Physical Education: The CEFI-R Questionnaire. Int J Environ Res Public Health 2023; 20:2306. [PMID: 36767673 PMCID: PMC9916106 DOI: 10.3390/ijerph20032306] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/12/2022] [Revised: 01/04/2023] [Accepted: 01/09/2023] [Indexed: 06/18/2023]
Abstract
Inclusive education is a right that has captured the attention of public institutions, researchers, and teaching professionals around the world. The beliefs and perceptions of teachers are a fundamental axis in knowing the state of these professionals regarding this ethical principle, allowing them to develop and implement different strategies. This study aims to explore the reliability and factor structure of the Evaluation of Teachers' Preparation for Inclusion (CEFI-R) questionnaire among physical education teachers. The sample consisted of 789 Spanish in-service teachers who completed the questionnaire to assess their readiness for inclusion in this subject. Exploratory and confirmatory factor analyses as well as reliability testing were carried out. A factor structure with four dimensions (conception of diversity, methodology, support, and community participation) was obtained. These dimensions consisted of 17 items with good and excellent goodness-of-fit values. In addition, a high reliability was obtained (Cronbach's Alpha = 0.71-0.93). Therefore, the CEFI-R could be considered a valid and reliable tool to analyze physical education teachers' perceptions of their preparedness for inclusive education.
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Affiliation(s)
- Jorge Rojo-Ramos
- Physical Activity for Education, Performance and Health (PAEPH) Research Group, Faculty of Sports Sciences, University of Extremadura, 10003 Cáceres, Spain
| | - María Mendoza-Muñoz
- Research Group on Physical and Health Literacy and Health-Related Quality of Life (PHYQOL), Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, 7004-516 Évora, Portugal
| | | | | | - Ángel Denche-Zamorano
- Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain
| | - Jorge Pérez-Gómez
- Health, Economy, Motricity and Education (HEME) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain
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López-García GD, Granero-Gallegos A, Carrasco-Poyatos M, Burgueño R. Detrimental Effects of Disempowering Climates on Teaching Intention in (Physical Education) Initial Teacher Education. Int J Environ Res Public Health 2023; 20:878. [PMID: 36613200 PMCID: PMC9820300 DOI: 10.3390/ijerph20010878] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/14/2022] [Revised: 12/28/2022] [Accepted: 12/29/2022] [Indexed: 06/17/2023]
Abstract
Previous research has looked at the positive consequences generated by teacher-generated climates on the motivational experiences of pre-service teachers. However, there is scant research focusing on the adverse motivational consequences that affect the perceptions of future teachers during the training process. The objective of this study was to explore the dark side of Duda's multidimensional conceptualization, its influence on academic engagement, and the intention of pre-service teachers to be educators. A total of 1,410 university students in initial teacher training (including physical education pre-service teachers) (59.6% women; 40.3% men; 0.1% other; Mage = 23.85; SD = 5.13) participated. The following scales were used: disempowering motivational climate, frustration of basic psychological needs, academic motivation, academic engagement, and the intention to choose teaching. The results of the structural equation model with latent variables show the positive prediction of the disempowering climate on the dark side and its negative influence on the intention to be a teacher. Controlled motivation preceded by academic engagement significantly mediates the relationship between a disempowering climate and the intention to be a teacher, increasing the total effect on the latter variable. Therefore, this research highlights for both teachers and researchers the impact of a disempowering motivational style, as well as its influence on the dark side as a negative promoter in trainee teachers regarding their intention to become teachers.
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Affiliation(s)
| | - Antonio Granero-Gallegos
- Department of Education, University of Almeria, 04120 Almeria, Spain
- Health Research Centre, University of Almeria, 04120 Almeria, Spain
| | - María Carrasco-Poyatos
- Department of Education, University of Almeria, 04120 Almeria, Spain
- Health Research Centre, University of Almeria, 04120 Almeria, Spain
| | - Rafael Burgueño
- Department of Education, University of Almeria, 04120 Almeria, Spain
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Hastert M, Chrisman M, Endsley P, Skarbek A, Marchello N. Familiarity and Use of MyPlate: An Online Focus Group Exploration Among Midwestern K-12 Teachers. J Nutr Educ Behav 2022; 54:1125-1131. [PMID: 36503719 PMCID: PMC10038103 DOI: 10.1016/j.jneb.2022.08.017] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/25/2022] [Revised: 08/23/2022] [Accepted: 08/30/2022] [Indexed: 06/17/2023]
Abstract
OBJECTIVE To examine teachers' familiarity and use of MyPlate, including barriers to using it. METHODS Twenty kindergarten through grade 12 teachers were recruited from 1 urban and suburban school district in the Midwest to participate in virtual focus groups regarding familiarity, use, and barriers to MyPlate. A basic descriptive qualitative approach with thematic analysis was guided by systems thinking. Common categories were coded and agreed on by the authors. RESULTS Findings included main categories of individual awareness, use in curriculum, and appropriate facilitators of MyPlate. Awareness and use of MyPlate were mixed. Teachers integrated MyPlate in math, history, and other subjects. Barriers included packed curriculum and cultural issues. The facilitators of MyPlate mentioned were health or physical education teachers. CONCLUSIONS AND IMPLICATIONS Online focus groups successfully collected formative data on teachers' perspectives toward MyPlate. The technology could be used in future similar research. Enhanced teacher training may improve the integration of MyPlate into schools. School teachers identified major barriers to MyPlate in the classroom, including lack of time and resources. There was mixed feedback on how MyPlate and nutrition may be used in school curricula. Enhanced teacher training may improve the integration of MyPlate into schools.
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Affiliation(s)
- Mary Hastert
- Department of Internal Medicine, the University of Kansas Medical Center, Kansas City, KS.
| | - Matthew Chrisman
- School of Nursing and Health Studies, University of Missouri-Kansas City, Kansas City, MO
| | | | - Anita Skarbek
- School of Nursing and Health Studies, University of Missouri-Kansas City, Kansas City, MO
| | - Nicholas Marchello
- School of Nutrition, Kinesiology, and Psychological Science, University of Central Missouri, Warrensburg, MO
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Reifenrath J, Seiferth N, Wilhelm T, Holzmann-Littig C, Phillip V, Wijnen-Meijer M. Integrated clinical case discussions - a fully student-organized peer-teaching program on internal medicine. BMC Med Educ 2022; 22:828. [PMID: 36457088 PMCID: PMC9713160 DOI: 10.1186/s12909-022-03889-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/02/2022] [Accepted: 11/10/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND In response to students´ poor ratings of emergency remote lectures in internal medicine, a team of undergraduate medical students initiated a series of voluntary peer-moderated clinical case discussions. This study aims to describe the student-led effort to develop peer-moderated clinical case discussions focused on training cognitive clinical skill for first and second-year clinical students. METHODS Following the Kern Cycle a didactic concept is conceived by matching cognitive learning theory to the competence levels of the German Medical Training Framework. A 50-item survey is developed based on previous evaluation tools and administered after each tutorial. Educational environment, cognitive congruence, and learning outcomes are assessed using pre-post-self-reports in a single-institution study. RESULTS Over the course of two semesters 19 tutors conducted 48 tutorials. There were 794 attendances in total (273 in the first semester and 521 in the second). The response rate was 32%. The didactic concept proved successful in attaining all learning objectives. Students rated the educational environment, cognitive congruence, and tutorials overall as "very good" and significantly better than the corresponding lecture. Students reported a 70%-increase in positive feelings about being tutored by peers after the session. CONCLUSION Peer-assisted learning can improve students´ subjective satisfaction levels and successfully foster clinical reasoning skills. This highlights successful student contributions to the development of curricula.
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Affiliation(s)
- Johannes Reifenrath
- School of Medicine, Technical University of Munich, TUM Medical Education Center, Ismaninger Str. 22, 81675, Muenchen, Munich, Germany.
| | - Nick Seiferth
- School of Medicine, Technical University of Munich, TUM Medical Education Center, Ismaninger Str. 22, 81675, Muenchen, Munich, Germany
| | - Theresa Wilhelm
- School of Medicine, Technical University of Munich, TUM Medical Education Center, Ismaninger Str. 22, 81675, Muenchen, Munich, Germany
| | - Christopher Holzmann-Littig
- School of Medicine, Technical University of Munich, TUM Medical Education Center, Ismaninger Str. 22, 81675, Muenchen, Munich, Germany
- Department of Nephrology, Hospital Klinikum Rechts Der Isar of the Technical University of Munich, Munich, Germany
| | - Veit Phillip
- Department of Internal Medicine II, Hospital Klinikum Rechts Der Isar of the Technical University of Munich, Munich, Germany
| | - Marjo Wijnen-Meijer
- School of Medicine, Technical University of Munich, TUM Medical Education Center, Ismaninger Str. 22, 81675, Muenchen, Munich, Germany
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29
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Triviño-Amigo N, Mendoza-Muñoz DM, Mayordomo-Pinilla N, Barrios-Fernández S, Contreras-Barraza N, Gil-Marín M, Castillo D, Galán-Arroyo C, Rojo-Ramos J. Inclusive Education in Primary and Secondary School: Perception of Teacher Training. Int J Environ Res Public Health 2022; 19:15451. [PMID: 36497523 PMCID: PMC9735874 DOI: 10.3390/ijerph192315451] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/30/2022] [Revised: 11/18/2022] [Accepted: 11/21/2022] [Indexed: 06/17/2023]
Abstract
INTRODUCTION Inclusive education is one of the main objectives of the educational system toward achieving equal opportunities among students. To this end, teacher training plays an important role in the different educational stages. OBJECTIVES To analyze the perceived readiness of teachers for inclusive education and to see the differences in primary and secondary education. METHODS A total of 961 active teachers from public schools, 53.3% Primary and 46.7% Secondary Education, were analyzed by means of a questionnaire on Teachers' perceptions about their preparation for inclusive education and the CEFI-R instrument. RESULTS There are statistically significant differences between the two stages in the first questionnaire (question 1: p = 0.03; question 2: p < 0.01 and question 3: p < 0.01) and also, in 3 of the four CEFI-R dimensions, with the primary score being higher. CONCLUSIONS This study shows that there is a large percentage of teachers who believe that their initial training is insufficient to deal with student diversity. In addition, most of them state that continuous training has helped them to improve inclusive education and that they would be willing to attend training courses on inclusion, although in secondary school, the predisposition is lower than in high school. On the other hand, teachers of both educational stages show a mostly favorable attitude according to the CEFI-R, being higher in primary than in secondary school. In this sense, the public administration has work to do.
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Affiliation(s)
- Natalia Triviño-Amigo
- Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain
| | - David Manuel Mendoza-Muñoz
- Promoting a Healthy Society Research Group (PHeSO), Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain
| | - Noelia Mayordomo-Pinilla
- Promoting a Healthy Society Research Group (PHeSO), Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain
| | - Sabina Barrios-Fernández
- Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain
| | | | - Miseldra Gil-Marín
- Public Policy Observatory, Universidad Autónoma de Chile, Santiago 7500912, Chile
| | - Dante Castillo
- Centro de Estudios e Investigación Enzo Faletto, Universidad de Santiago de Chile, Santiago 9170022, Chile
| | - Carmen Galán-Arroyo
- Promoting a Healthy Society Research Group (PHeSO), Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain
| | - Jorge Rojo-Ramos
- Physical Activity for Education, Performance and Health (PAEPH) Research Group, Faculty of Sports Sciences, University of Extremadura, 10003 Cáceres, Spain
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Lipponen H, Hirvensalo M, Salin K. Older Physical Education Teachers' Wellbeing at Work and Its Challenges. Int J Environ Res Public Health 2022; 19:14250. [PMID: 36361128 PMCID: PMC9658279 DOI: 10.3390/ijerph192114250] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/10/2022] [Revised: 10/24/2022] [Accepted: 10/27/2022] [Indexed: 06/16/2023]
Abstract
This article examines older physical education (PE) teachers' wellbeing over the course of their career in Finland. The study highlights challenges to physical and mental functioning as well as how teachers respond to these challenges. The six interviewees were over 55-year-old PE teachers, whose career had lasted for more than 30 years. Qualitative methods were used in the collection, transcription and analysis of the research data. The qualitative analysis consisted of a series of interpretations that visualised the world described by the interviewees. All the research participants had physical problems that affected their teaching and make teachers consider a potential career change. To be able to teach, teachers adapted their ways of working according to the challenges brought by age and injuries. The research participants found that the challenges caused by musculoskeletal problems and ageing were an inevitable part of the profession. They emphasised the positive sides of the work: the profession permits varied workdays. In addition, the teachers noted that their work provides them with opportunities to remain physically fit. Teaching health education is a means to lighten the workload of older teachers. PE teachers enjoy their profession and are dedicated to it, despite all the challenges. The interviewed participants clearly experienced work engagement. Our development proposal for teacher education is that future PE teachers be informed about the risks involved in the profession. Such activity helps young teachers reflect proactively on the measures taken to maintain their functioning during their career and on perspectives related to the ways of working.
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Castillo-Paredes A, Núñez-Valdés K, Villegas Dianta C, Villena Olivares N, López Núñez M, Fuentes-Rubio M, Núñez-Valdés G. Teacher Training in Chile: Where Are Universities Looking? A Narrative Review. Int J Environ Res Public Health 2022; 19:12802. [PMID: 36232096 PMCID: PMC9564788 DOI: 10.3390/ijerph191912802] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/03/2022] [Revised: 09/27/2022] [Accepted: 09/28/2022] [Indexed: 06/16/2023]
Abstract
Initial Teacher Training (ITT) has been a recurring theme in recent years in Chilean educational policy and the field of educational research, mainly due to its impact on the Chilean educational system. Under its relevance, this article analyzes ITT and some aspects of its improvement through the revision methodology described by Kart and Kart (2021). Among the main findings, it is possible to mention that the research provides evidence on the decisions that should be made around the teaching profession and the improvement of initial training not only at the institutional level but also at the educational policy level. At the same time, it highlights the need for comprehensive support for future pedagogues and the importance of using the data obtained through the 'National Diagnostic Evaluation' for decision making.
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Affiliation(s)
- Antonio Castillo-Paredes
- Grupo AFySE, Investigación en Actividad Física y Salud Escolar, Escuela de Pedagogía en Educación Física, Facultad de Educación, Universidad de Las Américas, Santiago 8370040, Chile
| | - Karen Núñez-Valdés
- School of Education, Faculty of Education, Universidad de Las Américas, Santiago 8370040, Chile
| | | | - Neliot Villena Olivares
- School of Pedagogy in Physical Education, Faculty of Education, Universidad de Las Américas, Santiago 8370040, Chile
| | - Marisol López Núñez
- School of Education, Faculty of Education, Universidad de Las Américas, Santiago 8370040, Chile
| | - Mario Fuentes-Rubio
- Grupo AFySE, Investigación en Actividad Física y Salud Escolar, Escuela de Pedagogía en Educación Física, Facultad de Educación, Universidad de Las Américas, Santiago 8370040, Chile
| | - Gerson Núñez-Valdés
- Department of English, Faculty of Education and Social Sciences, Universidad Andrés Bello, Santiago 8370134, Chile
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Merica CB, Egan CA, Webster CA, Mindrila D, Karp GG, Paul DR, Orendorff KL. Association of Physical Educators' Socialization Experiences and Confidence with Respect to Comprehensive School Physical Activity Program Implementation. Int J Environ Res Public Health 2022; 19:12005. [PMID: 36231304 PMCID: PMC9566013 DOI: 10.3390/ijerph191912005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/17/2022] [Revised: 09/20/2022] [Accepted: 09/20/2022] [Indexed: 06/16/2023]
Abstract
Comprehensive school physical activity programs (CSPAPs) are recommended to support physical education (PE) and increase the amount of physical activity (PA) youth receive each day. However, adoption of CSPAPs in the United States is low. PE teachers are well positioned to lead the implementation of CSPAPs, but research is needed to better understand (a) PE teachers' confidence to assume the multiple roles involved with CSPAP implementation and (b) the factors that are associated with such confidence. This study examined PE teachers' role breadth self-efficacy (RBSE) as a measure of PE teachers' CSPAP-related confidence and its association with seminal life experiences as framed within teacher socialization theory. A survey was emailed to a stratified-random sample of 2976 PE teachers and distributed on social media, garnering a total of 259 responses. Exploratory structural equation modeling supported a three-factor solution for teacher socialization variables (acculturation, professional socialization and organizational socialization), in line with the theoretical framework, and a single factor solution for RBSE. Professional socialization and organizational socialization were significant predictors of RBSE, and qualitative data from open-ended survey questions supported these relationships. The results highlight the importance of preservice teacher education and current employment contexts in PE teachers' CSPAP-related confidence.
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Affiliation(s)
- Christopher Barton Merica
- School of Health and Applied Human Sciences, University of North Carolina Wilmington, Campus Box 5956, Wilmington, NC 28401, USA
| | - Cate A. Egan
- Department of Movement Sciences, University of Idaho, 875 Perimeter Drive MS 2401, Moscow, ID 83844, USA
| | - Collin A. Webster
- School of Sport, Exercise and Rehabilitation Sciences, University of Birmingham Dubai, Dubai P.O. Box 341799, United Arab Emirates
| | - Diana Mindrila
- Department of Leadership, Research, and School Improvement, University of West Georgia, 1601 Maple Street, Carrollton, GA 75006, USA
| | - Grace Goc Karp
- Department of Movement Sciences, University of Idaho, 875 Perimeter Drive MS 2401, Moscow, ID 83844, USA
| | - David R. Paul
- Department of Movement Sciences, University of Idaho, 875 Perimeter Drive MS 2401, Moscow, ID 83844, USA
| | - Karie Lee Orendorff
- Department of Health and Human Development, Montana State University, Culbertson Hall 100, Bozeman, MT 59717, USA
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Weeldenburg G, Borghouts L, van de Laak T, Remmers T, Slingerland M, Vos S. TARGETing secondary school students’ motivation towards physical education: The role of student-perceived mastery climate teaching strategies. PLoS One 2022; 17:e0274964. [PMID: 36137168 PMCID: PMC9499303 DOI: 10.1371/journal.pone.0274964] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2022] [Accepted: 09/07/2022] [Indexed: 11/18/2022] Open
Abstract
The aim of the present study was to explore the impact of TARGET-based teaching strategies on students’ motivation in a Dutch secondary school PE context. We examined to what extent mastery climate teaching strategies perceived by students (independently or interactively) explain variability in students’ motivation towards PE. In total 3,150 students (48.2% girls; 51.8% boys) with a mean age of 13.91 years (SD = 1.40) completed the Behavioural Regulations in Physical Education Questionnaire (BRPEQ), measuring students’ autonomous motivation, controlled motivation and amotivation, and the Mastery Teaching Perception Questionnaire (MTP-Q), measuring student-perceived application of mastery TARGET teaching strategies. Hierarchical regression analyses indicated that after controlling for gender, age, and educational type, the predictive effects of the perceived mastery climate teaching strategies differed by motivational outcome. Overall, students who reported higher levels of perceived application of mastery TARGET teaching strategies showed more autonomous motivation and less amotivation. Specifically, the teaching strategies within the task structure were the strongest predictors for students’ autonomous motivation and amotivation. No meaningful statistically significant two-way interaction effects between any of the TARGET variables were found, supporting the proposition of an additive relationship between the TARGET teaching strategies.
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Affiliation(s)
- Gwen Weeldenburg
- School of Sport Studies, Fontys University of Applied Sciences, Eindhoven, The Netherlands
- Department of Industrial Design, Eindhoven University of Technology, Eindhoven, The Netherlands
- * E-mail:
| | - Lars Borghouts
- School of Sport Studies, Fontys University of Applied Sciences, Eindhoven, The Netherlands
| | - Tim van de Laak
- School of Sport Studies, Fontys University of Applied Sciences, Eindhoven, The Netherlands
| | - Teun Remmers
- School of Sport Studies, Fontys University of Applied Sciences, Eindhoven, The Netherlands
| | - Menno Slingerland
- School of Sport Studies, Fontys University of Applied Sciences, Eindhoven, The Netherlands
| | - Steven Vos
- School of Sport Studies, Fontys University of Applied Sciences, Eindhoven, The Netherlands
- Department of Industrial Design, Eindhoven University of Technology, Eindhoven, The Netherlands
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Schneider J, Kleinknecht M, Bohl T, Kuntze S, Rehm M, Syring M. Using authentic representations of practice in teacher education: Do direct instructional and problem-based approaches really produce different effects? PLoS One 2022; 17:e0273988. [PMID: 36054187 PMCID: PMC9439238 DOI: 10.1371/journal.pone.0273988] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2021] [Accepted: 08/08/2022] [Indexed: 11/19/2022] Open
Abstract
This paper investigates the effects of different instructional approaches (problem-based vs. direct instructional) on student teachers‘ analysis of practice when using authentic representations of practice in teacher education. We assigned 638 student teachers from 21 equivalent teacher education courses to one of the two conditions. Students’ analyses of practice were evaluated on selective attention, reflective thought, and theory-practice integrations in a pre-post-design. In line with inconsistent findings from prior research, we were able to produce evidence for equivalent effects of the instructional approaches on all dependent variables using Bayesian data analyses. As called for in a review on the topic, we additionally explored the role of the instructors administering the field study interventions. Findings revealed that a positive attitude toward the instructional approach the instructors administered was related to more theory-practice integrations in the students’ analyses.
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Affiliation(s)
- Jürgen Schneider
- Department of Education, University of Tübingen, Tübingen, Germany
- * E-mail:
| | - Marc Kleinknecht
- Department of Educational Sciences, Leuphana University Lüneburg, Lüneburg, Germany
| | - Thorsten Bohl
- Department of Education, University of Tübingen, Tübingen, Germany
| | - Sebastian Kuntze
- Department of Mathematics and Informatics, University of Education Ludwigsburg, Ludwigsburg, Germany
| | - Markus Rehm
- Department of Chemistry, School of Education Heidelberg, Heidelberg, Germany
| | - Marcus Syring
- Department of Education, University of Tübingen, Tübingen, Germany
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Qin J. The Construction of a Diversified and Open Teacher Education System Management System That Integrates Public Mental Health. J Environ Public Health 2022; 2022:9269412. [PMID: 36034626 PMCID: PMC9402364 DOI: 10.1155/2022/9269412] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/07/2022] [Revised: 07/23/2022] [Accepted: 07/26/2022] [Indexed: 11/17/2022]
Abstract
The teacher education management system is crucial to the operation of the teacher education system (TES). It is the core institutional system of the TES, which stipulates the management authority and functional scope of the relevant departments of the TES. After the new pluralistic and open TES is formed, the original management system must be adjusted accordingly. In this context, this article integrates public mental health (PMH) into the diversified and open management system of TES and then uses a neural network to evaluate and complete the following tasks: (1) this article introduces the development status of diversified and open TES management systems at home and abroad and the importance of public psychology courses to teacher education. (2) The framework of TES integrating PMH is proposed, and then the principles of BPNN and gray wolf optimization (GWO) algorithm are introduced, and the IGWO-BPNN model is constructed accordingly. (3) The convergence and fitness of the IGWO-BP model and the GWO-BP model are compared through experiments, which proves the superiority of the performance of the IGWO-BP model. The optimal model is constructed by selecting parameters, and then the output of the model is compared with the expert evaluation results, and the error is small. It is proved that the model has superior performance in evaluating the professional quality of teacher education. (4) This article selects three professional quality evaluation indicators of teacher education to compare the changes before and after the integration of PMH. The results show that the proposed diversified and open management system of TES integrating PMH can effectively improve the professional quality of teachers in all aspects.
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Affiliation(s)
- Jixin Qin
- School of Information Science and Technology, Nantong University, Nantong, Jiangsu 226019, China
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36
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Chai H, Qing P. [A review of the influence of the 1956 Senior Teacher Training Program on Medical History]. Zhonghua Yi Shi Za Zhi 2022; 52:227-234. [PMID: 36008312 DOI: 10.3760/cma.j.cn112155-20210825-00101] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
The 1956 Senior Teacher Training Program on Medical History, hosted by the Institute of Traditional Chinese Medicine of the Ministry of Health, was the first teacher training program on the history of medicine in higher education in P. R. China. It was designed in the context of "Learning from the Soviet Union" for teaching reformation, "Integrating Western and Traditional Chinese Medicine" and performing the policy of "Blossom of Hundred Flowers and Contention of Hundred Schools of Thought" (by Mao Zedong for encouraging a variety of thinking conflicts) after the birth of the New China. The teaching management for the program was well organised, with a strong staff, and outcomes. A few of the trainees from this program were engaged in teaching and research of the history of medicine, and made outstanding academic achievements and promoted the teaching and research of the history of medicine in Chinese universities in the second half of the 20th century. This program also provides a valuable reference for teacher training programs as well as teaching and research of medical history today.
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Affiliation(s)
- H Chai
- West China School of Medicine / West China Hospital, Sichuan University, Chengdu 610041, China
| | - P Qing
- West China School of Medicine / West China Hospital, Sichuan University, Chengdu 610041, China
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37
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Zhang D. Occupational socialization in pre-service physical education teachers. PLoS One 2022; 17:e0271772. [PMID: 35862415 PMCID: PMC9302786 DOI: 10.1371/journal.pone.0271772] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2022] [Accepted: 07/06/2022] [Indexed: 11/25/2022] Open
Abstract
The purpose of this study was to examine differences in occupational socialization (OS) among pre-service physical education teachers’ (PPETs) in four year groups. 238 PPETs from a Chinese university. An online survey and the semi-structured interviews were used to collect data. The younger PPETs felt more prepared and believed in the benefit of professional development more than the older PPETs. The PPETs’ acculturation had a critical influence on their OS. The lack of early field experience may explain why the seniors felt less confident than their younger counterparts. This study would contribute a new angle to discuss the OS and physical education teacher education program quality, especially the design of the teaching practice opportunities, together.
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Affiliation(s)
- Dong Zhang
- School of Physical Education, Soochow University, Suzhou, Jiangsu, China
- * E-mail:
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Manzano-León A, Aguilar-Parra JM, Rodríguez-Moreno J, Ortiz-Colón AM. Gamification in Initial Teacher Training to Promote Inclusive Practices: A Qualitative Study. IJERPH 2022; 19:ijerph19138000. [PMID: 35805658 PMCID: PMC9265441 DOI: 10.3390/ijerph19138000] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/24/2022] [Revised: 06/20/2022] [Accepted: 06/27/2022] [Indexed: 02/04/2023]
Abstract
Gamification consists of the use of ludic elements in non-ludic contexts. It is becoming an educational trend, due to its ability to work on curriculum skills in a fun and motivating way. This article exposes a program of gamified university practices, “Super-Profes”, for the subject of Developmental Disorders. To gain an understanding of student impressions about this methodology, a qualitative study was carried out, based on a survey with open questions, and, subsequently, analyzed with the Atlas.ti 8.4 program. In total, 63 s-year students taking the Early Childhood Education degree participated. Two main categories emerged from the study: gamification as a fun and motivating educational experience, and knowledge and skills acquired after studying a gamified subject. The research concluded with an assessment of educational gamification as a motivating and effective methodology for the acquisition of content and skills necessary for future teaching.
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Affiliation(s)
- Ana Manzano-León
- Health Research Centre, Department of Psychology, University of Almería, 04120 Almería, Spain;
| | - José Manuel Aguilar-Parra
- Health Research Centre, Department of Psychology, University of Almería, 04120 Almería, Spain;
- Correspondence:
| | | | - Ana María Ortiz-Colón
- Department of Education, University of Jaén, 23071 Jaén, Spain; (J.R.-M.); (A.M.O.-C.)
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Zhang L. Exploring the Independent Learning of Music Students in Higher Teacher Training Colleges in a Pluralistic Network Environment. J Environ Public Health 2022; 2022:5024006. [PMID: 35800342 PMCID: PMC9256411 DOI: 10.1155/2022/5024006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/24/2022] [Accepted: 06/10/2022] [Indexed: 11/25/2022]
Abstract
As the main base for training teachers, normal colleges and universities can not only reserve a large number of talents for the construction of teachers but also help to improve the professional quality and teaching ability of teachers. Carrying out research on music education in normal colleges and universities can further meet the diversified needs of the current society for music talents and promote the improvement of art cultivation and cultural level of music students in normal colleges and universities. This paper discusses the preparation work of higher normal music colleges under the new curriculum standards from four aspects: "experience learning, independent learning, cooperative learning, and inquiry learning." Later, through the method of questionnaire survey, starting from the survey of the independent learning motivation of 325 music education students, the independent learning situation of music education students under the network resources was analyzed, and the learning strategies were discussed from various aspects of students, teachers, and the school. By analyzing the current situation of music teaching in higher teacher training colleges from many aspects, and putting forward relevant suggestions according to the survey results, we hope to help the transformation of music teaching methods in the future and make contributions to the field of music teaching in China.
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Affiliation(s)
- Lei Zhang
- Department of Music, Tangshan Normal University, Tangshan 063000, China
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Fuchs MA, Schwartz AW, Caton JB, Gooding H, Richards JB. Defining Student-as-Teacher Curricula in the Absence of National Guidelines: An Innovative Model. Acad Med 2022; 97:832-838. [PMID: 35020615 PMCID: PMC9627149 DOI: 10.1097/acm.0000000000004589] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
Teaching is a critical skill in the medical profession, yet has only recently gained recognition as a core skill for medical students and trainees. Student-as-teacher (SAT) programs provide medical students formal teaching instruction with opportunities for practice. While efforts to determine how SAT courses should be taught are ongoing, the authors' review of SAT programs in medical schools' curricula shows they are diverse and often developed by faculty and trainees who advocate for formal teacher training at their institutions, rather than by medical school leadership. Consequently, there is significant heterogeneity among known SAT programs with regard to content, format, and evaluation methods. As efforts are underway to create guidelines and competency frameworks for SAT programs, medical educators must engage in open and critical discussion about the optimal content and organization for SAT educational experiences, emphasizing outcomes-based value and curricular and experiential consistency across programs. The authors describe an innovative SAT elective at Harvard Medical School (HMS), discuss research supporting curricular content and decisions, and emphasize potential implications for the conception and implementation of SAT programs at other institutions. The HMS SAT course is a year-long, elective, longitudinal curriculum built on a community of practice model and comprising 5 key components: Fundamentals of Medical Education seminar series, teaching field experiences, teaching observations, final educational product, and self-reflection. This 5-component theoretically justified model covers essential topics of SAT programming, providing students a comprehensive educational skills training curriculum. Medical educators developing SAT courses must identify common core competencies and curricular activities to implement SAT programs informed by the perspective of local stakeholders and institutional needs. Further growth of SAT programs in medical education offers opportunities for collaboration and coordination among medical educators, institutions, and licensing and accreditation bodies, to further develop consistent guidelines for teaching medical education skills to future medical educators.
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Affiliation(s)
- Michael A Fuchs
- M.A. Fuchs is a medical student, Harvard Medical School, Boston, Massachusetts
| | - Andrea W Schwartz
- A.W. Schwartz is assistant professor of medicine, Veterans Affairs Boston Healthcare System and Harvard T.H. Chan School of Public Health, Harvard Medical School, Boston, Massachusetts
| | - Julia B Caton
- J.B. Caton is clinical assistant professor of medicine, Stanford Medical Center, Stanford Medical School, Stanford, California
| | - Holly Gooding
- H. Gooding is associate professor of pediatrics, Emory University School of Medicine, Atlanta, Georgia
| | - Jeremy B Richards
- J.B. Richards is assistant professor and director, Medical Education Research Laboratory, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, Massachusetts
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Abed MG, Shackelford TK. Saudi public primary school teachers' knowledge and beliefs about developmental dyslexia. Dyslexia 2022; 28:244-251. [PMID: 34877745 DOI: 10.1002/dys.1705] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/01/2021] [Revised: 10/12/2021] [Accepted: 11/16/2021] [Indexed: 06/13/2023]
Abstract
This exploratory research investigates knowledge and beliefs about developmental dyslexia (DD) among public primary school teachers in Saudi Arabia. We explored links between several teacher-related socio-demographic variables (e.g., gender, teaching experience, self-evaluation of teaching children with DD) and knowledge and beliefs about DD. Saudi public primary school teachers (n = 136) completed an online survey that included the knowledge and beliefs about developmental dyslexia scale (KBDDS). The results indicated that KBDDS scores were significantly associated with teaching experience, DD training, and self-evaluation of teaching children with DD. We address limitations of the current research, note directions for future research, and discuss implications of these results for teacher training and professional development, with special attention to Saudi public primary education.
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Affiliation(s)
- Mohaned G Abed
- Department of Special Education, Faculty of Educational Graduate Studies, King Abdulaziz University, Jeddah, Kingdom of Saudi Arabia
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Hirshberg MJ, Flook L, Moss EE, Enright RD, Davidson RJ. Integrating mindfulness and connection practices into preservice teacher education results in durable automatic race bias reductions. J Sch Psychol 2022; 91:50-64. [PMID: 35190079 PMCID: PMC8900452 DOI: 10.1016/j.jsp.2021.12.002] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2020] [Revised: 09/20/2021] [Accepted: 12/16/2021] [Indexed: 11/29/2022]
Abstract
Automatic race bias, which is the tendency to associate positive attributes more quickly with White as compared to Black faces, reflects enculturation processes linked to inequitable teaching behaviors. In sample of undergraduate preservice teachers (N = 88), we examined whether a novel mindfulness and connection practice intervention without anti-bias content incorporated into undergraduate teacher education would result in reduced automatic race bias favoring White faces. Random assignment to the intervention predicted significantly reduced race preference for White child faces immediately after the intervention. These significant reductions persisted at the 6-month follow-up, which are the most durable reductions in automatic race bias reported to date in adults. Data from semi-structured interviews indicated that the intervention enhanced self-awareness and self-regulation while reducing automatic responding among preservice teachers. These qualities are instrumental to adaptive teaching and putative mechanisms for reducing automatic race bias. The potential value of integrating mindfulness and connection practices into undergraduate preservice teacher education is discussed.
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Affiliation(s)
- Matthew J Hirshberg
- Center for Healthy Minds, University of Wisconsin-Madison, USA; Department of Educational Psychology, University of Wisconsin-Madison, USA.
| | - Lisa Flook
- Center for Healthy Minds, University of Wisconsin-Madison, USA
| | - Evan E Moss
- Department of Curriculum and Instruction, University of Wisconsin-Madison, USA
| | - Robert D Enright
- Department of Educational Psychology, University of Wisconsin-Madison, USA
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Triviño-Amigo N, Barrios-Fernandez S, Mañanas-Iglesias C, Carlos-Vivas J, Adsuar JC, Acevedo-Duque Á, Rojo-Ramos J. Differences among Male and Female Spanish Teachers on Their Self-Perceived Preparation for Inclusive Education. Int J Environ Res Public Health 2022; 19:ijerph19063647. [PMID: 35329334 PMCID: PMC8949929 DOI: 10.3390/ijerph19063647] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 01/20/2022] [Revised: 03/03/2022] [Accepted: 03/16/2022] [Indexed: 11/20/2022]
Abstract
Inclusive education is a right for every student, being one of the current challenges with which the education system is struggling. The teacher’s role in this process is essential in building an inclusive and transformative school. This study aims to measure Spanish secondary school teachers’ perceptions of their preparation to address inclusive education, exploring whether there are differences concerning their gender. A total of 420 Spanish secondary school teachers responded to three dichotomous questions about their initial and ongoing preparation using the Evaluation of Teacher Education for Inclusion Questionnaire (CEFI-R). The results suggest that there are no significant differences between men and women regarding their perceived readiness to deal with diversity. However, women seem to be more confident in their competence, as they show less need for preparation in addressing the diversity of needs in their students with disabilities, and in promoting inclusive education.
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Affiliation(s)
- Natalia Triviño-Amigo
- Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain; (N.T.-A.); (C.M.-I.)
| | - Sabina Barrios-Fernandez
- Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain; (N.T.-A.); (C.M.-I.)
- Correspondence: (S.B.-F.); (J.R.-R.)
| | - Carlos Mañanas-Iglesias
- Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain; (N.T.-A.); (C.M.-I.)
| | - Jorge Carlos-Vivas
- Promoting a Healthy Society Research Group (PheSO), Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain; (J.C.-V.); (J.C.A.)
| | - José Carmelo Adsuar
- Promoting a Healthy Society Research Group (PheSO), Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain; (J.C.-V.); (J.C.A.)
| | - Ángel Acevedo-Duque
- Public Policy Observatory, Universidad Autónoma de Chile, Santiago 7500912, Chile;
| | - Jorge Rojo-Ramos
- Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain; (N.T.-A.); (C.M.-I.)
- Correspondence: (S.B.-F.); (J.R.-R.)
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Nubani Husseini M, Zwas DR, Donchin M. Teacher Training and Engagement in Health Promotion Mediates Health Behavior Outcomes. Int J Environ Res Public Health 2022; 19:ijerph19053128. [PMID: 35270822 PMCID: PMC8910194 DOI: 10.3390/ijerph19053128] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/20/2021] [Revised: 02/18/2022] [Accepted: 03/02/2022] [Indexed: 02/05/2023]
Abstract
School-based health promotion interventions have been shown to lead to measurable changes in the nutrition and physical activity behaviors. This study examines whether the impact of an intervention program on students’ healthy eating and physical activity was mediated by teacher training and engagement in health promotion. The trial was conducted in three phases: needs assessment of the baseline survey of teachers, mothers’ and children; intervention among seven randomly selected schools that included teacher training in healthy eating and physical activity; and a post-intervention evaluation survey. The SPSS PROCESS for Hayes (Model8) was used to determine moderation and mediation effects. The difference in difference (DID) was calculated for the three main outcomes of the study: eating breakfast daily (DID = 17.5%, p < 0.001); consuming the recommended servings of F&V (DID = 29.4%, p < 0.001); and being physically active for at least 5 days/week (DID = 45.2%, p < 0.001). Schoolchildren’s eating breakfast daily was mediated by their teachers’ training in nutrition (β = 0.424, p = 0.002), teachers’ engagement (β = 0.167, p = 0.036), and mothers preparing breakfast (β = 1.309, p < 0.001). Schoolchildren’s consumption of F&V was mediated by teachers’ engagement (β = 0.427, p = 0.001) and knowing the recommended F&V servings (β = 0.485, p < 0.001). Schoolchildren’s physical activity was mediated by their teachers’ training in physical activity (β = 0.420, p = 0.020) and teachers’ engagement (β = 0.655, p < 0.001). Health behavior changes in the school setting including improvements in eating breakfast, consuming the recommended F&V and physical activity was mediated by teacher training and engagement. Effective teacher training leading to teacher engagement is warranted in the design of health-promotion interventions in the school setting.
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Affiliation(s)
- Maha Nubani Husseini
- Faculty of Public Health, Al-Quds University, Abu Dis 22100, Palestine
- Linda Joy Pollin Cardiovascular Wellness Center for Women, Division of Cardiology, Hadassah University Medical Center, Jerusalem 9574425, Israel
| | - Donna R Zwas
- Linda Joy Pollin Cardiovascular Wellness Center for Women, Division of Cardiology, Hadassah University Medical Center, Jerusalem 9574425, Israel
| | - Milka Donchin
- Braun School of Public Health, Hadassah & The Hebrew University-Hadassah Medical School, Jerusalem 9574425, Israel
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Zhang Y, Maconochie M. A meta-analysis of peer-assisted learning on examination performance in clinical knowledge and skills education. BMC Med Educ 2022; 22:147. [PMID: 35248051 PMCID: PMC8897892 DOI: 10.1186/s12909-022-03183-3] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/17/2021] [Accepted: 02/14/2022] [Indexed: 05/24/2023]
Abstract
BACKGROUND Peer-assisted learning is a method of active learning that is gaining traction throughout higher education. In the medical curriculum, peer-assisted learning has been the subject of independent studies collecting various types of data. However, an overall analysis of those studies providing objective measurements of the influence of peer-assisted learning could be particularly useful for teachers and students alike in a knowledge-heavy curriculum such as medicine. In this study we set out to analyse the efficacy of peer-assisted learning on medical students' learning of clinical knowledge and skills that is assessed through some objective examination, and thereby define whether such approaches have a reproducible benefit for inclusion in the medical curriculum. METHODS Databases including Pubmed, Embase and Science Direct were searched for relevant studies containing randomized controlled trials (RCTs) of peer-assisted learning published before July 29th ,2020. A meta-analysis was performed by using RevMan 5.3 software. RESULTS Thirteen studies involving 2,003 medical students were analyzed for clinical knowledge and skills gains that included some objective measurement of learning. The results of this meta-analysis indicated that considering all these studies together, peer-assisted learning leads to improvements in clinical knowledge and skills learning for medical students compared with traditional teacher-led passive learning. One study was found likely to be a source of significant heterogeneity, and when this was removed from the meta-analysis, the pooled effect was no longer statistically significant. CONCLUSIONS Peer-assisted learning can be an effective method of learning applied to medical student education. Active learning through peer-assisted learning should be seen as complementary to teacher-led approaches. Two of the individual studies on peer-assisted learning show a statistically significant benefit on examination performance compared to the other studies considered, that either show negligible benefits or at worst no detriment in learning. This highlights the need for more high-quality and focused randomized control trials to identify those critical parameters that lead to improved student learning using such approaches.
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Affiliation(s)
- Yanrui Zhang
- Nanchang University Queen Mary School, Nanchang University, Room 215 Admin Building No. 1299 Xuefu Street, 330031, Nanchang, China
| | - Mark Maconochie
- School of Biological and Chemical Sciences, Queen Mary University of London, Mile End Road, E1 4NS, London, UK.
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Abstract
OBJECTIVE To synthesize the evidence on the efficacy of ADHD teacher training interventions for teachers' ADHD knowledge and reducing pupils' ADHD-type behaviors. METHOD Six electronic databases were systematically searched up to 14/04/20. Meta-analyses were performed to pool standardized mean differences (SMD). RESULTS 29 studies were included in the systematic review, and 22 meta-analyzed. SMD for teacher knowledge within subjects at post-test and follow-up was 1.96 (95% confidence interval = 1.48, 2.43) and ‒1.21 (-2.02, -0.41) respectively. Between subjects analyses at post-test showed SMD = 1.56 (0.52, 2.59), with insufficient data at follow-up. At post-test, SMD for pupils' behavior within and between subjects was 0.78 (0.37, 1.18), and 0.71 (-0.11, 1.52), respectively. Medium-to-high risk of bias was found in all but one study. CONCLUSION ADHD teacher training programs may be effective in initially improving ADHD teachers' knowledge. There is inconsistent evidence for their efficacy to reduce students' ADHD-type behaviors.
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Affiliation(s)
| | | | | | - Samuele Cortese
- University of Southampton, Southampton,
Hampshire, UK
- Solent NHS Trust, Southampton, UK
- New York University Child Study Center,
New York, NY, USA
- University of Nottingham, Nottingham,
UK
| | - Jana Kreppner
- University of Southampton, Southampton,
Hampshire, UK
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Weber A, Hahn SC, Fiebelkorn F. Teach What You Eat: Student Biology Teachers' Intention to Teach Sustainable Nutrition. J Nutr Educ Behav 2021; 53:1018-1027. [PMID: 34656451 DOI: 10.1016/j.jneb.2021.07.012] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/06/2021] [Revised: 07/28/2021] [Accepted: 07/30/2021] [Indexed: 06/13/2023]
Abstract
OBJECTIVE To explain student biology teachers' intention to teach sustainable nutrition (SN) in classes using an extended model of the theory of planned behavior. DESIGN Germany-wide online questionnaire study in November/December 2019. PARTICIPANTS A total of 621 student biology teachers (mean age, 23.3 years; SD, 3.9 years; 77% female). DEPENDENT VARIABLE Intention to teach SN. INDEPENDENT VARIABLES Theory of planned behavior variables (attitudes toward teaching, subjective norms, self-efficacy), intention to eat sustainably, attitudes toward SN, knowledge about SN, prior university education for sustainable development experiences. ANALYSES Descriptive statistics, bivariate Spearman correlations, and a path model are reported. RESULTS The extended TPB model provided a moderate-to-high explanation of the intention to teach SN (R² = 0.50; P < 0.001). Respondents with a higher intention to eat sustainably in their daily lives reported more positive attitudes toward teaching, higher self-efficacy, and a higher teaching intention. Prior university education for sustainable development experiences also predicted the intention to teach. A higher level of knowledge about SN was only associated with higher self-efficacy. CONCLUSIONS AND IMPLICATIONS Lectures and seminars on SN in biology teacher training may foster student (biology) teachers' self-efficacy in teaching SN and ensure that they understand the importance of their subject-specific commitment, involvement, and attitudes in implementing SN in schools.
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Affiliation(s)
- Alina Weber
- Didactics of Biology, Faculty of Biology and Chemistry, Osnabrück University, Osnabrück, Germany.
| | - Sina C Hahn
- Didactics of Biology, Faculty of Biology and Chemistry, Osnabrück University, Osnabrück, Germany
| | - Florian Fiebelkorn
- Didactics of Biology, Faculty of Biology and Chemistry, Osnabrück University, Osnabrück, Germany
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Daly-Smith A, Morris JL, Norris E, Williams TL, Archbold V, Kallio J, Tammelin TH, Singh A, Mota J, von Seelen J, Pesce C, Salmon J, McKay H, Bartholomew J, Resaland GK. Behaviours that prompt primary school teachers to adopt and implement physically active learning: a meta synthesis of qualitative evidence. Int J Behav Nutr Phys Act 2021; 18:151. [PMID: 34801039 PMCID: PMC8605507 DOI: 10.1186/s12966-021-01221-9] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2021] [Accepted: 10/27/2021] [Indexed: 12/11/2022] Open
Abstract
BACKGROUND Physically active learning (PAL) - integration of movement within delivery of academic content - is a core component of many whole-of-school physical activity approaches. Yet, PAL intervention methods and strategies vary and frequently are not sustained beyond formal programmes. To improve PAL training, a more comprehensive understanding of the behavioural and psychological processes that influence teachers' adoption and implementation of PAL is required. To address this, we conducted a meta-synthesis to synthesise key stakeholders' knowledge of facilitators and barriers to teachers' implementing PAL in schools to improve teacher-focussed PAL interventions in primary (elementary) schools. METHODOLOGY We conducted a meta-synthesis using a five-stage thematic synthesis approach to; develop a research purpose and aim, identify relevant articles, appraise studies for quality, develop descriptive themes and interpret and synthesise the literature. In the final stage, 14 domains from the Theoretical Domain Framework (TDF) were then aligned to the final analytical themes and subthemes. RESULTS We identified seven themes and 31 sub-themes from 25 eligible papers. Four themes summarised teacher-level factors: PAL benefits, teachers' beliefs about own capabilities, PAL teacher training, PAL delivery. One theme encompassed teacher and school-level factors: resources. Two themes reflected school and external factors that influence teachers' PAL behaviour: whole-school approach, external factors. Ten (of 14) TDF domains aligned with main themes and sub-themes: Knowledge, Skills, Social/Professional Role and Identity, Beliefs about Capabilities, Beliefs about Consequences, Reinforcement, Goals, Environmental Context and Resources, Social influences and Emotion. CONCLUSIONS Our synthesis illustrates the inherent complexity required to change and sustain teachers' PAL behaviours. Initially, teachers must receive the training, resources and support to develop the capability to implement and adapt PAL. The PAL training programme should progress as teachers' build their experience and capability; content should be 'refreshed' and become more challenging over time. Subsequently, it is imperative to engage all levels of the school community for PAL to be fully integrated into a broader school system. Adequate resources, strong leadership and governance, an engaged activated community and political will are necessary to achieve this, and may not currently exist in most schools.
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Affiliation(s)
- Andrew Daly-Smith
- Center for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Sogndal, Norway.
- Faculty of Health Studies, University of Bradford, Bradford, UK.
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, Bradford, UK.
| | - Jade L Morris
- Centre for Society & Mental Health, Department of Health Services & Population Health, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
| | - Emma Norris
- Health Behaviour Change Research Group, Brunel University London, London, UK
| | - Toni L Williams
- School of Sport, Carnegie, Leeds Beckett University, Leeds, UK
- Department of Sport and Exercise Sciences, Durham University, Durham, UK
| | | | - Jouni Kallio
- LIKES Research Centre for Physical Activity and Health, Jyväskylä, Finland
| | - Tuija H Tammelin
- LIKES Research Centre for Physical Activity and Health, Jyväskylä, Finland
| | - Amika Singh
- Center for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Sogndal, Norway
- Mulier Instituut, Utrecht, The Netherlands
| | - Jorge Mota
- Research Center in Physical Activity, Health and Leisure, Faculty of Sport, University of Porto and Laboratory for Integrative and Translational Research in Population Health (ITR), Porto, Portugal
| | - Jesper von Seelen
- Department for Research and Development, University College South Denmark, Haderslev, Denmark
| | - Caterina Pesce
- Department of Movement, Human and Health Sciences, University of Rome "Foro Italico", Rome, Italy
| | - Jo Salmon
- Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University, Geelong, Australia
| | - Heather McKay
- Centre for Hip Health and Mobility, Vancouver Coastal Health Research Centre, Vancouver, Canada
- Department of Family Practice, University of British Columbia, Vancouver, Canada
| | - John Bartholomew
- Department of Kinesiology and Health Education, The University of Texas at Austin, Austin, USA
| | - Geir Kare Resaland
- Center for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Sogndal, Norway
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Barrios ME, Torres SO. Interprofessional health education teacher training at the University of Chile. J Educ Eval Health Prof 2021; 18:30. [PMID: 34775696 PMCID: PMC8666264 DOI: 10.3352/jeehp.2021.18.30] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/13/2021] [Accepted: 11/12/2021] [Indexed: 06/13/2023]
Abstract
The first interprofessional course that included students in the 8 undergraduate health programs at the Faculty of Medicine of the University of Chile was implemented in 2015. For the 700 students, 35 teachers were trained as facilitators. The use of several strategies to train facilitators in interprofessional health education, such as working in small groups, role-playing, case analysis, personal development workshops with experts’ participation, teamwork skills, feedback, videos, and reading articles, proved to be helpful. Facilitators highlighted the use of syllabi as a fundamental tool for teaching and coordination. This guide describes the experience of interprofessional health education teacher training from 2015 to 2019, highlighting the following lessons learned: the importance of support from university authorities, raising faculty awareness about interprofessional health education and collaborative practice, creating a teachers’ coordination team including representatives from all health programs, and ongoing monitoring and feedback from participants.
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Affiliation(s)
- Mónica Espinoza Barrios
- Department of Education in Health Sciences and Undergraduate Management, Faculty of Medicine, University of Chile, Santiago, Chile
| | - Sandra Oyarzo Torres
- Department of Education in Health Sciences and Undergraduate Management, Faculty of Medicine, University of Chile, Santiago, Chile
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50
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Wang S, Huang C. Family Capital, Learning Engagement, and Students' Higher Education Gains: An Empirical Study in Mainland China. Int J Environ Res Public Health 2021; 18:ijerph182111571. [PMID: 34770085 PMCID: PMC8582728 DOI: 10.3390/ijerph182111571] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/13/2021] [Revised: 10/29/2021] [Accepted: 11/01/2021] [Indexed: 11/24/2022]
Abstract
This study aimed to determine whether learning engagement plays a mediating effect on the relationship between family capital and students’ higher education gains in mainland China. We used family capital, learning engagement, and higher education gains as measures and analyzed data using a structural equation model. Data were collected from 1334 students at a Chinese university. The results show that family cultural capital had the most significant effect on students’ learning engagement, while economic capital also played a positive role, and social capital had no significant impact. Learning engagement played a mediating role in the relationship between cultural capital and higher education gains, as did the relationship between economic capital and higher education gains. However, learning engagement did not have a mediating effect on the relationship between social capital and higher education gains. Our results show that we should focus on the importance of students’ learning engagement, improve the cultural capital of disadvantaged groups, and provide financial support for students from low-income families.
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Affiliation(s)
- Shutao Wang
- College of Education, Zhejiang University, Hangzhou 310058, China;
| | - Cui Huang
- School of Public Affairs, Zhejiang University, Hangzhou 310058, China
- Correspondence:
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