Challenge, integration, and change: ChatGPT and future anatomical education

With the vigorous development of ChatGPT and its application in the field of education, a new era of the collaborative development of human and artificial intelligence and the symbiosis of education has come. Integrating artificial intelligence (AI) into medical education has the potential to revolutionize it. Large language models, such as ChatGPT, can be used as virtual teaching aids to provide students with individualized and immediate medical knowledge, and conduct interactive simulation learning and detection. In this paper, we discuss the application of ChatGPT in anatomy teaching and its various application levels based on our own teaching experiences, and discuss the advantages and disadvantages of ChatGPT in anatomy teaching. ChatGPT increases student engagement and strengthens students' ability to learn independently. At the same time, ChatGPT faces many challenges and limitations in medical education. Medical educators must keep pace with the rapid changes in technology, taking into account ChatGPT's impact on curriculum design, assessment strategies and teaching methods. Discussing the application of ChatGPT in medical education, especially anatomy teaching, is helpful to the effective integration and application of artificial intelligence tools in medical education.

[The Human Resource Development Policy of the Faculty of Pharmaceutical Sciences at Kanazawa University and Our Initiatives toward Its Realization]

The environment surrounding pharmaceutical education in Japan has changed significantly with the establishment of many new pharmacy schools and the transition to six-year pharmacist education. Under these circumstances, various issues have been revealed in recent years. In particular, the decrease in the number of doctoral students responsible for future pharmaceutical education and research in drug discovery and life science is a concern. To address this issue, we at Kanazawa University have revised the human resource development policy of the Faculty of Pharmaceutical Sciences to "fostering leaders who are active in a variety of professions in pharmaceutical sciences" and have made various efforts toward the realization of this policy. Among the topics introduced at the symposium, this paper focuses on reforming the educational system and reorganizing the School of Pharmacy and Pharmaceutical Sciences at Kanazawa University.

[Reform and reflection of teaching microbiology in English]

Microbiology is a key basic professional course for all the students specializing in biology, biotechnology and related majors. To date, microbiology is mainly taught in Chinese within colleges and universities in China. Development of a microbiology course that is taught in English may satisfy the diversified learning needs of the students and promote the "Double First-Class" initiative. We started to teach the microbiology course in English at the East China University of Science and Technology since 2016. This practice was associated with reform and innovation in the teaching methods and contents. The microbiology course taught in English greatly attracted the interest of the attending students and helped improve their professional English learning as well as scientific research. This course provided important support for fostering innovative professional first-class undergraduates under the context of the "Double First-Class" initiative.

Hong Kong high school students' perceptions of the new secondary school curriculum

Background

The New Senior Secondary (NSS) curriculum in Hong Kong aims to change the exam-oriented culture and promote students' all-around development. This reform emphasizes student-centered learning and promotes a shift from a top-down approach to school-based management, with the ultimate goal to help students become lifelong learners. This study examined students' perceptions of the NSS curriculum with a focus on their noncognitive development (e.g., self-understanding, positive values, purpose in life, and resilience).

Methods

The data were collected from 3,498 Secondary 6 students in Hong Kong (Girls: 47.7%; Mean age: 17.33 years) using a self-reported questionnaire in 2015. We examined the psychometric properties of the instrument, "Perceptions of the New Secondary School Curriculum" (PNSC), and conducted multigroup CFA to evaluate the measurement invariance of PNSC across genders. Paired t-test analysis was used to examine whether students perceived the junior and senior secondary curricula differently. A series of multivariate analysis of variance (MANOVA) were conducted to examine students' perceptions of the curriculum by gender and by academic performance level.

Results

Results based on percentage responses showed that most students liked the curriculum and acknowledged its benefits in promoting their noncognitive development. However, substantial proportions of the students also reported relatively negative responses to some items, particularly their fondness for senior secondary education. Students generally reported higher fondness for the junior secondary curriculum than for the senior secondary curriculum. Girls had more positive perceptions of the NSS curriculum than did boys. High-performing students liked the NSS curriculum the most and perceived the most benefits of the curriculum in promoting their noncognitive skills, whereas low-performing students showed the lowest levels of fondness for/interest in the curriculum and perceived benefits.

Conclusions

Our findings support previous evidence showing initial success in promoting students' noncognitive skills but also alert educators and policymakers that the curriculum should not leave the low-performing students behind. Collective efforts from schools, educational bureaus, researchers, and policymakers are needed to take appropriate measures to cater to students' balanced development.

Economic Imperialism in Education Research: A Conceptual Review

In this review, we explore economic imperialism, a concept that captures the phenomenon of a single discipline's power over so many facets of social life and policy-including education. Through a systematic search, we examine how economic imperialism has been conceptualized and applied across fields. We uncovered three key, interconnected elements of economic imperialism that hold relevance for education research. First, economics has colonized other disciplines, narrowing the lens through which policymakers have designed education reforms. Second, an overreliance on economic rationales for human behavior neglects other explanations. Third, a focus on economic outcomes of education has subjugated other important aims of education. We share implications for researchers to use economic theory in ways that are interdisciplinary but not imperialist.

Thirteenth Annual Brown Lecture in Education Research: Public Education and the Social Contract: Restoring the Promise in an Age of Diversity and Division

Building on the premise that closing achievement gaps is an economic imperative both to regain international educational supremacy and to maintain global economic competitiveness, I ask whether it is possible to rewrite the social contract so that education is a fundamental right-a statutory guarantee-that is both uniform across states and federally enforceable. I argue that the federal government was complicit in aggravating educational inequality by not guaranteeing free, public education as a basic right during propitious political moments; by enabling the creation of a segregated public higher education system; by relegating the Department of Education and its predecessors to a secondary status in the federal administration, thereby compromising its enforcement capability; and by proliferating incremental reforms while ignoring the unequal institutional arrangements that undermine equal opportunity to learn. History shows that a strong federal role can potentially strengthen the educational social contract.

A sociohistorical examination of George Herbert Mead's approach to science education

Although George Herbert Mead is widely known for his social psychological work, his views on science education also represent a significant, yet sometimes overlooked contribution. In a speech delivered in March 1906 entitled "The Teaching of Science in College," Mead calls for cultural courses on the sciences, such as sociology of science or history of science courses, to increase the relevancy of natural and physical science courses for high school and university students. These views reflect Mead's perspective on a number of traditional dualisms, including objectivity versus subjectivity and the social sciences versus natural and physical sciences. Taking a sociohistorical outlook, I identify the context behind Mead's approach to science education, which includes three major influences: (1) German intellectual thought and the Methodenstreit debate, (2) pragmatism and Darwin's theory of evolution, and (3) social reform efforts in Chicago and the General Science Movement.

Multistakeholder Perspectives on the Transition to a Graduate-Level Athletic Training Educational Model

CONTEXT

The decision has been made to move away from the traditional bachelor's degree professional program to a master's degree professional program. Little is known about the perceptions about this transition from those involved with education.

OBJECTIVE

To examine multiple stakeholders' perspectives within athletic training education on the effect that a change to graduate-level education could have on the profession and the educational and professional development of the athletic trainer.

DESIGN

Qualitative study.

SETTING

Web-based survey.

PATIENTS OR OTHER PARTICIPANTS

A total of 18 athletic training students (6 men, 12 women; age = 24 ± 5 years), 17 athletic training faculty (6 men, 9 women, 2 unspecified; 7 program directors, 5 faculty members, 3 clinical coordinators, 2 unidentified; age = 45 ± 8 years), and 15 preceptors (7 men, 7 women, 1 unspecified; age = 34 ± 7 years) completed the study.

DATA COLLECTION AND ANALYSIS

Participants completed a structured Web-based questionnaire. Each cohort responded to questions matching their roles within an athletic training program. Data were analyzed following a general inductive process. Member checks, multiple-analyst triangulation, and peer review established credibility.

RESULTS

Thirty-one (62%) participants supported the transition, 14 (28%) were opposed, and 5 (10%) were neutral or undecided. Advantages of and support for transitioning and disadvantages of and against transitioning emerged. The first higher-order theme, advantages, revealed 4 benefits: (1) alignment of athletic training with other health care professions, (2) advanced coursework and curriculum delivery, (3) improved student and professional retention, and (4) student maturity. The second higher-order theme, disadvantages, was defined by 3 factors: (1) limited time for autonomous practice, (2) financial concerns, and (3) lack of evidence for the transition.

CONCLUSIONS

Athletic training students, faculty, and preceptors demonstrated moderate support for a transition to the graduate-level model. Factors supporting the move were comparable with those detailed in a recent document on professional education in athletic training presented to the National Athletic Trainers' Association Board of Directors. The concerns about and reasons against a move have been discussed by those in the profession.

U.S. Principals' Attitudes About and Experiences with Single-Sex Schooling

Despite a lack of scientific evidence supporting the use of single-sex education, the number of U.S. public schools offering single-sex education has increased. However, our understanding as to why decision-makers have implemented single-sex education is lacking. To address this gap, we surveyed U.S. public-school principals and assessed their attitudes about and experiences with single-sex schooling. Sixty-seven principals from single-sex schools and 193 from coeducational schools participated. The results indicated that principals who had experience with single-sex schooling tended to have more positive attitudes about single-sex schooling, viewed it as more effective, and more often evoked gender-essentialist rationales for the use of single-sex schooling than did coeducational principals. However, both single-sex and coeducational principals noted issues with single-sex schooling. It was concluded that single-sex schooling is not a silver bullet to educational reform and that when single-sex schooling is implemented, one set of issues and problems is substituted for another.