Search Results (64)

Background: Peer-assisted learning (PAL) is used in medical education. Its impact in basic medical sciences remains unexplored, namely considering the perspectives of all the populations involved: students, undergraduate teaching assistants (UTAs), and faculty members. We evaluated the educational impact of a PAL programme in Histology and Embryology in a medical course at the Faculty of Medicine of the University of Porto (FMUP). Methods: A cross-sectional convergent mixed-methods study was conducted in the Histology and Embryology course. Tailored online questionnaires comprising Likert-type items and open-ended questions were replied to by students attending theoretical–practical classes with UTAs, the UTAs, and the professors. Internal consistency was assessed using Cronbach’s alpha. Students’ theoretical–practical examination scores were compared between classes with and without UTAs using the Mann–Whitney U test, and effect size (r) was calculated to estimate the magnitude of differences observed. Results: Students (n = 190) reported highly positive perceptions regarding the creation of a more approachable learning environment, clarification of doubts, and identification of histological structures and strongly recommended the extension of UTAs to other courses of the medical school. UTAs (n = 17) described gains in disciplinary understanding, broader perspectives on the medical curriculum, communication and public-speaking skills, teamwork, leadership, self-confidence, and interest in academic careers. Professors (n = 6) valued PAL for improving individual support, facilitating time management, and contributing to UTA training, while highlighting the need for structured pedagogical preparation. Students attending classes with UTAs achieved significantly higher theoretical–practical examination scores (p = 0.04; effect size r = 0.12). Conclusions: PAL was perceived as highly beneficial by all groups involved in the project, enhancing the learning environment, supporting knowledge consolidation, and developing pedagogical and interpersonal skills. A grade analysis indicated that PAL was associated with improved academic performance. These findings reinforce the value of integrating PAL initiatives into preclinical medical education while highlighting the importance of sustained tutor preparation and supervision. Full article

This study examines university students’ perceptions of how artificial intelligence (AI) tools influence creativity in Digital Media coursework at an Egyptian university, addressing the underrepresentation of non-Western and non-STEM contexts in AI-in-education research. A convergent mixed-methods design was used with 103 undergraduate students enrolled in a Visual Communication course. Data were collected through an online questionnaire comprising a 24-item Likert-scale battery (Cronbach’s α = 0.94) and four open-ended prompts. Because creativity was measured through perception rather than objective performance, the findings are interpreted as students’ subjective appraisals rather than as evidence about the originality or quality of their creative products. A four-item Perceived Creative Support subscale (α = 0.82) was positively associated with overall learning satisfaction (r = 0.33, p < 0.001), while remaining independent of prior AI familiarity. However, it was significantly related to comfort with new technology (r = 0.35, p < 0.001) and moderate AI use intensity. Reflexive thematic analysis identified five themes: task efficiency, academic support, creative stimulation, information access, and concerns about overreliance and authenticity. Students mainly framed creativity in functional terms, including ideation structure, speed, and organization. The study positions AI as a perceived cognitive scaffold and discusses implications for pedagogy, assessment design, and academic integrity in creative disciplines. Full article

This article presents the design and development of an interactive architecture oriented toward the management of traditional vallenato, a musical genre recognized as an Intangible Cultural Heritage of Humanity by UNESCO. Architecture combines the principles of contextual awareness and the use of massive open online courses (MOOCs) to face the current challenges of preservation, dissemination, and teaching of this cultural expression, threatened by commercialization and the loss of its traditional roots. Through a modular structure, adaptive technological tools are integrated to capture, process, and use contextual information, personalizing learning experiences and strengthening the link between communities and their cultural heritage. The proposal consists of several functional layers, including context management, user profiles, educational resources, and a persistence unit, each designed to ensure the interoperability and sustainability of cultural data. In addition, the capacity of architecture to be used in other cultural contexts is highlighted, expanding its impact on different artistic manifestations and heritages worldwide. This article includes a comparative analysis with other existing models, highlighting the advantages of this solution in terms of customization and adaptability. Finally, opportunities for improvement and expansion are explored, as well as the pending challenges in the implementation of this technological tool in educational and cultural environments. Full article

Background/Objectives: Children in paediatric palliative care often face school attendance barriers due to complex health needs. This study describes post-training perceptions of a training program by a pediatric hospice team to prepare school care assistants to safely include children with complex conditions, focusing on procedural skills, knowledge of the child, and family partnership. Methods: Care assistants who completed a structured course at the Paediatric Palliative Care Centre, University Hospital of Padua (2023–2024), were surveyed immediately after training. The program combined classroom instruction with hands-on simulation using high-fidelity mannequins and standard devices, including suction, pulse oximetry, ventilation, enteral feeding, and tracheostomy care. It also covered modules on urgent and emergency management, as well as family communication. An anonymous online questionnaire gathered socio-demographic data, prior training, clinical tasks performed, self-efficacy levels, and open-ended feedback. Quantitative results were analyzed descriptively, while qualitative comments were subjected to thematic analysis. Results: Of 130 invited assistants, 105 participated (81%). Participants reported strong perceived confidence: 85% selected the upper end of the 5-point scale (“very” or “extremely”) for routine-management ability, and 60% selected these same response options for emergency-management ability. In the most severe events recalled, 60.5% of incidents were resolved autonomously, 7.6% involved contacting emergency services, and 3.8% involved community or hospice nurses. Seventy-five percent judged the course comprehensive; thematic analysis of 102 comments identified satisfaction, requests for regular refreshers, stronger practical components, and requests for targeted topics. Conclusions: Immediately after the session, participants tended to select the upper end of the self-assurance item for both routine and emergency tasks. Combining core emergency procedures with personalized, child-specific modules and family-partnership training may support safety, trust, and inclusion. Regular refreshers and skills checks are advised. Full article

Employing teachers with significant physical or sensory disabilities (PSD) is crucial for inclusion and social justice. Since beginning teachers are particularly prone to attrition, research is needed to identify challenges faced by beginning teachers with PSD and to propose potentially supportive strategies. This case study followed an online academic workshop in Israel, designed as a Community of Practice (CoP) for beginning teachers with PSD. The participants were 16 beginning teachers and three facilitators. Transcribed recordings of the workshop’s 13 meetings were analyzed using discourse and thematic analysis. Four main challenge areas emerged: relationships with school staff; student motivation and behavior management; teaching practices; and technological and bureaucratic procedures. The relationships between the challenges and the teachers’ PSD ranged from direct causation to no apparent connection. The facilitators provided emotional support and theoretical knowledge, suggested courses of action, and offered direct assistance based on the participants’ knowledge and skills. A “wrapping” phenomenon was identified where participants initially presented unresolved challenges as successfully resolved. As mutual trust and openness developed throughout the year, previously resolved challenges often resurfaced. The findings suggest that implementation of suggested solutions must be monitored, and their effectiveness should be further explored. Full article

Maternal mortality and morbidity are critical health challenges in the U.S., and building the perinatal workforce is a key to providing high-quality maternal medical care and services. Texas Southern University (TSU), home to a Doctor of Pharmacy program, launched the first Maternal Health Education and Research Training (MHERT) program to educate a cohort of high school, pharmacy, and health sciences students. Aiming to raise awareness of maternal health issues, build research skills, and promote action-based solutions. MHERT integrated online self-paced interactive lessons with hands-on research or community projects. Topics included maternal health epidemiology, causes of morbidity and mortality, research methods, literature reviews, and the development of action plans addressing maternal health challenges. Assessment tools included quizzes, open-ended reflection responses, training surveys, and course evaluations. Running from 3 June to 26 July 2024, the program enrolled 22 students. All participants completed both course components. Course evaluations showed strong and consistent satisfaction with the program, with teaching effectiveness rated at 95% and 96% for mid-program and final evaluations, respectively. MHERT enhanced participants’ understanding of maternal health, improved research skills, and encouraged community engagement and interdisciplinary collaboration. It offers a scalable model to strengthen public health education among high school, pharmacy, and health sciences students. Full article

Background and Objective: Despite growing emphasis on quality and safety in healthcare, there remains a limited understanding of how Quality Improvement and Patient Safety (QI/PS) training for health workers has evolved in response to global events like the COVID-19 pandemic and the WHO Global Patient Safety Action Plan. This rapid scoping review aimed to not only identify existing curricula but also uncover trends, innovation gaps, and global inequities in QI/PS education—providing timely insights for reshaping future training strategies. Methods: We searched MEDLINE and Scopus for English-language studies published between January 2020 and April 2024, describing QI and/or PS curricula across graduate, postgraduate, and continuing education levels. All healthcare worker groups were eligible, with no geographic limitations. Two reviewers conducted independent screening and data extraction; a third verified the results. Results: Among 3290 records, 74 curricula met inclusion criteria, with a majority originating from the US (58, 78.4%) and targeting physicians—especially residents and fellows (43/46, 93.5%). Only 27% of curricula were multidisciplinary. While traditional didactic (66.2%) and interactive (73%) approaches remained prevalent, curricula launched after 2020 introduced novel formats such as Massive Open Online Courses and gamification, with long-term programs uniformly leveraging web-based platforms. Common thematic content included Root Cause Analysis, Plan-Do-Study-Act cycles, QI tools, communication skills, and incident reporting. English-language peer-reviewed published literature indicated a marked lack of structured QI/PS training in Europe, Asia, and Africa. Conclusions: This review reveals both an uneven development and fragmentation in global QI/PS training efforts, alongside emerging opportunities catalyzed by digital transformation and pandemic-era innovation. The findings highlight a critical gap: while interest in QI/PS is growing, scalable, inclusive, and evidence-based curricula remain largely concentrated in a few high-income countries. By mapping these disparities and innovations, this review provides actionable direction for advancing more equitable and modern QI/PS education worldwide, whilst showcasing the need to systematically delve into QI/PS training in underrepresented regions. Full article

This article carries out an interdisciplinary analysis of five MOOC courses developed by the University of Valladolid and offered on higher education platforms between 2020 and 2024. This research is based on the study of the lexical categories used by the informants participating in these courses, establishing a correlation with the theoretical and practical debates surrounding the definition of heritage and the frameworks of contemporary heritage education. Through a metalinguistic approach, the semantic limits of the emerging lexical categories are examined, paying attention to their ambiguity, polysemy and contexts of use, both from a formal linguistic perspective and from a hermeneutic approach. The analysis is based on natural language processing tools, complemented by qualitative techniques from applied linguistics and cultural studies. This dual approach, both scientific–statistical and humanistically nuanced, allows us to identify recurrent discursive patterns, as well as significant variations in the conceptualization of heritage according to the socio-cultural and geographical profiles of the participants. The results of the linguistic analysis are contrasted with the thematic lines investigated by our research group, focusing on cultural policy, legacy policies, narratives linked to the culture of depopulation, disputed scientific paradigms, and specific lexical categories in the Latin American context. In this sense, the article takes a critical look at discursive production in massive online learning environments, positioning language as a key indicator of the processes of cultural resignification and the construction of legacy knowledge in the Ibero-American context. The findings of my scientific article underscore the pressing need for a multiform liberation of the traditionally constrained concept of heritage, which has long been framed within rigid institutional, legal, and disciplinary boundaries. This normative framework, often centered on materiality, monumentalism, and expert-driven narratives, limits the full potential of heritage as a relational and socially embedded construct. My research reveals that diverse social agents—ranging from educators and local communities to cultural mediators and digital users—demand a more flexible, inclusive, and participatory understanding of heritage. This shift calls for redefining legacy not as a static legacy to be preserved but as a dynamic bond, deeply rooted in affective, symbolic, and intersubjective dimensions. The concept of “heritage as bond”, as developed in contemporary critical theory, provides a robust framework for this reconceptualization. Furthermore, the article highlights the need for a new vehiculation of access—one that expands heritage experience and appropriation beyond elite circles and institutionalized contexts into broader social ecosystems such as education, digital platforms, civil society, and everyday life. This approach promotes legacy democratization, fostering horizontal engagement and collective meaning-making. Ultimately, the findings advocate for a paradigm shift toward an open, polyphonic, and affective heritage model, capable of responding to contemporary socio-cultural complexities. Full article

The integration of artificial intelligence (AI) chatbots in online learning environments has transformed the way students engage with educational content, offering personalised learning experiences, instant feedback, and scalable support. This study investigates the role of AI-driven chatbots in the Pedagogical Information and Communication Technology (ICTPED) Massive Open Online Course (MOOC), a professional development course aimed at enhancing teachers’ Professional Digital Competence (PDC). The study pursues two connected aims: (1) to examine how chatbots support content comprehension, self-regulated learning, and engagement among pre- and in-service teachers, and (2) to explore, through a cultural-historical perspective, how chatbot use contributes to the development of students’ digital agency. Based on data from 46 students, collected through structured questionnaires and follow-up interviews, the findings show that chatbots functioned as interactive learning partners, helping students clarify complex concepts, generate learning resources, and engage in reflection—thereby supporting their PDC. At the same time, chatbot interactions mediated learners’ development of digital agency, enabling them to critically interact with digital tools and navigate online learning environments effectively. However, challenges such as over-reliance on AI-generated responses, inclusivity issues, and concerns regarding content accuracy were also identified. The results underscore the need for improved chatbot design, pedagogical scaffolding, and ethical considerations in AI-assisted learning. Future research should explore the long-term impact of chatbots on students’ learning and the implications of AI-driven tools for digital agency development in online education. Full article

This paper aims to present the views of Greek school principals on whether and how working amid the crisis caused by the COVID-19 pandemic affected principal–teacher relationships. It mainly focuses on the factors that contributed to the quality and course of these relationships. A qualitative methodology was adopted. Data were collected from 57 principals of public primary and secondary schools who answered the open-ended questions of an online questionnaire. Written answers were analyzed using the method of thematic analysis. The analysis revealed that, given the adverse working conditions, principal–teacher relationships were affected to varying degrees and in different ways in each school unit. For forty-seven percent of principals, the relationships remained unaffected; for forty percent, the relationships worsened; and for thirteen percent, they became stronger. It was found that teacher-related factors (attitude towards increased duties/obligations and ability to manage stress and fear), as well as work climate-related factors (communication and interaction, togetherness, and pre-existing work climate) contributed to the course of principal–teacher relations amid the pandemic. The findings provide practical and theoretical implications for school leadership and human resources management in a crisis context. Full article

Low-dose app-based contemplative interventions for mental health are increasingly popular, but heterogeneity in intervention responses indicates that a personalized approach is needed. We examined whether different longitudinal resilience–vulnerability trajectories, derived over the course of the COVID-19 pandemic, predicted differences in diverse mental health outcomes after mindfulness and socio-emotional dyadic online interventions. The CovSocial project comprised a longitudinal assessment (phase 1) and an open-label efficacy trial (phase 2). A community sample of 253 participants received 12 min daily app-based socio-emotional dyadic or mindfulness-based interventions, with weekly online coaching for 10 weeks. Before and after the intervention, participants completed validated self-report questionnaires assessing mental health. Stress reactivity profiles were derived from seven repeated assessments during the COVID-19 pandemic (January 2020 to March/April 2021) and were categorized into resilient (more plasticity) or vulnerable (less plasticity) stress recovery profiles. After both interventions, only individuals with resilient stress reactivity profiles showed significant improvements in depression symptomatology, trait anxiety, emotion regulation, and stress recovery. Those with vulnerable profiles did not show significant improvements in any outcome. Limitations of this study include the relatively small sample size and potential biases associated with participant dropout. Brief app-based mental interventions may be more beneficial for those with greater levels of stress resiliency and plasticity in response to stressors. More vulnerable individuals might require more intense and personalized intervention formats. Full article

The management of transboundary water resources presents a complex challenge involving multiple stakeholders and countries. Negotiating a single rule for managing these resources can take years due to various factors, including political, socioeconomic, cultural, and historical backgrounds. To assist transboundary water practitioners worldwide, the GWP and GEF IW:LEARN have developed a free-access educational platform, the Massive Open Online Course (MOOC) on Governance for Transboundary Freshwater Security. The MOOC attracted 3855 learners from 166 countries and included 14 interactive online sessions to facilitate discussions among practitioners. In response to learners’ desire for increased interaction and networking opportunities, the Transboundary Water Knowledge Exchange Hub was established. This global online community enables members to share knowledge and engage in direct peer-to-peer learning through an online knowledge management platform. The effort evolved from online course and interactive sessions into an online community, promoting knowledge sharing and peer-to-peer learning through an online knowledge management platform. Through examining this evolution and analysing key survey results, this paper analyses the role of MOOC and knowledge sharing and peer-to-peer learning for building capacity for improved transboundary water governance. Full article

A decade ago, massively open online courses (MOOCs) were heralded as the solution to universal, global access to higher education. While they failed to reach this vision, primarily because of teaching-by-telling and learning-by-listening (a PDF of the residential classroom), MOOCs provided the foundational models and infrastructure for emergency remote learning in the pandemic. Reports of remote learning’s death post-pandemic are greatly exaggerated, since the world is now irreversibly hybrid—and will stay that way because many people and organizations value the new opportunities this presents. From now on, when students leave the shelter of classrooms to interact with the world beyond schooling, they must have skills for adept performance both face-to-face and across distance. Colleges, universities, and regions that force all teaching and learning to be face-to-face are dooming their graduates to reduced agency in every other aspect of life. As discussed in recent reports from Harvard, MIT, and Stanford, innovative approaches to digital learning were developed during the pandemic that are now improving campus-based learning. Insights from these approaches offer the opportunity for student engagement at scale, taking advantage of strengths of online instruction such as collapsing time, bridging space, personalizing via rich datastreams, using AI-based instructional assistants and learning partners, delivering content and experience across universities, and sustaining online learning communities after formal instruction ends. Combined, these advances can enable next-generation massive digital hybrid learning, a means to achieve the aspirational vision of universal global access to higher education. A coalition of higher education institutions could begin to realize this vision, an essential step in enabling all learners to survive and thrive in our increasingly turbulent, disruptive global economy and civilization. Full article

Introduction: In neonatology, multiple pregnancies are common. Unfortunately, it is not rare for one baby to die. Communication with parents in these circumstances has been demonstrated to be sub-optimal. Methods: Two educational programs were evaluated with pre- and post-course surveys, questionnaires administered to participants, and audits. Results: In the online Butterfly project (UK; n = 734 participants), all participants reported that the training exceeded or met their expectations, 97% reported they learned new skills, and 48% had already applied them. Participants expressed gratitude in their open-ended answers: “I feel a lot more confident in supporting parents in this situation”. In the Ribbon project (workshop for neonatal clinicians, Quebec; n = 242), 97% were satisfied with the training and reported feeling more comfortable caring for bereaved parents. Knowledge improved pre–post training. Audits revealed that 100% of cases were identified on the incubator and the baby’s/babies’ admission card, all changed rooms after the death of their co-twin/triplet, and all had the name of their co-twin/triplet on the discharge summary. All clinicians (55) knew what the ribbon symbol meant when asked during surprise audits at the bedside. Conclusion: Different educational strategies to optimize communication with families after the perinatal loss of a co-twin are appreciated and have a positive impact. Full article

Higher education teaching staff members need to build a scientifically accurate and comprehensive understanding of the function of the brain in learning as neuroscience evidence can constitute a way to optimize teaching and achieve learning excellence. An international consortium developed a professional development six-module course on educational neuroscience and online community of practice by applying design thinking. A mixed methods research design was employed to investigate the attitudes of thirty-two (N = 32) participating academics using a survey comprising eleven closed and open questions. Data analysis methods included descriptive statistics, correlation, generalized additive model and grounded theory. The overall evaluation demonstrated a notable satisfaction level with regard to the quality of the course. Given the power of habits, mentoring and peer interactions are recommended to ensure the effective integration of theoretical neuroscientific evidence into teaching practice. Full article