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Background: Clinical placements are of major importance in students’ learning processes through creating supportive environments and fostering independence into paramedic professional roles. The study aimed to explore whether clinical experiences in out-of-hospital emergency services affected students’ learning outcomes and satisfaction. Methods: A retrospective study was carried out using preceptors’ evaluations (n=160) and students’ feedback forms (n=21). Descriptive and non-parametric inferential statistics were used to analyse quantitative items, and open-ended questions were analysed using content analysis. Results: Findings showed that more than 70% of students were satisfied with the quality of preceptors and the fieldwork atmosphere. Preceptors reported that students’ clinical skills across all categories improved significantly in the last two weeks of training. Qualitative data indicated that students displayed appropriate behaviour and professional socialisation and were keen to learn, and demonstrated competence in paramedicskills. Conclusion: A supportive atmosphere and positive student–preceptor relationships are key attributes for clinical placements if students are to accomplish learning outcomes in out-ofhospital environments.

BACKGROUND: Assessment for learning has been identified as an effective strategy to help children learn more effectively. Developing children to master basic movement skills in primary school requires formative assessments to inform instruction and learning. This study reports the rationale and methods for an assessment-based intervention that emphasizes fun, mastery and support (A + FMS) designed to improve fundamental movement skill (FMS) proficiency of primary schoolchildren. METHODS/DESIGN: Utilizing a cluster randomized controlled trial, the A + FMS intervention was designed to improve FMS proficiency of Hong Kong Chinese schoolchildren. A target sample of 282 students or more from 10 Grade 3 classes (from five schools) will be recruited and randomly assigned into an experimental group or a wait-list control group. Competence motivation theory provided a framework for the intervention that emphasizes fun activities to develop basic fundamentals, improving mastery of movement, and providing support for teaching and learning skills. Primary outcome measures are the raw scores of six objectively measured FMS (i.e., jump, hop, skip, dribble, catch, and overhand throw). Secondary outcomes include self-reported measures: enjoyment in physical education, perceived physical competence, perceived skill competence, and perceived social support. Teachers in the experimental group are required to attend a six-h training workshop and integrate 550 min of assessment for learning strategies into their physical education lessons. Resources such as videos, skills checklists, and equipment will also be provided to support children to accumulate extra learning and practice time after school. The rate of changes in primary and secondary outcomes across the experimental and control groups will be compared to determine the effectiveness of the program. DISCUSSION: The A + FMS is an innovative school-based intervention targeting improvements in movement mastery by supporting physical education teachers in FMS instruction and assessment practices. The findings from the study may be used to guide pre-service teacher education and continuous professional development in FMS teaching and assessment. Trial registration CUHK_CCRB00479.

BACKGROUND: Learning physical examination skills is an essential element of medical education. Teaching strategies include practicing the skills either alone or in-group. It is unclear whether students benefit more from training these skills individually or in a group, as the latter allows them to observing their peers. The present study, conducted in a naturalistic setting, investigated the effects of peer observation on mastering psychomotor skills necessary for physical examination. METHODS: The study included 185 2nd-year medical students, participating in a regular head-to-toe physical examination learning activity. Students were assigned either to a single-student condition (n = 65), in which participants practiced alone with a patient instructor, or to a multiple-student condition (n = 120), in which participants practiced in triads under patient instructor supervision. The students subsequently carried out a complete examination that was videotaped and subsequently evaluated. Student's performance was used as a measure of learning. RESULTS: Students in the multiple-student condition learned more than those who practiced alone (81% vs 76%, p < 0.004). This result possibly derived from a positive effect of observing peers; students who had the possibility to observe a peer (the second and third students in the groups) performed better than students who did not have this possibility (84% vs 76%, p <. 001). There was no advantage of observing more than one peer (83.7% vs 84.1%, p > .05). CONCLUSIONS: The opportunity to observe a peer during practice seemed to improve the acquisition of physical examination skills. By using small groups instead of individual training to teach physical examination skills, health sciences educational programs may provide students with opportunities to improve their performance by learning from their peers through modelling.

Thanks to digital technologies, social spheres become increasingly mobile and resistant to transformational processes. Modern society needs to receive high-quality social services in a 24-hour format. It is essential to understand that digitalisation needs to be more socially neutral. On the one hand, digital technologies provide society with new perspectives, opportunities, and solutions, and on the other hand, they can cause the emergence of various risks. Management of the processes of digitalisation of social services involves not only the implementation of digital innovations but also the assessment of the consequences for society and the state. Thus, this article aims to analyse modern trends in digitalisation in the social services field and develop a scientific and methodological approach that will formalise the functional connections between digitalisation and the spheres of education, healthcare, and social protection. In the article, these statements are confirmed by the bibliometric analysis of keywords co-occurrence. It made it possible to identify the following vectors among studies of digitalisation in the field of social services: education, health care, and social protection, which foresee a change in the very essence of digitalisation through the prism of different scientifical approaches. In this regard, this article is devoted to studying the influence of digitalisation on critical indicators of education, health care, and social protection using Principal Component Analysis, Canonical Correlation Analysis and Multiple Regression Modelling. Based on a sample of 35 European countries in 2020-2022. Three canonical models were built, each of which tested the functional relationship between the indicators of the information and communication sector of the studied countries (Percentage of the ICT sector on GDP, Percentage of the ICT personnel in total employment, Percentage change of value added by ICT sector at current prices) and selected indicators of education, health care and social protection. As a result, it was found that, in general, the development of digital technologies has a positive effect on social services—still, the most significant relationship between digitalisation and the sphere of education and health care. As a result of regression modelling, it was found that the Percentage of the ICT personnel in total employment and the Percentage change of value added by the ICT sector at current prices are positively influenced by the Employment rates of recent graduates and negatively by Hospital beds and Expenditure on social protection.

Competency-based learning has been a successful pedagogical approach for centuries, but only recently has it gained traction within computing. Competencies, as defined in Computing Curricula 2020, comprise knowledge, skills, and professional dispositions. Building on recent developments in competency and computing education, this working group examined relevant pedagogical theories, investigates various skill frameworks, reviewed competencies and standard practices in other professional disciplines such as medicine and law. It also investigated the integrative nature of content knowledge, skills, and professional dispositions in defining professional competencies in computing education. In addition, the group explored appropriate pedagogies and competency assessment approaches. It also developed guidelines for evaluating student achievement against relevant professional competency frameworks and explores partnering with employers to offer students genuine professional experience. Finally, possible challenges and opportunities in moving from traditional knowledge-based to competency-based education were also examined. This report makes recommendations to inspire educators of future computing professionals and smooth students' transition from academia to employment.

Graduate student instructors occupy a unique ‘liminal space’ as trainees in and instructors of their discipline. While research has explored challenges graduate students face while teaching, there is limited exploration of the challenges graduate students face that transcend disciplinary boundaries while preparing for and teaching their first undergraduate class. This qualitative study asked graduate students to reflect on the challenges and surprises they encountered while preparing for and teaching their first undergraduate class. Our findings indicate that consistent with previous literature, most graduate student pedagogical training is not sufficient for preparing graduate student instructors and many of the challenges they encounter are the result of a lack of support and prioritization of pedagogy in graduate training. We anchor these findings in a discussion of structural barriers to effective pedagogical training in graduate school and a brief review of model graduate pedagogical training programs.

Despite the recognition of integrating evidence-based practice (EBP) in educational programs, there is limited research about bachelor students’ EBP profiles (EBP knowledge, attitudes and behaviour) in the health disciplines nursing, occupational therapy, physiotherapy and radiography. The aim of this study was to assess EBP profiles among bachelor students in health disciplines, and explore differences between health disciplines, educational institutions, students’ assessment of EBP teaching and expectations of EBP performance. A survey using the ‘Evidence-Based Practice Profile - Norwegian version’ (EBP 2 -N) was conducted among final year bachelor students in health disciplines from four educational institutions. The questionnaire consisted of five domains (Relevance, Terminology, Confidence, Practice and Sympathy) and assessed the five steps of EBP. We performed regression analyses to analyse mean differences in domain scores between health disciplines, Cohen’s d to illustrate the magnitude of the largest difference in each domain, Omega squared to describe portion of variance in domain scores, and Spearman’s rho (r s ) to assess the monotonic relationship between EBP 2 -N domains and assessment of EBP teaching and expectations of EBP performance, respectively. Students reported highest overall mean score for Relevance, with an estimated standardized mean of 81.2 (CI 95% = 80.4–82.0). The other EBP 2 –N domains had estimated standardized means of 54 and less. Statistically significant differences ( p < 0.03) between health disciplines were observed for all domains. The largest mean difference was found for Relevance with highest score for occupational therapy and lowest for radiography, with an estimated Cohen’s d of 1.11. Moderate positive associations were observed between Relevance scores and students’ assessment of EBP teaching (r s = 0.31), and expectations of EBP performance from teachers (r s = 0.36). We also observed a moderate positive correlation between Confidence and students’ assessment of EBP teaching (r s = 0.46). Bachelor students in health disciplines found EBP relevant, but revealed low understanding of EBP terminology, low confidence with EBP skills, and low use of EBP in clinical situations. We observed differences in EBP profiles between health disciplines and between educational institutions. The differences in scores raise questions about the understanding of EBP within disciplines, and the complexity of EBP in educational settings.

The effectiveness of vocational schools (VS) can be assessed by the quantity of its graduates absorbed in the job market. Vocational schools that are assigned to produce graduates who have skills in accordance with the job market still face a great challenge. This is revealed from the open unemployment rate of VS' graduates who in the last few years always occupy the highest position. To overcome this problem, through Presidential Instruction 9 of 2016, the government decided to revitalize VS. As a follow-up to this policy, teaching factory (TF) based learning activities are implemented with the aim of providing knowledge, skills and learning experiences that are in line to the job market. This study examines the implementation of various TF-based learning models and their effects on student involvement in learning and strengthening work readiness. The unit of analysis in this study is the 2019 VS' graduates who have participated in TF-based learning. Descriptive analysis is used in this study to describe the intensity of graduates' involvement in TF-based learning when they were studying. Descriptive analysis is also used to describe the work readiness of the graduates. To analyze whether the various dimensions and indicators identified are the factors forming the involvement variables in TF learning and work readiness variables are analyzed using confirmatory factor analysis techniques.

&lt;p style="text-align:justify"&gt;This paper presents how the process of flipped teaching with Computer Assisted Language Learning (CALL) works in teaching English as a Foreign Language (EFL) writing in the Indonesian context. As well, it also elaborates how the teaching model affects learner autonomy. This flipped teaching with CALL was experienced by some lecturers of private universities in East Java, Indonesia. This study used a multi-site case study research design. The data were yielded from in-class observation, lesson plan analysis, focus group interviews, and questionnaires. The total of 5 EFL writing teachers and 150 students from 5 private universities in East Java, Indonesia had participated in this study. Experimenting with flipped teaching with CALL in teaching EFL writing enabled the teachers, as course developers, to get an idea of their students’ response to the challenges of new ways, methods, and techniques of their study. The flip-class environment fostered better communication amongst learners and learner autonomy as well. The flip-class atmosphere also had a beneficial impact on the motivation of learners. The qualitative results from interviews of the learners showed that the learners had inspired themselves to engage in in-class learning activities and self-regulated teaching environments. The findings gave reflection to the teachers on several vitally necessary conditions enabling a course in a flipped teaching with CALL format to contribute to developing students’ professional competencies.&lt;/p&gt;