Hasil untuk "Education"

C. Romero, Sebastián Ventura

W. McGaghie, S. Issenberg, E. Cohen et al.

P. Grossman, Karen Hammerness, M. Mcdonald

P. Altbach, Jane Knight

L. Darling-Hammond

S. M. Corey

Jeanne E. Manese, James P. Croteau, J. Helms et al.

Ira Shor

Marilyn Cochran-Smith, Kenneth M. Zeichner

V. Betihavas, Heather Bridgman, R. Kornhaber et al.

T. Bates, C. Cobo, O. Mariño et al.

* Correspondence: tony.bates@ubc.ca Chang School of Continuing Education, Ryerson University, Toronto, Canada Contact North, Greater Sudbury, Ontario, Canada Full list of author information is available at the end of the article The aim of this edition Many have argued that the development of artificial intelligence has more potential to change higher education than any other technological advance. For instance, Klutka et al. (2018) has listed the following goals for AI in higher education:

Christie van Diggele, C. Roberts, Annette W Burgess et al.

Interprofessional education (IPE) is a critical approach for preparing students to enter the health workforce, where teamwork and collaboration are important competencies. IPE has been promoted by a number of international health organisations, as part of a redesign of healthcare systems to promote interprofessional teamwork, to enhance the quality of patient care, and improve health outcomes. In response, universities are beginning to create and sustain authentic and inclusive IPE activities, with which students can engage. A growing number of health professionals are expected to support and facilitate interprofessional student groups. Designing interprofessional learning activities, and facilitating interprofessional groups of students requires an additional layer of skills compared with uniprofessional student groups. This article outlines the key points for planning and practicing interprofessional facilitation within the classroom and clinical setting.

Maimoona Salam, Dayang N. F. Awang Iskandar, D. H. A. Ibrahim et al.

Longjun Zhou, Fangmei Li, Shanshan Wu et al.

Online education is a hot topic that is widely concerned in various countries today. In the era of mobile internet, countries around the world have made various effective attempts at online education, but online education is more of a supplement to school education, and large-scale normal online education lacks cases. The “School’s Out, But Class’s On” campaign launched by the Chinese government during the COVID-19 epidemic created a large-scale, normal online education application. We analyzed the background of this large-scale online education, clarify the foundation of large-scale online education, and reveal the impact of the largest online education activities on society and education.

Antoine van den Beemt, M. MacLeod, J. T. van der Veen et al.

Societal challenges that call for a new type of engineer suggest the need for the implementation of interdisciplinary engineering education (IEE). The aim of IEE is to train engineering students to bring together expertise from different disciplines in a single context. This review synthesizes IEE research with a focus on characterizing vision, teaching practices, and support.

Jun Cui, Junhua Sun, Robin Bell

Abstract Using a mediating model, this article highlights entrepreneurial mindset (EM) as a novel impact of entrepreneurship education (EE) and addresses the scarcity of research on the relationship between EE and EM. Based on 1428 valid samples from higher education students in China, the results revealed that the impact of EE on EM is complex. EE significantly enhanced students' entrepreneurial inspiration, which, in turn, promoted formation of students’ EM. Entrepreneurial inspiration also mediated the impact of EE on EM at a significant level. In addition, the role of educational attributes, including the type of learning experience, type of course, and type of activity were highlighted. Finally, the direct effect of extracurricular activity was found to be significantly positive whilst that of curriculum attendance was significantly negative. Our findings contribute to theories of both EE and EM and particularly to the understanding of not only whether, but also how EE affects EM in higher education settings. The findings of this research can help to inform the future design and assessment of EE programs.

T. Jowsey, G. Foster, Pauline Cooper-Ioelu et al.

Prior to the Covid-19 global pandemic, we reviewed literature and identified comprehensive evidence of the efficacy of blended learning for pre-registration nursing students who learn across distances and/or via satellite campuses. Following a methodological framework, a scoping literature review was undertaken. We searched six databases (EBSCOHOST (CINHAL plus; Education research Complete; Australia/New Zealand Reference Centre); Google Scholar; EMBASE (Ovid) [ERIC (Ovid); Medline (Ovid)]; PubMed: ProQuest Education Journals & ProQuest Nursing & Allied Health Source) for the period 2005–December 2015. Critical appraisal for critiquing qualitative and quantitative studies was undertaken, as was a thematic analysis. Twenty-eight articles were included for review, which reported nursing research (n = 23) and student experiences of blended learning in higher education (n = 5). Four key themes were identified in the literature: active learning, technological barriers, support, and communication. The results suggest that when delivered purposefully, blended learning can positively influence and impact on the achievements of students, especially when utilised to manage and support distance education. Further research is needed about satellite campuses with student nurses, to assist with the development of future educational practice.

Thomas Franchi

As both an anatomy student and anatomy demonstrator, Anatomical Sciences Education has become my go-to journal to further my knowledge of the latest developments in anatomy education, innovations in pedagogical practice, and indeed perspectives on current affairs in the field.

A. Sapci, H. Sapci

Background The use of artificial intelligence (AI) in medicine will generate numerous application possibilities to improve patient care, provide real-time data analytics, and enable continuous patient monitoring. Clinicians and health informaticians should become familiar with machine learning and deep learning. Additionally, they should have a strong background in data analytics and data visualization to use, evaluate, and develop AI applications in clinical practice. Objective The main objective of this study was to evaluate the current state of AI training and the use of AI tools to enhance the learning experience. Methods A comprehensive systematic review was conducted to analyze the use of AI in medical and health informatics education, and to evaluate existing AI training practices. PRISMA-P (Preferred Reporting Items for Systematic Reviews and Meta-Analysis Protocols) guidelines were followed. The studies that focused on the use of AI tools to enhance medical education and the studies that investigated teaching AI as a new competency were categorized separately to evaluate recent developments. Results This systematic review revealed that recent publications recommend the integration of AI training into medical and health informatics curricula. Conclusions To the best of our knowledge, this is the first systematic review exploring the current state of AI education in both medicine and health informatics. Since AI curricula have not been standardized and competencies have not been determined, a framework for specialized AI training in medical and health informatics education is proposed.