Hasil untuk "History of education"

L. Bartolomé

M. Cameron, Erica H Lee, B. Hibler et al.

As the most common human cancer worldwide and continuing to increase in incidence, basal cell carcinoma is associated with significant morbidity and cost. Continued advances in research have refined both our insight and approach to this seemingly ubiquitous disease. This 2-part continuing medical education article will provide a comprehensive and contemporary review of basal cell carcinoma. The first article in this series describes our current understanding of this disease regarding epidemiology, cost, clinical and histopathologic presentations, carcinogenesis, natural history, and disease associations.

Philipp Koehn

J. Mezirow

K. Shepherd, Colby T. Kervick, Djenne-amal N. Morris

T. Sadler

J. Palmer

J. Frenk, Lincoln C. Chen, Latha Chandran et al.

The education of health professionals substantially changed before, during, and after the COVID-19 pandemic. A 2010 Lancet Commission examined the 100-year history of health-professional education, beginning with the 1910 Flexner report. Since the publication of the Lancet Commission, several transformative developments have happened, including in competency-based education, interprofessional education, and the large-scale application of information technology to education. Although the COVID-19 pandemic did not initiate these developments, it increased their implementation, and they are likely to have a long-term effect on health-professional education. They converge with other societal changes, such as globalisation of health care and increasing concerns of health disparities across the world, that were exacerbated by the pandemic. In this Health Policy, we list institutional and instructional reforms to assess what has happened to health-professional education since the publication of the Lancet Commission and how the COVID-19 pandemic altered the education process.

D. Tilbury

Mauricio Echiburu, Camilo Henriquez, Rodrigo Valdés et al.

This study investigates the impact of educational comics as an active learning strategy in physics workshops for undergraduate students in Chemistry and Pharmacy and Biochemistry during the second semester of 2025. Conceptual understanding was assessed using the Force Concept Inventory (FCI), and student motivation and attitudes toward physics were evaluated through a Likert-type survey administered in pre- and post-test formats. The results show an average normalized gain of g = 0.21 on the FCI, corresponding to a low-to-medium range according to physics education research. A higher gain is observed in items directly related to the intervened content (g = 0.23) compared to non-intervened items (g = 0.19), suggesting that instructional design influences domain-specific conceptual development. At the motivational level, improvements are observed in student interest, self-efficacy, and perceived usefulness of physics, along with a reduction in negative emotional responses toward the subject. These findings indicate that educational comics can serve as an effective pedagogical scaffold, promoting positive learning dispositions and supporting targeted conceptual development in non-physics undergraduate contexts.

Keith C. Barton, Linda S. Levstik

Endale Tamiru Burayu, Abeza Mitiku Kera

Abstract Perineal injuries stemming from episiotomies or natural perineal tears are frequent postpartum issues that necessitate appropriate management to avert infection and facilitate healing. In low- and middle-income nations, such as Ethiopia, the care for perineal wounds is frequently shaped by numerous cultural, socioeconomic, and healthcare system factors. This research sought to evaluate the management of perineal wound care and its associated factors among postpartum women in public health institutions in Gambella Regional State, western Ethiopia, 2024. A cross-sectional study based in an institution was carried out involving 404 postpartum women receiving postnatal care at chosen public health facilities. A multistage sampling method was employed to choose participants. Data were gathered through a semi-structured questionnaire and analyzed with SPSS. Bivariate and multivariable logistic regression analyses were conducted to determine factors linked to effective perineal wound care practices. A p-value of less than 0.05 was deemed statistically significant. Merely 29.5% of women after childbirth exhibited effective perineal wound care methods, whereas 70.5% displayed inadequate practices. The knowledge levels were insufficient, as just 30.4% of participants possessed an adequate understanding of perineal wound care. Factors closely linked to effective perineal wound care practices included living in an urban area (AOR = 3.5, 95% CI = 1.3–4.8), having a prior history of perineal laceration (AOR = 3.5, 95% CI = 1.3–4.6), utilizing social media for health-related information (AOR = 5.6, 95% CI = 1.2–6.8), giving birth in a healthcare facility (AOR = 3.3, 95% CI = 1.2–4.5), and possessing strong knowledge regarding perineal wound care (AOR = 8.4, 95% CI = 1.74–10.1). Associations were considered statistically significant at p < 0.05. The results indicate that perineal wound care practices among postpartum women in Gambella are inadequate, with most exhibiting insufficient practices and limited knowledge. Improving health education, increasing access to institutional deliveries, utilizing digital platforms for health promotion, and tackling systemic healthcare issues are essential for enhancing perineal wound care practices.

Sarah Godsell, Paul Maluleka

This study questions the uncritical application of a disciplinary approach to history education in a Global South settler-colonial and post-apartheid space. There is a vibrant debate about the question of teaching history through a disciplinary lens, even as this approach frames history education in many English-speaking Euro-Western countries (Cutrara, 2018; Keynes, 2021; McGregor, 2017; Thorp & Persson, 2020). This disciplinary approach, framed around historical thinking, has important aspects, involving critical thinking and engaging with historical concepts (Seixas & Morton, 2012; Wineburg, 2001). However, the abovementioned research argues that this approach is a Euro-Western imposition and is incompatible with settler-colonial realities. We engage with this position from a South African context, with a complex colonial and settlercolonial history, located in Africa, and in the Global South. What does the coloniality of power do to the approach to histories in a specific place, when that place is in the Global South? What gaze does historical thinking put on histories with other methods, other concepts of history, such as indigenous historians? We engage particularly with the idea of ‘reading like a historian’ (S. S. Wineburg et al., 2012) to problematize the universalisation that happens in this offshoot of historical thinking, as an example of the potential issues in historical thinking more generally. In exploring this we draw from our context as two lecturers in a South African teacher education program, where coloniality is still lived and breathed, into our students and ourselves. We explore the historical thinking project from a different contextual and epistemic perspective to challenge its imposed universality, and offer some thoughts on the possibilities that decolonisation itself might offer as a lens for history education.

Jaana Alajoki, Marita Mäkinen

Artikkeli tarkastelee retrospektiivisenä näkymänä tasa-arvon ja yhdenvertaisuuden käsitteisiin liitettyjä merkityksiä peruskoulun opetussuunnitelman perusteissa eri aikoina (1970–2014) sekä sitä, miten niiden varassa tehdyt uudistukset peilautuvat erilaisiin käsityksiin inkluusiosta. Tutkimuksen aineisto muodostui viidestä peruskoulun opetussuunnitelman perusteista vuosilta 1970, 1985, 1994, 2004 ja 2014 keskittyen opetussuunnitelmatekstin arvoihin, tavoitteisiin ja käytännön uudistuksiin. Aineisto analysoitiin käsiteanalyysin ja teorialähtöisen sisällönanalyysin yhdistelmällä. Tulosten mukaan kaikista peruskoulun opetussuunnitelmista välittyi tasa-arvon ja inklusiivisen koulutuksen henki. Tasa-arvo näkyi oppilaiden osallisuutta kuvaavina arvoina muuttuen ajan kuluessa tasa-arvon näkemisestä samanlaisuutena kohti erilaisuuden ymmärtämistä moninaisuutena. Inkluusio rakentui vaiheittain heijastaen pääosin laajaa ja tukiorientoitunutta inkluusiokäsitystä. Uudistukset painottivat kaikkien oppilaiden opettamisen (mm. tuntikehys) ja erityistukea tarvitsevien tuen (mm. osa-aikainen erityisopetus) kehittämistä. Poikkeuksen teki vuoden 1994 opetussuunnitelma, joka kannusti erityisoppilaiden integroimiseen yleisopetuksen luokkiin – usein ilman riittävää tukea, josta käsittääksemme nykyinen inkluusiokritiikki juontaa juurensa. Tutkimus tarjoaa näkymän siihen, että inkluusiossa ei ole kyse vain erityisopetuksen uudelleenjärjestelystä vaan laajemmasta koulun uudistamisesta, mikä näkyy kahdessa viimeisessä opetussuunnitelmassa yhdenvertaisuusperiaatetta vaalivina tukirakenteina ja kokonaisvaltaisena inkluusiokäsityksenä.

Michael Simonson

Jarurin Pitanupong, Garn Wichitnark, Pakawat Wiwattanaworaset et al.

Abstract Objectives This study purposed to analyze perceived attitudes toward LGBTQ + physicians and related factors among individuals with psychiatric illnesses in southern Thailand. Materials and methods From May to July 2023, a cross-sectional study was conducted at four psychiatric outpatient clinics in Southern Thailand. The questionnaires utilized were: 1) a demographic information questionnaire, 2) a questionnaire regarding attitudes toward LGBTQ + physicians, 3) a questionnaire evaluating individuals’ attitudes toward LGBTQ + physicians while receiving medical attention, and 4) a patient-doctor relationship questionnaire. All data were analyzed using descriptive statistics, and the factors associated with perceived attitudes toward LGBTQ + physicians were analyzed using the Wilcoxon rank sum test, the Kruskal–Wallis test, and linear regressions. The analyses were conducted using the R Foundation for Statistical Computing software, version 4.3.1. Statistical significance was defined as a p-value of less than 0.05. Results Among our 542 participants, the mean age was 36.3 ± 14.1 years. The majority were female (64.6%), Buddhist (62.4%), and diagnosed with depression (46.3%). Approximately three-quarters showed a good doctor-patient relationship (74.0%). The median (IQR) score of the perceived attitudes toward LGBTQ + physicians was 75 (66, 88). Predominantly, the LGBTQ + physicians were perceived as normal (76.3%) and being a viable part of society (88.7%). Moreover, our participants disagreed with the view that being an LGBTQ + physician was a sin (70.6%) or immoral (68.2%). They felt comfortable during history taking (79.0%), physical examination not involving private parts of the body (72.5%), and management for both medical (78.4%) and psychiatric conditions (81.4%) at the hands of LGBTQ + physicians. However, they reported feeling uncomfortable during history taking involving private matters (6.3%) and the physical examination of private parts (16.4%). Older age, absence of LGBTQ + close relatives/friends, and being a Muslim were associated with lower scores of perceived attitudes toward LGBTQ + physicians. Conversely, a higher level of education and a reported mismatch between the patient’s sex and gender were associated with higher scores. Conclusions Most participants reported positive perceived attitudes toward LGBTQ + physicians. However, some age groups and adherents of Islam showed lower perceived attitude scores and reported feeling uncomfortable receiving medical treatment from LGBTQ + physicians. On the one hand, LGBTQ + physicians have cause to be concerned about this point; on the other hand, finding appropriate approaches to promote positive attitudes toward LGBTQ + physicians among these groups of people remains a necessity.

Zhao A, Peng Y, Lin L et al.

Ani Zhao,1,&ast; Yanchun Peng,2,&ast; Lingyu Lin,2 Liangwan Chen,3,4 Yanjuan Lin2,3 1School of Nursing, Fujian Medical University, Fuzhou, Fujian, People’s Republic of China; 2Department of Nursing, Fujian Medical University Union Hospital, Fuzhou, Fujian Province, 350001, People’s Republic of China; 3Department of Cardiovascular Surgery, Fujian Medical University Union Hospital, Fuzhou, Fujian Province, 350001, People’s Republic of China; 4Key Laboratory of Cardio-Thoracic Surgery (Fujian Medical University) Fujian Province University, Fuzhou, Fujian Province, 350001, People’s Republic of China&ast;These authors contributed equally to this workCorrespondence: Liangwan Chen, Department of Cardiovascular Surgery, Fujian Medical University Union Hospital, 29 Xinquan Road, Fuzhou, Fujian Province, 350001, People’s Republic of China, Email fjxhlwc@163.com Yanjuan Lin, Department of Nursing, Fujian Medical University Union Hospital, 29 Xinquan Road, Fuzhou, Fujian Province, 350001, People’s Republic of China, Email fjxhyjl@163.comObjective: Postoperative cognitive dysfunction (POCD) is associated with adverse outcomes of cardiac surgery. This study investigated the potential of pre-operative hypersensitive C-reactive protein (Hs-CRP) as a prognostic indicator of POCD in valvular disease (VHD).Methods: This study retrospectively analyzed 372 VHD patients admitted to the Department of Cardiac Surgery, Fujian Medical University Union Hospital from January 2024 to July 2024. POCD was evaluated by neuropsychological examination before and one month after surgery. Demographics, disease history, blood biochemical parameters, and perioperative data were collected. Patients were divided into a POCD group (N = 103) and a non-POCD group (N = 269) according to the occurrence of POCD. A logistic regression model was used to analyze the relationship between Hs-CPR and POCD in VHD patients.Results: The 1-month incidence of POCD in VHD patients was 27.6%. There was statistical significance in age and years of education between the two groups (P = 0.047, P = 0.001). The red blood cell count in the POCD group was lower than that in the non-POCD group (P = 0.025), and the Hs-CRP and mechanical ventilation duration in the POCD group was higher than that in the non-POCD group, with statistical significance (P < 0.001). No significant differences were observed in the results of demographic characteristics and other laboratory measures. The incidence of hospitalization days, ICU stay time, acute renal insufficiency, and new cerebral infarction in the POCD group were higher than those in the non-POCD group (P < 0.001, P < 0.001, P = 0.001, P = 0.029). Univariate and multivariate analysis showed that Hs-CRP was an independent risk factor for POCD in patients undergoing surgery for VHD disease.Conclusion: Our study shows that preoperative Hs-CRP is significantly elevated in POCD patients undergoing VHD surgery, and preoperative Hs-CRP is an independent predictor of POCD.Keywords: valvular heart disease, VHD, Hs-CRP, postoperative cognitive complications, cognitive dysfunction, postoperative cognitive dysfunction

Maria C. Babiuc Hamilton

This chapter narrates the journey of developing and integrating computing into the physics curriculum through three consecutive courses, each tailored to the learners' level. It starts with the entry-level "Physics Playground in Python" for high school and freshman students with no programming experience, designed in the spirit of the "Hello World" approach. At the sophomore and junior level, students from all sciences and engineering disciplines learn "Scientific Computing with Python" in an environment based on the "Two Bites at Every Apple" approach. Ultimately, upper undergraduate and entry-level graduate students take "Computational Physics," to develop their skills in solving advanced problems using complex numerical algorithms and computational tools. This journey showcases the increasing complexity and sophistication of computational tools and techniques that can be incorporated into the physical science curriculum, serving as a guide for educators looking to integrate computing into their teaching. It also aims to inspire students by showcasing the impact and potential of computational methods in science education and research.

Muhammad Zubair Khan, Oleg E. Peil, Apoorva Sharma et al.

In the rapidly expanding field of two-dimensional materials, magnetic monolayers show great promise for the future applications in nanoelectronics, data storage, and sensing. The research in intrinsically magnetic two-dimensional materials mainly focuses on synthetic iodide and telluride based compounds, which inherently suffer from the lack of ambient stability. So far, naturally occurring layered magnetic materials have been vastly overlooked. These minerals offer a unique opportunity to explore air-stable complex layered systems with high concentration of local moment bearing ions. We demonstrate magnetic ordering in iron-rich two-dimensional phyllosilicates, focusing on mineral species of minnesotaite, annite, and biotite. These are naturally occurring van der Waals magnetic materials which integrate local moment baring ions of iron via magnesium/aluminium substitution in their octahedral sites. Due to self-inherent capping by silicate/aluminate tetrahedral groups, ultra-thin layers are air-stable. Chemical characterization, quantitative elemental analysis, and iron oxidation states were determined via Raman spectroscopy, wavelength disperse X-ray spectroscopy, X-ray absorption spectroscopy, and X-ray photoelectron spectroscopy. Superconducting quantum interference device magnetometry measurements were performed to examine the magnetic ordering. These layered materials exhibit paramagnetic or superparamagnetic characteristics at room temperature. At low temperature ferrimagnetic or antiferromagnetic ordering occurs, with the critical ordering temperature of 38.7 K for minnesotaite, 36.1 K for annite, and 4.9 K for biotite. In-field magnetic force microscopy on iron bearing phyllosilicates confirmed the paramagnetic response at room temperature, present down to monolayers.