Rohini Jain, Leanna Lewis, Katherine Brooks
et al.
Abstract Background Despite knowledge that systemic racism exists in medicine and increased efforts within medical education to address this, educators continue to struggle with incorporating training for future healthcare providers on how to actively address implicit bias and structural patterns of racism into formalized curricula. This study sought to understand whether an antiracism clinical skills curriculum (ARC) for pre-clinical medical students (MS) at the UC Berkeley-UCSF Joint Medical Program (JMP) improved their ability to recognize how structural racism can influence clinical encounters and begin to identify tools to counteract this. Methods The ARC was developed by core faculty at the JMP using Kern’s six-step approach to curriculum development and then taught to a cohort of 32 pre-clinical MS over the 2022–2023 academic year. To evaluate the effectiveness of the ARC, we utilized the Kirkpatrick model and a mixed methods approach with pre-/post-surveys as well as semi-structured individual interviews to evaluate students’ reactions and learning. Instructional methods included standardized patients, journal article review, reflective exercises, small group case discussions, didactic lectures, and community member testimonies. Results Overall, 28/32 (87.5%) of students participated in the study, with 20/32 (62.5%) completing both the pre- and post-surveys. Of those participating, 13/28 (46.4%) agreed to complete an individual interview. After completing the ARC, students reported more familiarity with 13/14 (92.9%) learning objectives, including recognizing how patients experience racism in the medical setting. Prior to the ARC, students had a mean score of 2.9 on a 5-point Likert Scale (1 = not at all familiar and 5 = very familiar) related to their knowledge of race-based medicine and after the ARC, students had a mean score of 4.55 (p < 0.05). A major theme that emerged from the interviews was a desire for education in this area to shift from raising awareness to a more solution-oriented focus. Conclusions These results demonstrate that while many MS are aware of health disparities, few can identify practical tools to help tackle these disparities. Even though most MS in this study believe antiracism training is important, many fear that this type of curriculum is deprioritized within an educational system that lacks institutional and structural support.
The article discusses the psychological and pedagogical aspects of physical strength training of students in special correctional institutions. The relevance of the topic is due to the need to create individualized physical activity programs that promote the development of not only physical but also social skills in children with disabilities. The roles of teachers in the formation of positive motivation, emotional support and safety in the classroom are described. Attention is also focused on the use of universal methods, such as gaming technologies, to increase interest in physical activity. The work is intended for teachers and specialists in the field of correctional education who seek to improve approaches to physical education and adaptation of children with special needs. EDN: YERJYA
Background: Philosophy with Children (PwC) challenges the traditional adult-child binary by recognising children as capable thinkers and co-enquirers rather than passive recipients of knowledge. Philosophical enquiry remains rare in early childhood and primary education, particularly in South African classrooms, where traditional models often prioritise rote learning over critical thinking.
Objectives: Young children’s questioning, hypothesising, reasoning and analysing skills and how these enquiry skills emerge, when children are engaged in an enquiry-based pedagogy such as a community of philosophical enquiry (CPE), is explored. I show how children learn through critical, caring, creative and collaborative thinking and through having opportunities to practise these ways of thinking.
Method: A group of eight-to-nine-year-old children engaged in a CPE over four weeks. The children were presented with a provocation, a picture book, given time to think, to develop questions in small groups, to draw their thoughts and to engage in a philosophical discussion.
Results: The philosophical depth of the questions the children developed and their critical, caring, collaborative and creative thinking is clear. This is evident in the transcription of the CPE, an excerpt which is analysed in this article.
Conclusion: A CPE provides a powerful pedagogical process for teachers and demonstrates how enquiry-based approaches can create spaces and the conditions for children to show their thinking and engage in meaningful discussions.
Contribution: There are exciting implications for classroom practice and methodological insights for teachers when children are allowed to show how they think not simply that they are always thinking.
Neneng Dewi Yuliasih,1 Puspa Sari,1,2 Astuti Dyah Bestari,1,2 Neneng Martini,1,2 Budi Sujatmiko2 1Midwifery Program, Faculty of Medicine, Universitas Padjadjaran, Sumedang, West Java, Indonesia; 2Department of Public Health, Faculty of Medicine, Universitas Padjadjaran, Sumedang, West Java, IndonesiaCorrespondence: Puspa Sari, Midwifery Program, Department of Public Health, Faculty of Medicine, Universitas Padjadjaran, Eyckman 38, Bandung, West Java, 40161, Indonesia, Tel +62 022 2032170, Email puspa.sari@unpad.ac.idBackground: Reproductive health issues remain a serious concern, especially for university students. The problem occurs due to a lack of knowledge about three primary threats to adolescent reproductive health, namely, sexuality, HIV / AIDS, and drug abuse, which will affect the attitudes and practices that university students will adopt related to reproductive health. This study aims to analyze the effect of reproductive health education through videos and e-leaflets on improving students’ reproductive health knowledge, attitudes, and practices. The hypothesis for this study was to explore the differences in knowledge, attitudes, and practices before and after the intervention.Methods: This study used a quasi-experimental design. Purposive sampling was used to select participants from four universities in the Jatinangor District. 166 female first-year university students were divided into the study group through video (n = 83) and the control group through e-leaflet (n = 83). A structured questionnaire assessed reproductive health knowledge, attitude, and behavior before and after the intervention. SPSS version 27.0 was used to analyze the data.Results: This study showed that university students’ knowledge, attitudes, and practice increased significantly after the intervention (p< 0.001). The comparison results between the intervention group and the control group did not show a significant difference in knowledge improvement (p> 0.001); however, they showed differences in attitude and behavior improvement (p< 0.001).Conclusion: Reproductive health education through video and e-leaflets is equally effective in improving first-year students’ knowledge, attitude, and practice. University support is necessary for reproductive health education among students.Keywords: health education, knowledge, attitude, practice, reproductive health
Nancy S. McIntyre, Lindsay F. Rentschler, Brianne R. Tomaszewski
et al.
This longitudinal follow-up study of 129 autistic young adults and their parents in three U.S. states was designed to (a) investigate autistic young adults’ postsecondary education experiences, (b) learn if the experiences align with their interests and if they are satisfied with them, (c) explore the educational supports and disability services they are they provided in the educational settings, and (d) analyze high school factors predicting participation in postsecondary education. Results indicated that the postsecondary education landscape is encouraging as the majority of young adults had engaged in some postsecondary education. In general, courses and programs were satisfactory and aligned with young adult interests, and a wide variety of primarily academic supports were provided to students. Key high school predictors of postsecondary education outcomes were (a) more time in general education classes, (b) greater language, social communication, and literacy skills, and (c) effective classroom engagement skills.
Examining the dimensionality of oral discourse language skills in early childhood is crucial in informing theories of language and literacy development. This study examined the factor structure of linguistic and discourse features in oral text production for second graders. A total of 330 English-speaking second graders ( Mage = 7.33, 53% boys, 55% White) described three pictures in two discourse conditions. Children’s picture descriptions were transcribed verbatim and coded for a total of nine linguistic (e.g. elaborated noun phrase, clausal density) and discourse features (e.g. proper character introduction, perspective taking). Results from confirmatory factor analysis showed that a two-factor structure consisting of linguistic and discourse features factors provided the best fit to the data. Findings suggested that various linguistic and discourse features in oral text production can be best described as having two related but distinct factors.
Jodi K. Heidlage, Christopher J. Lemons, Lakshmi Balasubramanian
et al.
Children with intellectual and developmental disabilities (IDDs) require intensive multicomponent interventions to learn to read. Parent-implemented interventions have been shown to be effective for children with disabilities and are one potential method for providing intervention. This study used a multiple probe single case design to evaluate the effectiveness of an early multicomponent reading intervention implemented by parents in the home. This study was designed as a conceptual replication of Lemons et al. in response to concerns with the overall quality of instruction during schooling at home during the COVID-19 pandemic. Three U.S. parents of children with IDD (ages 4–7 years) participated in this study. Results indicated that with systematic training, coaching, and feedback, parents were able to positively impact their child’s reading abilities and implement the intervention with fidelity.
Decifrar um modelo das coisas perpassa por três circunstâncias observáveis: intuição, deliberação e tomada de decisão. Segundo Jaques Lacan, o tempo lógico é definido em três atos: o instante de ver, o tempo de compreender e o momento de concluir. A interpretação de um modelo matemático segue em três partes analisáveis: a noção intuitiva, o pensamento matemático e a resolução do problema. Este estudo objetivou identificar as verdadeiras relações entre os princípios da descodificação de um modelo da natureza, as etapas de execução do tempo lógico de Lacan e a as fases da explicação de um modelo matemático. A ordem é ressignificar o processo de ensino e aprendizagem de matemática utilizando uma abordagem Lacaniana. Abordagens pedagógicas que fortalecem a intuição e o pensamento matemático são indispensáveis para aprimorar o desenvolvimento metacognitivo do sujeito envolvido.
Special aspects of education, Theory and practice of education
This study utilized to analyze the implementation of management of school facilities and infrastructure. This type of research is descriptive qualitative conducted in Public Elementary School of 01 Bakipandeyan. Data collection techniques in this study include in-depth interviews (Principals, treasurers, teachers, and school committees) and documentation studies. The validity of the data gathered in this study was technical triangulation (in-depth interviews and documentation) and sources (Principals, teachers, and school committees). Data analysis techniques gather interactive analysis with stages: data reduction, data presentation, and verification. The results showed that the implementation of facilities and infrastructure management in Public Elementary School of 01 Bakipandeyan was carried out through three stages, namely: (1) procurement of facilities (2) utilization and (3) maintenance of facilities and infrastructure. Researchers suggest that schools be better at managing school facilities and infrastructure and looking for specialized workers to manage school facilities and infrastructure.
Neste livro se encontram subsídios para se discutir as diferenças culturais, étnicas, geracionais, de gênero, bem como as diferenças físicas e mentais, no âmbito da prática pedagógica e da formação de educadores. As dificuldades e possibilidades emergentes nas relações de saber e de poder nos processosde formação de educadores são discutidas, em vários artigos, sob a perspectiva crítica, inclusivae democrática. De modo particular, quatro artigos focalizamexperiências de formação de educadores realizadas pelo Núcleo “Mover” (UFSC/CNPq). Tanto as análises teóricas, quanto as de experiências de formação de educadores, propõema perspectiva intercultural crítica de desconstrução da matriz colonial,em buscade caminhos para a construção da cidadania, fundada no respeito, reciprocidade e convivência democrática entre todas as pessoase grupos socioculturais.
Abstract The World Declaration on Higher Education in the Twenty-First Century drawn up at the World Conference of Higher Education organized by UNESCO in Paris in 1998, the Communication of the 2009 UNESCO World Conference on Higher Education, Paris, 2009 held in compliance with the guidelines of the 1998 Declaration and the list of objectives of the Bologna Process highlight that social responsibility is increasingly considered an intrinsic aspect of the higher education system, particularly of the universities. This paper aims to explain the shifting from Corporate Social University to University Social Responsibility, by presenting the conceptual framework of Social Responsibility and the university as a special type of organization which needs to adopt a social responsibility strategy just like the other organizations, in order to meet the expectations of the stakeholders (present students, future students, supporters etc). The paper presents, on the other hand, a general University Social Responsibility model in the context of globalization and develops a University Social Responsibility model considering the realities and challenges of the Romanian higher education system.
Carlos Rafaell Correia-Oliveira, Maria Augusta Peduti Dal’Molin Kiss
ABSTRACT The relationship between metabolic acidosis and athletic performance has been investigated over the years through manipulation of the blood and muscle pH. Among the pH manipulation manners, the ammonium chloride (NH4Cl) is the most widely used chemical component when is intentioned to induce a blood acidosis status prior to exercise. However, there is a lack of studies investigating the action of this substance on athletic performance as only two studies were performed in the last 15 years. Thus, it will be addressed in the present review the main aspects involved in NH4Cl ingestion, giving a focus to the action mechanisms of this substance, specifications about the used dose and their effects on athletic performance.
Elisane Ortiz de Tunes Pinto, Marcos André Betemps Vaz da Silva, Valesca de Matos Duarte
et al.
No Estado do Rio Grande do Sul foi implantado o Ensino Médio Politécnico por parte do governo do RS no ano de 2012. Neste relato apresenta-se uma análise sobre a forma como ocorreu o processo de apropriação sobre a avaliação do ensino politécnico na escola, bem como investigou-se os instrumentos e metodologias adotadas. Procurou-se verificar como se deu a atuação docente, no que se refere às atribuições de conceitos por áreas de conhecimento e se o sistema de avaliação por conceitos e pareceres representa ou não avanço no processo de ensino e aprendizagem para os professores. Para análise dos resultados foi utilizada a metodologia do Discurso do Sujeito Coletivo (DSC) e percebeu-se que a implantação do Ensino Médio Politécnico trouxe muitos avanços para o desenvolvimento das atividades de ensino, entretanto, o processo de formação continuada dos professores não ocorreu de forma adequada e vários outros discursos surgiram de forma a qualificar os resultados deste relato.
Amanda Brignell, Angela T Morgan, Susan Woolfenden
et al.
Background Language difficulties are common in autism spectrum disorder, yet little is known about the prognosis of language in children with autism spectrum disorder. The aim of this study was to systematically review studies reporting language outcomes in individuals with autism spectrum disorder. Method A comprehensive search strategy with a well-established sensitive prognosis filter for Medline, adapted for five other databases, was used. Included studies observed individuals diagnosed with autism spectrum disorder for ≥12 months and had ≥30 participants. Risk of bias was assessed. Results Fifty-four studies (N = 5064) met inclusion criteria. Language outcomes were standardised assessments (n = 35), notation of presence/absence of verbal language (n = 11) or both (n = 8). Age at baseline ranged from 17 months to 26 years, duration of follow-up from 1 to 38 years. Most publications (92%) were rated medium to high risk of bias. In all but one study individuals had below-average scores at baseline and follow-up. However, in most (n = 24/25; 96%) studies reporting standard scores, individuals (aged ≤ 11 years at follow-up) progressed at a comparable rate to age-expected norms or demonstrated some ‘catch up’ over time. Meta-analyses found mean standard scores increased over time in three language domains (composite receptive language, composite expressive language and adaptive language). Nineteen to thirty percent of children aged five years and under gained verbal language. For children aged over five years 5–32% gained verbal language over the course of study. Age, baseline language scores, IQ and length of follow-up did not moderate between study differences in composite language or adaptive language growth or the acquisition of verbal language. Conclusion Despite variability in study methods, findings were consistent, with the majority of studies reporting children under 11 years on average progressed at a comparable rate to age-expected norms or with some ‘catchup’ over time. Implications This review provides synthesised information for families and clinicians on language development over time and on language outcomes for individuals with autism spectrum disorder. Such information can be useful for prognostic counselling and may assist planning around future resources and support needs. This review also makes recommendations regarding methodology for future studies so that prognosis can become more fine-tuned at an individual level.
Special aspects of education, Neurosciences. Biological psychiatry. Neuropsychiatry