With all learning institutions pre-maturely closed on 20 March 2020 and all citizens advised to self-isolate in a bid to control the spread of COVID-19, it was hypothesized that COVID-19 would negatively impact on the performance of students in the 2020 Grade 12 national examinations vis-a-vis mathematics, science and design and technology subjects An observed steady increase in the number of COVID-19 confirmed cases and the low levels of technology use in secondary schools in Zambia due to limited technology resources signifies a very difficult period in a young country which has just rolled out a nation-wide implementation of STEM education, This study collected data from three teachers at a public secondary school in Chipata District of Eastern Province in the Republic of Zambia The Head of Department for Mathematics, the Head of Natural Sciences Department and one science teacher were interviewed Semi-structured interviews via mobile phone were used to collect views of what these specialists thought would be the COVID-19 effects on the general performance of students in their subject areas Results of this study revealed that there is likely to be a drop in the pass percentage of secondary school students in this year's national examinations if the COVID-19 epidemic is not contained in the shortest possible time considering that the school academic calendar was abruptly disturbed by the early untimely closure of all schools in the country (PsycInfo Database Record (c) 2020 APA, all rights reserved)
Given the pivotal role of student satisfaction in the higher education sector, myriad factors contributing to higher education satisfaction have been examined in the literature. Within this literature, one lesser-researched factor has been that of the quality and types of interpersonal interactions in which students engage. As existing literature has yet to fully explore the contributions made by different forms of interaction to student satisfaction in higher education, this study aimed to provide a more fine-grained analysis of how different forms of interaction between students, their peers and their instructors relate to different aspects of student satisfaction. A total of 280 undergraduate students from one of the largest higher education institutions in Singapore participated in the study. Results provided an in-depth analysis of eight aspects of student satisfaction (i.e. satisfaction with the program, teaching of lecturers, institution, campus facilities, student support provided, own learning, overall university experience and life as a university student in general) and suggested that the different aspects of student satisfaction were associated with three different forms of interaction: student–student formal, student–student informal and student-instructor.
LEILA MASOUDIYEKTA, PARNIAN REZAEIAMJAD, FARIBA ASGHARI
et al.
Introduction: Physician advertising is an important topic in the medical field. It is an important tool for attracting new patients, increasing awareness of medical services, and promoting the brand of physicians and medical centers. Therefore, this study investigated the surgeons’ attitudes toward physician advertising.Methods: This cross-sectional descriptive-analytical study was conducted on 136 surgeons selected from four teaching hospitals and two private hospitals in Tehran using convenience sampling. A researcher-made questionnaire was used to measure the surgeons’ attitudes towards physician advertising. The survey included scales validated by a group of experts, and questionnaire validation methods were performed using a 5-point Likert scale. Data were analyzed using SPSS 18 software. Descriptive statistics were used to summarize the data, and inferential statistical tests, including chi-square, Fisher’s exact test, and independent t-tests, were used to examine the associations.Results: The mean age of the study physicians was 36.99±0.9 years. Regarding the physicians’ perceptions of advertising, 89% fully concurred that physician advertising enhanced their revenue.Conversely, 76.5% of physicians contended that advertising did not foster increased competition or enhance services. Most participants (84.6%) entirely refuted the assertion that advertising undermined the reputation of physicians. Furthermore, 86% expressed complete dissent about the prohibition of advertising by physicians. Seventy-five percent of surgeons said that paying the media to invite physicians to educational seminars was the most improper way for doctors to advertise. Conversely, 88.2 percent of them said that posting instructional information on theirvirtual profiles was the best approach. Statistical testing demonstrated that the judgment of the positive attitude toward physician advertising strongly correlated with age (p=0.002). The status of physician advertising in the community was deemed entirely proper for those under 30 years old, whereas it was deemed wholly inappropriate for those aged 30 to 45 and above.Conclusion: The results of this study showed that physicians’ attitudes towards advertisements by physicians in society were evaluated favorably in terms of ethical aspects and the dignity of the medical profession.
Acute appendicitis is one of the most common surgical emergencies. Patients often present with migratory abdominal pain. The initial pain is typically vague, central abdominal pain later localising to the right lower quadrant. Timely diagnosis and referral to secondary care is a key process in its management, particularly in patient groups presenting atypically, notably children, pregnant women and elderly patients. Clinicians in primary care can use observations, urinalysis and clinical risk scores to help guide decision making.
This study examines the effectiveness of the TATAG IP Students Foundation Incorporated (TIPSFI), a community-based initiative established by the 56th Infantry Battalion of the Philippine Army to counter CPP-NPA recruitment of Indigenous youth in Talaingod, Davao del Norte. For years, the absence of public education enabled left-leaning groups to establish Salugpungan Schools, which became recruitment hubs for insurgents. Launched in 2022, TIPSFI supports former Salugpungan students through scholarships, livelihood assistance, and leadership programs, aiming to develop productive, pro-government citizens. Using a descriptive-correlational design, the study involved 127 purposively selected respondents: 28 TIPSFI scholars and 99 tribal datus. Data were gathered through a validated bilingual questionnaire and analyzed using descriptive statistics, correlation, and non-parametric tests in SPSS. Findings reveal that TIPSFI was highly effective in protecting youth from recruitment and strengthening ideological resilience, with an overall average weighted mean (AWM) of 4.30, rated “Very High.” Its most notable impacts were in preventing CPP-NPA recruitment and radicalization while expanding access to formal education. Challenges encountered by scholars were minimal (overall AWM = 1.53), though limited access to digital learning tools was noted. Statistical results showed significant correlations between perceived effectiveness and respondents’ role and educational attainment, with tribal leaders and direct beneficiaries giving higher ratings. Age also influenced perceptions of challenge seriousness, with younger and older scholars reporting greater difficulties. Overall, the study affirms that TIPSFI provides an inclusive model for countering insurgency through education, cultural integration, and community engagement, offering insights for sustaining peace in conflict-affected areas.
Background. Poor integration of scar tissue with the prosthetic mesh may be the cause of recurrence of diastasis recti abdominis. Autologous platelet-rich plasma is a promising candidate for improving the integration of scar tissue with the prosthetic mesh.
Purpose – to investigate the morphological and morphometric features of scar tissue of the subdermal structures of the anterior abdominal wall around the mesh prosthesis in patients with diastasis recti abdominis.
Materials and Methods. Postoperative biopsies of scar tissue around the installed mesh prosthesis were examined. The obtained histological specimens were stained with hematoxylin and eosin. The morphometric parameters of collagen fiber bundles were measured using standard ocular microscopic morphometric rulers and grids. Statistical analysis of the study materials was performed using the program «TIBCO Statistica» (v13.5.0.17, USA).
Results. Conventional methods of surgical treatment led to the formation of a massive and dense fibrous scar (p<0.05), which contained significantly thickened (p<0.05) and almost straight (p<0.05) bundles of collagen fibers with a significant violation of their orientation, which makes it impossible to integrate the prosthetic mesh with scar tissue and significantly increases the risk of recurrence of diastasis and postoperative hernias. Laparoscopic methods of surgical treatment led to the formation of a moderate fibrous scar (p<0.05), which contained thickened (p<0.05) and insufficiently wavy (p<0.05) collagen fiber bundles with a moderate violation of their orientation, which moderately disrupts the integration of the prosthetic mesh with scar tissue and poses a risk of recurrence of diastasis and postoperative hernias. Laparoscopic methods of surgical treatment with the injection of autologous platelet-rich plasma led to the formation of a moderate fibrous scar (p<0.05), which contained thickened (p<0.05) and wavy (p<0.05) bundles of collagen fibers without significant disturbance of their orientation, which significantly improves the integration of the prosthetic mesh with scar tissue and reduces the risk of recurrence of diastasis and postoperative hernias.
Conclusions. Conventional methods of surgical treatment resulted in the formation of a massive and dense fibrous scar that did not integrate with the prosthetic mesh at all. Laparoscopic methods of surgical treatment led to the formation of a moderate fibrous scar, which was insufficiently integrated with the prosthetic mesh. Laparoscopic methods of surgical treatment with the injection of autologous platelet-rich plasma led to the formation of a moderate fibrous scar, which was well integrated with the prosthetic mesh.
以往教育研究多注意國家太平時期的發展，較少關注政局動盪下的教育變革。1912年1月中華民國建立，但因民初政局未穩，為因應開學所需，新設教育部只得儘速修改前清癸卯學制後發布命令施行；之後再新頒教育宗旨、學校系統、各級教育令及課程標準。最初教育部曾想另訂新制，但後迫於復學時間緊湊，只能修改舊制。再者，新訂學校系統仍是以前清學
制為基礎而稍修訂。本研究旨在探討民初辛亥革命後至袁氏稱帝前（1912-1916年）教育制度的再造，採史學方法，根據政府檔案、法規、公報、教育報刊及時人文集等一手資料，經內、外部考證後，探討教育制度調整的原因、經過、實施狀況及影響因素。研究發現，當時地方未能完全落實新制，其原因除政局不穩、戰事迭起外，原仿日學制持續發揮影響力、中央及地方經費支絀、地方教育行政體制殘破及中央地方爭權，均影響新制改革與落實。最後，研究指出政治革命後，舊有教育制度不必然也遭推翻，政府往往仍沿用後再修改，策略上是「穿衣改衣」，而無法另起爐灶。此段國家動盪時期的教育變革經驗，值得今後欲採革命式教育改革策略決策者關注。
The state of education during tumultuous times has often been overlooked by educational historians. However, such periods warrant attention because educational opportunities can be severely limited during these times. The fall of the Ch’ing dynasty in October 1911 led to the establishment of the Republic of China. Although a provisional Republican government was
inaugurated in Nanking on January 1, 1912, the new democracy remained divided. A new Ministry of Education was established, and Dr. Yuan-Pei Tsai became its first minister. Tsai endeavored to replace the Ch’ing dynasty’s existing K’uei Mao School System, instituted in 1904, with a new educational framework for the Republic. Because the government urgently wished to resume academic sessions by March of that year, a provisional general education regulation was promulgated through telegrams by the new ministry. The Republic was forced to adapt the Chi’ing dynasty’s educational system, implementing emergency modifications such as renaming schools and principals, implementing a two-semester academic year, permitting coeducation in primary schools, removing the distinction between general and vocational secondary schools, revising primary and secondary school textbooks, and shortening the duration of secondary and normal school to 4 years.
The effectiveness of the new regulations remained unclear because of ongoing conflicts between China’s southern and northern governments.
Reconciliation between the two factions led to superficial national unity in April. Subsequently, the Ministry of Education convened the Provisional Education Meeting in Peking, the new capital, in July 1912. President Shih-Kai Yuan announced new educational objectives and a reformed school
system in early September, 2 months after the meeting. The revised educational goals emphasized moral, military and national, and aesthetic education. The new system comprised five educational stages: 4-year junior elementary school, 3-year senior elementary school, 4-year secondary school, 3-year prep-school, and 4-year university. This structure, although similar to the Ch’ing dynasty 4-5-4-3-3-4 model, had been streamlined to a 4-3-4-3-4 model; completing one’s education from elementary school through university required a minimum of 18 years. A series of educational codes, regulations, and curricula were systematically introduced between 1912 and 1913, culminating in the establishment of the Jen Tzu K’uei Ch’ou School System.
Regarding the historical narrative of educational reforms in early Republican China, the literature provides only a cursory overview of the new system; it does not delve into the complexities of the reform process or offer critical commentary. Employing a historical method, this study used first-hand sources, including documents from government archives, statutes, regulations, official gazettes, journals, and newspapers. This study employed both internal and external criticism to explore how the new central government sought to reconstruct China’s educational system between
1912 and 1916; to analyze the causes, process, practices, and factors influencing these educational reforms; and to draw conclusions and implications. The major findings are as follows.
The primary motivations for reforming the Ch’ing dynasty’s educational system included its inefficiency, shortcomings, excessively long duration, improper curricula, and inconsistencies or redundancies across educational levels.
Empirical evidence indicates that only 6 out of 18 provincial governments adopted the new statutes and regulations to implement the new educational system; the status of the remaining provinces remains unknown. Four major factors influenced these reforms. First, the Ch’ing school system, which was modeled after the Japanese system, continued to exert a considerable influence. Although the number of students who had graduated from Western countries increased after 1912, most had not focused on educational studies and consequently had limited understanding of Western educational systems. Second, ongoing political turmoil from 1913 to 1916, involving the rapid failure of the Second Revolution, the dissolution of China’s parliament, the abolition of the constitution, the ascent and rapid descent of President Yuan as Emperor, the fleeting restoration of the Ch’ing dynasty, and the outbreak of civil wars among various warlords, severely hampered
reform efforts. Third, the financial resources allocated to education by local governments were consistently inadequate, primarily due to the diversion of educational funds to military activities. In addition, the limited educational funds were often squandered by local educational agencies and schools. Finally, administrative disorganization and power struggles among provincial, local, and central governments negatively affected the implementation of the new system.
The lessons from China’s modern history indicate that completely abolishing an existing educational system is not strategically necessary for a new regime. In China, some revisions were made, and the old system continued to function.
In understanding these reforms, consideration must be given to the fact that numerous provincial and central government officials visited Japan to gain educational insights after 1894. Additionally, a substantial number of Chinese students were studying in Japan at that time. These factors may have influenced the subsequent introduction of the Japanese education model into China. In the development of comparative education, modern China transitioned from what can be termed the “traveler’s tale” stage to a stage of “educational borrowing.”
A comparison of the number of Chinese students studying in Japan and the US between 1906 and 1912 revealed that more students were in Japan. Moreover, these students displayed a deeper understanding of the educational system they were immersed in. During the Provisional Education
Meeting of 1912, the participants who had received Japanese education outnumbered those of US and therefore likely had a greater influence on the final decisions. Notably, Hsi-Kuang Yau and Yi Chen, who were sent by Hu-Kuang Governor-General Chih-Tung Chang to inspect Japanese education in the late Ch’ing dynasty, played influential roles. Chen had even translated Japanese educational laws and drafted a framework for the K’uei Mao School System. Both individuals were official delegates, and therefore, their influence was substantial.
Since 1922, the educational system established between 1912 and 1913 has been replaced by what is known as the New School System, which was modeled after the US 6-3-3-4 educational structure.
In conclusion, the educational reforms of early Republican China offer valuable lessons for modern educational reformers. Adopting an evolutionary strategy rather than a revolutionary one, China reformed its education system during a period of political instability. Modern China’s
experience serves as an insightful case study for those considering revolutionary strategies for educational reform in the future.
The paper reveals the results of the survey, carried out by non-linguistic students of National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”. Special attention is devoted to comparative analysis of feedback of respondents studying English online at the Institute of Physics and Technology (IPT) and Instrumentation Engineering Faculty (IEF) under the COVID-19. The actuality of the study is determined by the necessity of learning about students` experience studying English online during the 2020-2021 academic year for educators to design effective online courses and strategies, adjust teaching practices according to students’ needs. To achieve the aim, the following tasks were completed: first of all, to establish technical aspects of students’ learning experience, their attitudes to grouping, interactive activities, tests, English lessons online in general, and then to use descriptive statistics for processing the obtained data. The results of the survey are analyzed, described, and presented. Overall, the respondents positively assessed their experience of studying English online under the COVID-19.
This study investigated Theology students’ Foreign Language Reading Anxiety (FLRA) and the relationship between their FLRA and their reading achievement. A number of 63 Theology students participated in this quantitative study. A questionnaire developed by Saito et al. (1999) was used in obtaining the data for the study. The study was conducted to fill the void in the literature on the scarcity of empirical research on FLRA in the Indonesian English for Specific Purpose (ESP) context, especially among Theology students who were required to read a lot of English text and thus were very likely susceptible to experience reading anxiety. The study found that in general, the students experienced a medium level of FLRA. Low self-perceived reading competence and the unfamiliar topic of reading passages were reported to be attributed to higher FLRA levels whilst the formation of reading habits, reading exposure, and reading strategies were believed to reduce reading anxiety. This study further found a statistically significant negative correlation between the students’ FLRA and their reading achievement, albeit the strength being weak. This finding suggested that students’ FLRA could be a factor hampering learning. The present study’s specific finding on the possible positive impacts of reading strategies and the duration of reading exposure may indicate the urgency to incorporate these two aspects in the instructional design of English reading classes. Based on the findings, contributions, limitations, and suggested future studies were formulated.
Apresentamos, aqui, os frutos de um trabalho realizado em sala de aula, durante uma disciplina da pós-graduação que tinha, como tema principal, as controvérsias científicas e sociocientíficas. O objetivo deste estudo foi levantar as percepções dos alunos (professores de ciências e matemática da educação básica) sobre polêmica e controvérsia antes e depois de uma disciplina ministrada em um programa de pós-graduação em educação e ciência e tecnologia no Rio de Janeiro. A diferenciação entre os termos é a proposta de um dos autores utilizados como referência para o curso, com o objetivo de contribuir para o aprofundamento dos debates a respeito do tema. O levantamento foi realizado em dois momentos: no início e depois do término da disciplina, por meio de dois instrumentos/materiais online bem semelhantes. Apresentam-se, aqui, as respostas das duas primeiras perguntas dos dois. Entre os achados, destaca-se que os participantes diferenciaram os dois conceitos, o que não costuma acontecer com frequência na literatura da área, estabeleceram, em um primeiro momento, relações de hierarquia entre um e outro. As controvérsias fazem parte do que se costuma denominar natureza da ciência e têm um papel importante no ensino de ciências, na prática dos professores, na sociedade, na educação cidadã. Atualmente, saber identificar uma controvérsia legítima e seus elementos constitutivos, além de ensinar outros a fazê-lo pode ser uma saída para combater movimentos negacionistas.
In the present work, nanoporous Ag (np Ag) ribbons are prepared by chemical etching Cu60-xAg40Lax (x = 0, 3, 6 at.%) precursor alloys. The effects of precursor crystal structure on the morphology and mechanical properties of nanoporous Ag (np Ag) ribbons are investigated. The addition of La element inhibits the nucleation and growth of the crystal phases, then controls the phase compositions of the Cu-Ag-(La) precursors. The corroded np Ag with various ligament connectivity and homogeneity exhibits the different mechanical properties. Current study provides a general strategy for strengthening the np Ag metals by increasing the ligament connectivity and uniformity of the nanoporous metals.
Materials of engineering and construction. Mechanics of materials
Ilma Regina Castro Saramago de Souza, Marilda Moraes Garcia Bruno
As pesquisas referentes à Educação Escolar Indígena têm crescido significativamente nos últimos anos, entretanto, quais são os assuntos mais investigados nos últimos anos? Quais são as Universidades que mais têm produzido pesquisas acerca da temática? Nessa perspectiva, este trabalho objetiva identificar, apresentar e analisar as pesquisas de doutoramento em educação, que versam sobre Educação Escolar Indígena, desenvolvidas nos Programas de Pós-Graduação de Universidades Públicas e Privadas do Brasil, cujo recorte temporal compreende os anos de 2006 a 2019. Fundamentada na metodologia do “Estado do Conhecimento”, fizemos buscas no Banco de Dissertações e Teses da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), no Banco de Dissertações e Teses do Instituto de Informação em Ciências e Tecnologia (IBICT) e em Programas de Pós-Graduação em Educação de Universidades brasileiras. Para tanto elegemos os descritores: Educação Escolar Indígena, Saberes e escola indígena; Cultura e escola indígena; Processo de ensino e aprendizagem na Educação escolar Indígena; Educação Escolar Indígena e Interculturalidade; Leitura e escrita de alunos indígenas e práticas pedagógicas na Educação Escolar Indígena; Cotidiano na escola indígena; Material didático para escola indígena e Fracasso escolar de alunos indígenas. Os resultados da pesquisa demonstram que embora haja um crescente interesse de pesquisadores em investigar diferentes temáticas que abarcam a Educação Escolar Indígena, há a necessidade de que novos assuntos sejam investigados, ainda mais se considerarmos o grande número de escolas indigenas distribuídas nas diferentes regiões brasileiras.
INDIGENOUS SCHOOL EDUCATION AND RESEARCH PRODUCED IN PUBLIC AND PRIVATE UNIVERSITIES IN BRAZIL: THE STATE OF KNOWLEDGE
Researches about Indigenous School Education has grown significantly in recent years, however, what are the most investigated subjects in recent years? Which Universities have produced the most research on the subject? In this perspective, this work aims to identify, present and analyze doctoral researches in education, which deals with Indigenous School Education, developed in the Graduate Programs of Public and Private Universities in Brazil, whose time frame covers the years 2006 to 2019. Based on the methodology of “State of Knowledge”, we searched the Bank of Dissertations and Theses of the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), the Banco de Dissertações e Teses do Instituto de Informação em Ciências e Tecnologia (IBICT) and in Graduate Programs in Education of Brazilian Universities. For that, we elected the descriptors: Indigenous School Education, Knowledge and indigenous school; Indigenous culture and school; Teaching and learning process in Indigenous school education; Indigenous School Education and Interculturality; Reading and writing of indigenous students and pedagogical practices in Indigenous School Education; Daily life in the indigenous school; Courseware for indigenous school and the failure of indigenous students. The results of the research demonstrate that although there is a growing interest of researchers in investigating different themes that cover Indigenous School Education, there is a need for new subjects to be investigated, especially if we consider the large number of indigenous schools distributed in different Brazilian regions.
KEYWORDS: Indigenous School Education; State of Knowledge; Educational research.
LA EDUCACIÓN E INVESTIGACIÓN ESCOLAR INDÍGENA REALIZADA EN UNIVERSIDADES PÚBLICAS Y PRIVADAS DE BRASIL: EL ESTADO DEL CONOCIMIENTO
La investigación en Educación Escolar Indígena ha crecido significativamente en los últimos años, sin embargo, ¿cuáles son los temas más investigados en los últimos años? ¿Qué universidades han producido más investigaciones sobre el tema? En esta perspectiva, este trabajo tiene como objetivo identificar, presentar y analizar la investigación doctoral en educación, que se ocupa de la Educación Escolar Indígena, desarrollada en los Programas de Posgrado de Universidades Públicas y Privadas en Brasil, cuyo marco temporal abarca los años 2006 a 2019. Basado en la metodología de “Estado del Conocimiento ”, se buscó en el Banco de Disertaciones y Tesis de la Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), el Banco de Dissertações e Teses do Instituto de Informação em Ciências e Tecnologia (IBICT) y en Programas de Posgrado en Educación de universidades brasileñas. Para eso, elegimos los descriptores: Educación Escolar Indígena, Conocimiento y escuela indígena; Escuela y cultura indígena; Proceso de enseñanza y aprendizaje en la educación escolar indígena; Educación e interculturalidad escolar indígena; Lectura y escritura de estudiantes indígenas y prácticas pedagógicas en Educación Escolar Indígena; La vida cotidiana en la escuela indígena; Material didáctico para la escuela indígena y fracaso escolar de estudiantes indígenas. Los resultados de la investigación demuestran que si bien existe un creciente interés de los investigadores en investigar diferentes temas que cubren la Educación Escolar Indígena, existe la necesidad de investigar nuevos temas, especialmente si se considera la gran cantidad de escuelas indígenas distribuidas en diferentes regiones brasileñas.
PALABRAS CLAVE: Educación Escolar Indígena; Estado del conocimiento; Investigación Educativa.
Education (General), Theory and practice of education
Abstract Background Bacillus pumilus is a Gram-positive and endospore-forming bacterium broadly existing in a variety of environmental niches. Because it produces and secrets many industrially useful enzymes, a lot of studies have been done to understand the underlying mechanisms. Among them, scoC was originally identified as a pleiotropic transcription factor negatively regulating protease production and sporulation in B. subtilis. Nevertheless, its role in B. pumilus largely remains unknown. Results In this study we successfully disrupted scoC gene in B. pumilus BA06 and found increased total extracellular protease activity in scoC mutant strain. Surprisingly, we also found that scoC disruption reduced cell motility possibly by affecting flagella formation. To better understand the underlying mechanism, we performed transcriptome analysis with RNA sequencing. The result showed that more than one thousand genes were alternated at transcriptional level across multiple growth phases, and among them the largest number of differentially expressed genes (DEGs) were identified at the transition time point (12 h) between the exponential growth and the stationary growth phases. In accordance with the altered phenotype, many protease genes especially the aprE gene encoding alkaline protease were transcriptionally regulated. In contrast to the finding in B. subtilis, the aprN gene encoding neutral protease was transcriptionally downregulated in B. pumilus, implicating that scoC plays strain-specific roles. Conclusions The pleiotropic transcription factor ScoC plays multiple roles in various cellular processes in B. pumilus, some of which were previously reported in B. subtilis. The supervising finding is the identification of ScoC as a positive regulator for flagella formation and bacterial motility. Our transcriptome data may provide hints to understand the underlying mechanism.
Introduction Creativity and improvisation are recognized as important aspects of training expertise in domains such as business and the arts, yet rarely discussed in medical education. This article examines how creativity and improvisation play out in the ways teachers give ‘expressive instructions’ to medical students when teaching physical skills. Methods Ethnographic fieldwork was conducted in a medical school in Maastricht, the Netherlands, with first, second and third year students learning physical examination skills. Over 230 h of fieldwork was conducted in the Skills Lab, including 34 tutorials of 1.5 h duration, with 11 different teachers and over 500 students. Patterns found in the fieldnotes were thematically analyzed using an inductive approach, drawing on sociological theories of craftsmanship. Results Findings showed that teachers improvise beyond the standardized lesson structure and classroom set-up, giving what we call, drawing on sociological theory, ‘expressive instructions’. This was visible in two main ways: 1) by teachers using their own bodies; 2) by teachers using materials that came to hand. Discussion This research highlights the important yet underexplored role of creativity and improvisation in teaching physical skills. Creativity and improvisation appear to be particularly important when training expertise in skills that are difficult to articulate and thus require expressive instructions, due for example to their sensory nature. Focusing on how expressive instructions play out in medical education offers insights into the tacit components of expertise development, a process which builds upon a long period of teachers’ skilled practice.