Abstract Background Simulation-based education is widely used to enhance clinical competence and communication skills in health professions. However, limited evidence exists on combined educational models that integrate simulation with structured counseling to strengthen empathy and privacy protection among midwifery students. Methods This randomized controlled trial examined the effects of a two-component educational intervention—wearable birth simulation followed by seven weeks of structured counseling—on students’ empathic tendency and privacy protection competencies. A total of 105 final-year midwifery students were randomly assigned to three groups: normal birth simulation (n = 35), breech birth simulation (n = 35), and control (n = 35). Data were collected at four time points using the Empathic Tendency Scale and the Privacy Protection in Obstetrics and Gynecology Scale. Mixed-model analyses were applied. Results Students in the breech birth simulation group demonstrated significantly higher empathy scores compared with the control group (p = 0.025). Across all groups, empathy and privacy awareness increased significantly over time (p < 0.001). However, the intervention did not produce significant improvements in the frequency of applying privacy-protective behaviors (p > 0.05). Conclusions The combined intervention—simulation followed by structured counseling—enhanced students’ empathy and awareness regarding privacy protection, although behavioral change did not occur to the same extent. Integrating multi-component educational strategies into midwifery curricula may strengthen both emotional and cognitive dimensions of respectful maternity care. Trial registration ClinicalTrials.gov, NCT05864859. Registered on 05 May 2023.
This is not a study, but a research note on academic writing practices in our field, whose purpose it is to serve as a foundation for discussion. It provides a brief introduction into researcher reflexivity, my own positioning towards the topic, and a numerical thematic overview of authorial presence (pronouns, third-person terms, and their semantic functions) in data-based research articles published in the Scenario journal over the last ten years. I do not draw conclusions, but from the angle of researcher reflexivity, I submit questions with respect to clarity of premises and ethics, for possible consideration by future authors in our field.
A tecnologia teve uma grande evolução ao longo dos últimos anos, e isso pode-se ver através das brincadeiras que eram realizadas pelas crianças de antigamente e as atuais. Vivemos em um tempo em que os bebês já possuem contato com recursos tecnológicos e algumas crianças têm mais facilidade em lidar com estes mecanismos do que muitos adultos. Entretanto este uso de tecnologia através de smartphones, computadores, tablets e vídeo games tem se tornado tão frequente que o seu uso não é apenas visto dentro dos lares, mas em ambientes públicos como restaurantes, praças, parques e escolas. O objetivo deste estudo foi averiguar como o uso excessivo destes recursos tecnológicos tem influenciado o comportamento dos alunos em sala de aula e o seu consequente desempenho acadêmico. Para tanto, foi realizado um levantamento bibliográfico nas bases de dados Scielo e Google Acadêmico, considerando os últimos 10 anos. Verificou-se nos últimos anos, uma crescente quantidade de crianças e adolescentes com diversas doenças psicológicas. O estudo evidenciou que uma importante causa deste problema foi o excessivo contato com as redes sociais, os jogos online e demais opções que a internet disponibiliza para essa faixa etária. Há uma necessidade de controle por parte dos pais, para que seus filhos não fiquem tempo demais nos celulares, mas também de uma postura e ação das administrações escolares para se minimizar o uso destes aparelhos priorizando o estudo no livro, caderno e lousa, para que o aluno tenha um crescimento pedagógico adequado.
Arilson Monteiro dos Santos, Henrique Marins de Carvalho
A Filosofia da Matemática durante muito tempo dedicou-se a aspectos ontológicos e epistemológicos para explicar os objetos da Matemática, área do conhecimento que costuma ser, tanto no ambiente escolar como no cotidiano, entendida como um reduto de conceitos universalmente e eternamente verdadeiros, cuja certeza é garantida pela estrutura lógica do sistema formal a partir do qual é construída e representada. Desde o século passado, no entanto, aspectos da prática matemática como a intuição, a criatividade e o recurso a representações que ultrapassam a simbologia normativa são objeto de estudo da Filosofia da Prática Matemática, que compreende a matemática como um produto da ação humana e, dessa forma, dependente de questões sociais, culturais e psicológicas, tanto em âmbito coletivo como particular. A partir de pesquisa bibliográfica apoiada em autores que se dedicam contemporaneamente a essa temática, são apresentadas considerações sobre os aspectos extralógicos no processo individual do matemático britânico Andrew Wiles que culminou na escrita formal e rigorosa da demonstração do Último Teorema de Fermat – importante proposição do estudo de números e equações algébricas – realizada 358 anos após sua formulação, reconhecendo que nenhuma demonstração de teoremas matemáticos e, em especial essa produção estudada, pode ser entendida apenas pela análise restrita da argumentação dedutiva e do formalismo simbólico.
Special aspects of education, Theory and practice of education
Farhan Sufi, Suryo Saputra Perdana, Amalia Nur Azizah
Iliotibial band syndrome (ITBS) is an overuse syndrome that commonly causes knee pain and is common in athletics. The prevalence of ITBS in runners ranges from 5%-14%, with a higher prevalence in women (16%-50%) than in men (50%-81%). ITBS can limit Indonesia's athletic performance due to pain on the side of the knee during running, walking and jumping. The aim of this study was to evaluate the physiotherapy management for ITBS cases in Indonesian para-athletics. This research is a descriptive case study involving one client with a participatory observation method. The physiotherapy intervention involved Shock Wave Therapy (SWT) and Static Stretching Exercise. The subject of the study was 22 year old national para athlete with height 182 cm, weight 70 kg, and BMI 21.1 in the ideal category. The patient came to the physiotherapy clinic of NPC Indonesia on 20 August 2023 with complaints of pain in the outer side of the right knee. Physical examination showed normal results except for pain examination using Numeric Rating Scale (NRS), where silent pain 2/10, tenderness 4/10, and motion pain 5/10 were found. The diagnosis of ITBS dextra was confirmed through specific examination. After six physiotherapy sessions with SWT and Static Stretching Exercise, there was a significant decrease in pain and an increase in functional activity in ITBS patients. Patients are advised to undergo physiotherapy regularly, do stretching exercises before and after activities, and compress with warm water if experiencing pain.
Bodil Halvars, Ingela Elfström, Johanna Unga
et al.
I föreliggande artikel belyses utifrån en studie av förskollärares gruppreflektioner inom ett nätverk hur ett förskoledidaktiskt perspektiv på undervisning växer fram inom ett avgränsat kunskapsområde. Särskilt fokuseras hur förskollärarna lyssnar in och fångar upp barns frågor och engagemang inom naturvetenskap och hållbar utveckling. Studiens empiri innehåller tolv inspelade och transkriberade fokusgruppssamtal genomförda vid tre träffar i nätverket. I samtalen framkommer hur förskollärarna utgår från barnens inspel (frågor, framväxande teorier, ageranden) som underlag för planering och genomförande av en undervisning kring naturvetenskapliga fenomen och processer samt hållbarhetsfrågor, där estetik, lek och utforskande ses som viktiga delar i relation till ämnesinnehållsliga frågor. Med utgångspunkt från begreppet lärande som ett relationellt potentialitetsfält, som formulerats i relation till Deleuzes filosofi (se Dahlberg & Elfström, 2014), framträder i analysen av samtalen även att barns och förskollärares frågor sammanfaller, går isär och att det sker parallella processer. Det framkommer också vilken betydelse förskollärarnas ämneskunskaper har för ett fortsatt utforskande när utgångspunkten är barnens frågor
ENGLISH ABSTRACT
Listening to children’s questions – a didactic challenge
This article is based on a study of preschool teachers’ didactic group discussions within a network. It follows how a preschool didactic perspective on teaching emerges within a specific subject matter concerning natural science and sustainable development, with extra focus on how preschool teachers listen to and follow up children’s questions and engagement in the subject. The study is empirically based on twelve conversations in focus groups, from three meetings in the network, which were recorded and then transcribed. The conversations show how the preschool teachers take children’s input (questions, emerging theories, hypotheses, actions) as guidance for planning and carrying out the teaching of phenomena in natural science and processes where esthetics, play and exploration are seen as important parts in relation to subject related issues. With the concept learning as a relational field of potentiality (Dahlberg & Elfström, 2014) as a starting point, the study also sheds light on how and when the questions of children and preschool teachers overlap, diverge, when there are parallel processes, when and how preschool teachers latch on to children’s questions, and how participants knowledge of the subject matter affects the process.
Objective: Work-related vaccinations are recommended for employees in nursing and health care professions due to their elevated risk of infection because of job-related exposure. These vaccinations prevent work-related infections, protect patients and help to maintain the medical infrastructure. Thorough training and imparting of knowledge about vaccinations and work-related infections are essential pillars of the vaccination decision and thus for achieving a protective immune status. The present study examines the knowledge, attitudes and behavior of nursing- and health care students in Hesse regarding work-related infections and vaccinations.Methods: In spring 2018, seven nursing schools in Hesse took part in an anonymous survey study. A total of 690 surveys from students of various health care professions were included in the study. The content of the survey was based on the recommendations of the Standing Committee on Vaccination (STIKO), a literature review and sample questions from the World Health Organization (WHO) regarding “vaccine hesitancy”. Vaccination cards were also evaluated based on the STIKO recommendations concerning standard vaccinations and occupational vaccinations for health care workers.Results: The risk of acquiring a work-related infection was estimated to be quite high over all years of training. Gaps in knowledge were particularly evident in the area of vaccinations. Only three quarter of those surveyed believed that the effectiveness of vaccinations has been proven, and nearly 30% believed that the doses of the drugs used in vaccines were dangerous. Over 80% of the students had never had an influenza vaccination documented in their vaccination card.Conclusions: The knowledge about vaccinations imparted in the course of the education should be expanded. A special course on the subject of vaccinations and the immune system with practical elements could contribute to a better understanding of how vaccinations work and misunderstandings could be eliminated in early stages of the training through the dialog between the students and the teacher in the classroom and the occupational physician as part of preventive occupational health check-ups.
Maya S. Iyer, David P. Way, Daniel J. Schumacher
et al.
The Accreditation Council for Graduate Medical Education (ACGME) requires General Pediatricians (GPeds) to learn thirteen procedures during training. However, GPeds infrequently perform these procedures in practice. We sought to determine:1) how GPeds learned procedures, 2) if GPeds self-reported achieving competence in the required ACGME procedures during training, and 3) if GPeds maintained these skills into practice. We conducted this mixed methods study from 2019–2020. 51 GPeds from central Ohio and the American Board of Pediatrics General Examination Committee were recruited via email or snowball sampling and participated in semi-structured recorded phone interviews probing procedural performance during training and current practice. Participants represented varied geographic regions and clinical settings. We employed Sawyer’s ‘Learn, See, Practice, Prove, Do, Maintain’ mastery learning pedagogical framework as a lens for thematic analysis. Participants did not demonstrate competence in all ACGME required procedures during training, nor sustain procedural skills in practice. Most participants learned procedures through a ‘see one, do one’ apprenticeship model. GPeds reported never being formally assessed on procedural competence during residency. All GPeds referred out at least one procedure. GPeds also believed that skill maintenance was unwarranted for procedures irrelevant to their current practice. GPeds did not sufficiently demonstrate competence in all ACGME required procedures during training, partially suggesting why they infrequently perform some procedures. Alternatively, these required procedures may not be relevant to their practice. Pediatric residency procedures education might consider using mastery learning for practice-specific procedures and surface-level methods (learning without mastery) for other skills.
Ana Paula Gestoso de Souza, Aline Maria de Medeiros Rodrigues Reali
Esta investigação tem como cenário uma pesquisa-intervenção que estuda as contribuições e os limites de um programa híbrido de mentoria para o
desenvolvimento profissional de professores experientes e professores iniciantes. Nesse programa, 10 professoras experientes — mentoras (com mais de 10 anos de prática docente) auxiliam professores iniciantes (com até cinco anos de atuação docente), que atuam na Educação Básica, a minimizar ou superar as dificuldades vividas no início da carreira docente. Isso ocorre por meio da interlocução com professores experientes, após processo formativo específico para atuarem como mentoras. Este trabalho investigou a construção da base de conhecimento para a mentoria analisando narrativas escritas pelas mentoras sobre sua experiência com as professoras iniciantes. Foram identificadas as seguintes categorias que compõem essa base de conhecimento: i. conhecimento do conteúdo específico, ii. conhecimento pedagógico geral para a mentoria, iii. conhecimento pedagógico do conteúdo, iv. conhecimento sobre o ser mentor e v. conhecimento atitudinal. Observou-se que a mentoria tem se configurado como uma comunidade de aprendizagem, pois busca propiciar um lugar de diálogo não hierárquico aproximando universidade e escola a: desenvolver ações formativas tendo em vista o contexto escolar do professor iniciante, suas demandas e outras necessidades formativas, valorizar a inserção dos participantes (pesquisadores, mentoras e iniciantes) em processos reflexivos e promover que as mentoras se assumam como parceiras do processo de formação dos iniciantes.
Khairunnisa Elvia Putri, Rizma Adlia Syakurah, Riana Sari Puspita Rasyid
BACKGROUND AND AIM: Medical career exploration is a continuous process that one should invest on throughout their academic life. However, lack of resources and time are the main barriers in establishing suitable intervention. Therefore, the needs for flexible intervention are crucial, as it can improve medical career choices. This study aimed to improve career self-efficacy and to open the insight of medical students in choosing a variety of medical careers.
MATERIAL AND METHODS: This study was conducted using quasi-experimental study design with nonequivalent control groups design (pretest-posttest) using a modified model from a preexisting medical career intervention (MedJob™) labeled as MiniMedJob™. A total of 122 1st-year medical students from Sriwijaya University, Indonesia, were voluntarily joining the study. The effectiveness of MiniMedJob™ in increasing students' self-efficacy was evaluated using Wilcoxon and Mann–Whitney statistical tests using IBM SPSS Statistics for Windows, Version 24.0, Armonk, New York.
RESULTS: MiniMedJob™ was proven effective to improve medical students' career self-efficacy (P = 0,000). The mean of the pretest and posttest for the intervention group was 77.79 ± 10.12 and 87 ± 8.36, respectively. While for the control group, the mean of pretest was 87.00 ± 8.36 and for the posttest group was 83.55 ± 7.96. Despite the higher score of the intervention group compared to control group, statistically, it was insignificantly different (P = 0,084).
CONCLUSIONS: MiniMedJob™ is proven effective in improving medical students career self-efficacy despite their shorter period and fewer activities compared to preexisting intervention model.
Special aspects of education, Public aspects of medicine
Carlos Muñoz Labraña, María Paz Casanova Laudien, Cecilia Bustos Ibarra
et al.
The goal of this report is to study University of Concepcion preservice teachers’ conceptions about what it means to be a good citizen, public institutions, and efficiency of the political action. The study was conducted by using an exploratory and quantitative method. Data about conceptions, attitudes and actions was gathered by using a test developed by the International Association for the Evaluation of Educational Achievement (IEA). In 1999, the test was applied to Chilean students and in 2009; the test was applied to primary and middle school students (Mineduc, 2004). Findings show that pre-service teachers have a low interest as well as comprehension about politics. In addition, they show very low confidence in public institutions such as government, congress, police, justice system, and political parties. On the other hand, they show high value regarding civil rights, the rol of the government and opportunities provided by democracy.
Penelitian ini bertujuan untuk mengetahui peningkatan senam lantai roll belakang setelah diberikan penerapan latihan menggunakan metode bermain pada siswa kelas VIII.6 SMP Negeri 4 Bengkulu. Metode penelitian yang digunakan dalam penelitian ini adalah metode pre-eksperimental designs dengan desain penelitian one-group pretest-posttest designs, yang dimana dalam melakukan penelitian menggunakan tes awal (pretest), memberikan perlakuan, dan melakukan tes akhir (posttest) pada sampel kelas VIII.6 yang dipilih secara purposive sampling dari keseluruhan populasinya kelas VIII. Hasil penelitian dari tes akhir diperoleh Rata-rata hasil belajar pada pretest 40.19 dan posttes 57.76 dengan persentase peningkatan 43.71%. Berdasarkan data uji t yang dilakukan maka didapatkan nilai sebesar 6.66. dengan demikian nilai = 6.66 lebih besar dari nilai = 1.69, artinya terdapat pengaruh metode bermain terhadap hasil belajar senam lantai roll belakang pada siswa kelas VIII SMP Negeri 4 Bengkulu.
The article presents the results of the study performed on 27 adults who have completed five imago therapeutic sessions. The subjects were split in two groups: problem-solving group and problem-analysis group. The peculiarities of sensory images that arise during the sessions by Glezer grounded theory method were studied. It turned out that the subject sensual tissue of the psychosemiological tetrahedron (the term of F. Vasiljuk) of the imago therapeutic image is represented mainly by sensory imaginary events and less frequently by sensual objects and recalled events. The pole and sensory tissue of meaning are least expressed in the imago therapeutic image. The pole and sensory tissue of personal meaning are significantly expressed by the imago therapeutic image. Not only elements relating to the imagination are woven into the imago therapeutic image but also elements reflecting the process of imaginative psychotherapy as a whole, a separate session, the process of imagination. These elements are closely related to the elements of imaginary and remembered events, their feelings and comprehension.
تحقیق حاضر با هدف تحلیل محتوای کتاب علوم تجربی سال سوم راهنمایی براساس طبقهبندی بلوم در حیطهشناختی و مقایسة آن با حیطهشناختی آزمون تیمز 2007 انجام شدهاست. جامعة آماری این تحقیق کل محتوای کتاب علوم تجربی سال سوم راهنمایی سال 89-90 با 156 صفحه، 4 بخش و 14 فصل میباشد که پژوهشگران به منظور به دست آوردن نتایج قابل اعتماد، جامعة آماری را بهعنوان نمونه در نظر گرفتهاند. روش این پژوهش، توصیفی و از نوع تحلیل محتوا است. برای جمعآوری اطلاعات در رابطه با هدفهای رفتاری، به کمک متن کتاب و همچنین کتاب راهنمای معلم، اهداف رفتاری کتاب استخراج شد. <br />ابزار مورد استفاده در تحلیل محتوا و طبقهبندی اهداف رفتاری در سطوح حیطهشناختی جدول "هدف محتوا"میباشد که برای سنجش روایی آن از روایی محتوایی استفاده گردید. همچنین برای سنجش پایایی با استفاده از ضریب توافق، مقدار 76/0 به دست آمد. نتایج حاصل از پژوهش نشان میدهد که 35/25 درصد اهداف کتاب در سطح دانش، 14/40 درصد در سطح درک و فهم، 56/10 درصد در سطح کاربرد، 15/9 درصد در سطح تجزیه و تحلیل، 93/4 درصد در سطح ترکیب و 87/9 درصد در سطح ارزشیابی است. سپس با توجه به حیطهشناختی مورد سنجش در آزمون تیمز که شامل 3 سطح: دانش، کاربرد و استدلال است، محققان با استفاده از سطوح حیطة بلوم (دانش و درک و فهم را معادل سطح دانش در آزمون تیمز، کاربرد را معادل سطح کاربرد و تجزیه و تحلیل و ترکیب و ارزشیابی را معادل سطح استدلال) فرض دانستند و سپس با استفاده از مولفة ترکیب نتایج زیر حاصل گردید؛ درصد اهداف اختصاص یافته به سطوح دانش، کاربرد و استدلال در حیطه شناختی، آزمون تیمز 2011 با درصد اهداف رفتاری کتاب علوم تجربی در این سه سطح تفاوت معنادار دارد. همچنین مقایسه بین حیطة محتوایی کتاب و حیطة محتوایی مورد سنجش در آزمون تیمز 2007 نشان دهندة این بود که بین دو حیطه نیز تفاوت وجود دارد. در نتیجه میتوان یکی از علل عدم موفقیت دانشآموزان ایران در آزمون تیمز 2011 را محتوای کتاب دانست که مستلزم تجدید نظرجدی مؤلفان در محتوای کتاب مذکور است.
Roza A. Valeeva, Natalia N. Litvinova, Ewa M. Kulesza
Research has been necessitated by the current situation in our society where the victim behavior is forming among children and adolescents and their gender roles are changing. To identify the causes of formation of victim behavior based on the analysis of gender characteristics of adolescents. The main research methods are the Bass-Darky questionnaire, the modified Freiburg Personality Inventory/Form B (FPI-B), a technique of study personal orientation that allow to identify the typical forms of respondents’aggressive behavior, some personality traits; to allocate four major types of personal orientation (humanistic, egocentric, sociocentric, negativistic). Deformation of gender stereotypes in modern society is reflected in the manifestation of victim behavior. Level of aggression, as one of the signs of victimization, is quite high both among boys and girls. Also among this category, adolescents with negativist personality orientation, in which a teenager does not accept himself or others, prevail. The research has resulted in some victim behavior features among adolescents. No clear gendered features have been identified that can be explained as the result of changing gender roles in contemporary society. The study has been identified some traits of victim behavior among adolescents, but no clear gendered features have been identified, it can be explained as the result of social changing gender in contemporary society, the masculinization phenomenon among the female population in particular.
This article presents the peculiarities of using mentoring approach to training public relations (PR) specialists. It includes a historiographical overview of the best practices related to the specifics of using mentoring in education. Based on the literature review, it proves that the use of a mentoring approach to training PR specialists has certain peculiarities and advantages. This paper provides the results of the study in the form of an online survey. Participants were practitioners and teachers working in the PR field. They had to answer questions related to the methodology of PR professional training at universities. Based on the data obtained, the main issues of mentoring assistance in preparing PR specialists have been discussed. The key methodological aspect of using mentoring assistance in PR training is using a pedagogical model “show-tell-do”. This article covers general recommendations on integrating the mentoring approach into the process of PR specialist training at the university.
This article aims to describe the training and medical licensing system (uieop) for becoming a physician officer (uigwan) during Korea’s Goryeo Dynasty (918-1392). In the Goryeo Dynasty, although no license was necessary to provide medical services to the common people, there was a licensing examination to become a physician officer. No other national licensing system for healthcare professionals existed in Korea at that time. The medical licensing examination was administered beginning in 958. Physician officers who passed the medical licensing examination worked in two main healthcare institutions: the Government Hospital (Taeuigam) and Pharmacy for the King (Sangyakguk). The promotion and expansion of medical education differed depending on the historical period. Until the reign of King Munjong (1046-1083), medical education as a path to licensure was encouraged in order to increase the number of physician officers qualifying for licensure by examination; thus, the number of applicants sitting for the examination increased. However, in the late Goryeo Dynasty, after the officer class of the local authorities (hyangri) showed a tendency to monopolize the examination, the Goryeo government limited the examination applications by this group. The medical licensing examination was divided into two parts: medicine and ‘feeling the pulse and acupuncture’ (jugeumeop). The Goryeo Dynasty followed the Chinese Dang Dynasty’s medical system while also taking a strong interest in the Chinese Song Dynasty’s ideas about medicine.