教育学最新文献

{"title":"The Practical Skills Passport: a co-curricular program to enhance lab skills confidence in undergraduate Neuroscience and Biology students.","authors":"Anna E Smith, Fran der Weduwen, Thomas Powell, Gayle Doherty","doi":"10.1152/advan.00204.2024","DOIUrl":"https://doi.org/10.1152/advan.00204.2024","url":null,"abstract":"<p><p>During the years 2020-2022, COVID-19-related restrictions led to fewer in-person lab offerings in Neuroscience and Biology courses, resulting in negative impacts on students' skills and confidence. In this study, we investigate the impact of a co-curricular undergraduate lab skills program, the Practical Skills Passport (PSP), on student lab confidence. PSP tasks were designed based on informal student feedback and refined via pilot testing by postgraduates with no wet lab experience. Sessions were delivered weekly during the 2021-22 and 2022-23 academic years. Impact was evaluated using a survey of students who had attended at least one PSP session. Students at various stages of study on Neuroscience and Biology undergraduate programs attended the PSP. Survey respondents indicated that they felt their confidence in their lab skills improved following PSP attendance. Survey respondents rated the PSP positively overall and expressed interest in attending again. Attendance at the PSP peaked in the first few weeks of semester 1 in each year and declined thereafter, indicating that students are more interested in lab skills practice after returning from the summer break. Fewer students attended in 2022-23 compared to 2021-22, probably reflecting the return to all in-person learning as COVID-19 restrictions lifted. In general, 'core' lab tasks were more popular in 2021-22, and specialized tasks more popular in 2022-23.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144210151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Artificial Intelligence Chatbots as Virtual Patients in Dental Education: A Constructivist Approach to Classroom Implementation.","authors":"Bree Jones, Aditya Desu, Christopher D F Honig","doi":"10.1111/eje.13135","DOIUrl":"https://doi.org/10.1111/eje.13135","url":null,"abstract":"<p><strong>Introduction: </strong>Advances in artificial intelligence (AI) have led to new possibilities for AI role-play in classroom settings, where generative pre-trained transformers (GPTs) and chatbots can potentially simulate interactions with patients. This pilot study aimed to design an AI role-play activity underpinned by constructivist principles, implement the activity in a classroom setting, and evaluate the students' engagement with the activity and usability of the interface.</p><p><strong>Materials and methods: </strong>The AI role-play was designed based on a patient presenting to a dental teaching hospital in pain. It comprised two interconnected chatbots intended to simulate a patient consultation and clinical supervisor discussion. The chatbots were built using the open-source framework Streamlit and powered by Chat GPT-4. Second and final-year students from an oral health degree were recruited through convenience sampling. Classroom observations were recorded and final-year students participated in a usability questionnaire to gain insights into their engagement, technical challenges, and suggestions for improvement. Data usage and token costs were collected to assess the AI chatbot's feasibility.</p><p><strong>Results: </strong>Educator observations noted that AI role-play facilitated peer discussion, highlighted gaps in history-taking, and promoted peer learning. Usability survey feedback (n = 14) suggested that students perceived the AI role-play as authentic and relevant to clinical practice, with 86% strongly agreeing it aligned with real-world dental scenarios. The screen design, navigation, and multimedia integration were highly rated. The approximate costs for the activities were $13.17 (USD) for approximately 20 queries, per 20 students.</p><p><strong>Conclusion: </strong>This study presents a descriptive analysis of the implementation of an AI role-play within the early phases of a design-based research framework. AI role-play activities can be implemented in a classroom setting and are perceived as useful for students to apply skills in taking a pain history. While results showed promise for scalability and authentic learning, future research evaluating the impact of the implementation of these activities on student learning should be explored.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144217444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lifelong gender inclusive education, productive capacity, and governance quality in Africa","authors":"Ekene ThankGod Emeka ,&nbsp;Simplice A. Asongu ,&nbsp;Jean R.F.K. Bouanza","doi":"10.1016/j.ijedudev.2025.103312","DOIUrl":"10.1016/j.ijedudev.2025.103312","url":null,"abstract":"<div><div>The importance of governance quality in driving economic progress is well-established in the existing literature, yet only limited strands of studies have explored the factors that enhance governance quality itself. Hence, this study investigates the effects of lifelong gender-inclusive education and productive capacity on governance quality while also examining the moderating influence of lifelong gender-inclusive education on the effect of productive capacity on governance quality. The analysis is based on a sample of 51 African countries for the period 2005–2022. The adopted empirical strategy includes the pooled OLS, the instrumental fixed effects (FE), and the dynamic system generalized method of moments (SGMM). The study incorporates four education variables, including primary, secondary, and tertiary school enrollments, along with a lifelong education index derived from principal component analysis (PCA) to capture lifelong gender-inclusive education in Africa. The following findings are established: First, productive capacity overwhelmingly has a positive effect on governance quality. Second, positive synergies become apparent when lifelong gender-inclusive education complements productive capacity to promote governance quality. The policy implications of the findings from this study are discussed in the context of the African Union's Agenda 2063 and the United Nations' Sustainable Development Goals (SDGs).</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103312"},"PeriodicalIF":2.8,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144205413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Back to basics: Pre-service teachers' experiences of ‘SimulatEd’, a suite of low-technology simulated-scenarios to promote preparedness for professional practice","authors":"David Nichol,&nbsp;Kirstin Mulholland,&nbsp;Chris Counihan,&nbsp;Sophie Meller,&nbsp;Arlene Anderson,&nbsp;Carl Luke,&nbsp;William Gray","doi":"10.1016/j.tate.2025.105089","DOIUrl":"10.1016/j.tate.2025.105089","url":null,"abstract":"<div><div>International challenges in teacher recruitment and retention have prompted many training providers to explore high-technology forms of simulation-based learning (SBL). However, there is limited evidence of the benefits these technologies offer, compared with low-technology alternatives. Adopting a mixed methods approach, this pilot evaluation examines pre-service teachers' (PSTs) experiences of ‘SimulatEd’, a suite of three low-technology simulated-scenarios, as a strategy for better-preparing those entering the profession. Findings indicate PSTs' participation in ‘SimulatEd’ improved confidence and preparedness, facilitated application of theoretical knowledge into practice, and increased engagement. Conclusions advocate wider adoption of low-technology forms of SBL, and offer considerations for further development.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"164 ","pages":"Article 105089"},"PeriodicalIF":4.0,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144195555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Proposing a Research Agenda for Situational Judgment Tests in U.S. Medical School Admissions.","authors":"Ioannis Koutroulis, Alexandra H Vinson","doi":"10.1097/ACM.0000000000006118","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006118","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144217415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching second-year biochemistry students the principles of an enzyme-catalyzed spectrophotometric assay with an online lab simulator.","authors":"Matthew Clemson, Alice Huang, Gareth Denyer, Maurizio Costabile","doi":"10.1002/bmb.21903","DOIUrl":"https://doi.org/10.1002/bmb.21903","url":null,"abstract":"<p><p>The teaching of laboratory skills to undergraduate students is central to all experimental sciences. In this setting, students must understand the experimental procedures as well as the fundamental principle(s) being demonstrated, all while learning within a limited time. Other limiting factors include access to equipment and reagents, resulting in students frequently working in pairs or small groups to complete experiments, and consequently, students gain limited experience in the practical techniques. In addition, due to competing subjects and a filled curriculum, there is typically limited or no opportunity for students to repeat a laboratory exercise. As a result, the time pressure forces students to focus on completing the laboratory exercise without engaging at a deeper level with the concepts and principles being demonstrated. This can result in deficiencies in student understanding principles as well as developing the required proficiency in hands-on skills with equipment. To overcome these issues, we implemented an online laboratory data simulator to replicate the laboratory quantification of ethanol in simulated driver blood samples. This approach allowed students to attempt the exercise as often and whenever they chose, while still faithfully replicating a traditional laboratory setting. We implemented this approach across two Australian universities using a mixed-methods approach and assessed the impact of the simulator on student learning of biochemistry lab-related concepts. Based on our findings, we suggest that this online approach can effectively teach fundamental laboratory concepts to students while eliminating many of the constraints of hands-on laboratory classes.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144207536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Opportunities or risks for civic education in electoral democracies? Evidence from Nigeria","authors":"Leila Demarest ,&nbsp;Line Kuppens","doi":"10.1016/j.ijedudev.2025.103316","DOIUrl":"10.1016/j.ijedudev.2025.103316","url":null,"abstract":"<div><div>Drawing on theory and evidence from Western societies, many countries in Sub-Saharan Africa implement civic education at school to foster political knowledge, engagement, as well as pro-democratic attitudes and behaviour. Yet instead of increasing participation as in established Western democracies, research focusing on adults in African electoral democracies suggests that citizens with higher socio-economic status, more knowledge, and adherence to democratic norms, are more likely to retreat from institutionalized politics given their increased awareness of the flawed nature of the political regimes they live in, where corruption, clientelism, electoral violence, and human rights abuses are still prevalent. In this paper, we use an original large-scale survey of secondary school students in Lagos state, Nigeria, and demonstrate by means of multilevel regression and Latent Class Analysis (LCA) how some, but not all of these tendencies are also present among adolescents, with optimistic implications for civic education on the continent.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103316"},"PeriodicalIF":2.8,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144195162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The long-term impacts of Iran–Iraq war on education and employment outcomes","authors":"Le Nguyen Dieu Anh ,&nbsp;Binh Thi Thanh Dang ,&nbsp;Trung Xuan Hoang","doi":"10.1016/j.ijedudev.2025.103318","DOIUrl":"10.1016/j.ijedudev.2025.103318","url":null,"abstract":"<div><div>This study examines the long-term impacts of exposure to the Islamic Republic of Iran–Iraq War (1980–1988) during school years on educational attainment and labor market outcomes in Iraq. The analysis employs an event study approach and utilizes the Iraq Household Socio-Economic Surveys 2006–2007. The findings reveal that the conflict negatively affected the social welfare of men exposed to the war, including their access to social security, pension plans, healthcare, paid leave, and job permanence, while having little impact on women. Additionally, the conflict reduced wages for both men and women. Men exposed to the conflict were also more likely to work without air conditioning, whereas no such evidence was found for women. The limited participation of women in the labor market, driven by insufficient government support and restrictive social norms, may explain the minimal or nonexistent effects of the war on female labor market outcomes. This study highlights the education channel through which the war influenced labor market outcomes, demonstrating that the conflict significantly reduced the educational attainment of men and women born between 1971 and 1981. The findings are robust to various robustness checks and falsification tests.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103318"},"PeriodicalIF":2.8,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144205414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Approaches and distances between bioethics and school physical education","authors":"Carolina Girola, Alcyane Marinho","doi":"10.1080/13573322.2025.2513999","DOIUrl":"https://doi.org/10.1080/13573322.2025.2513999","url":null,"abstract":"","PeriodicalId":51203,"journal":{"name":"Sport Education and Society","volume":"43 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144210956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reconceptualising interprofessional learning: A cross-cultural and religious perspective on physician development.","authors":"Muhammad Taufiqurrahman, Zelvia Liska Afriani, Ixsir Eliya, Muhammad Yusrizal","doi":"10.1111/medu.15736","DOIUrl":"https://doi.org/10.1111/medu.15736","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144216276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}