Pub Date : 2024-11-12DOI: 10.1016/j.tsc.2024.101689
Sameh Said-Metwaly , Amany Farahat Abdalmageid , Changsheng Chen , Wim Van den Noortgate
The Kaufman Domains of Creativity Scale (K-DOCS), a self-report measure designed to capture creative behaviors across various domains, has been utilized and validated across different cultural contexts. The present study sought to assess the psychometric properties of an Arabic version of the K-DOCS. Using exploratory graph analysis followed by confirmatory factor analysis and item response theory analysis, the factor structure of the K-DOCS was assessed. Additionally, the criterion validity of the K-DOCS was assessed in relation to measures of openness and emotional intelligence. Beyond validation, the study examined the network structure of the K-DOCS domains to understand their interconnections and investigated potential domain network differences based on gender, age, and academic major. Data were collected among 2,594 Egyptian university students. The results suggest that the K-DOCS has a five-factor structure broadly consistent with the theoretical factor structure and demonstrates acceptable criterion validity. The results further reveal that the K-DOCS domains cluster together into a single interconnected community, with significant differences in domain connectivity based on gender and age, but not on academic major. The implications of these results for the conceptualization and measurement of creativity are discussed.
{"title":"Validation and network structure of the Kaufman domains of creativity scale: A psychometric investigation in an Arabic context","authors":"Sameh Said-Metwaly , Amany Farahat Abdalmageid , Changsheng Chen , Wim Van den Noortgate","doi":"10.1016/j.tsc.2024.101689","DOIUrl":"10.1016/j.tsc.2024.101689","url":null,"abstract":"<div><div>The Kaufman Domains of Creativity Scale (K-DOCS), a self-report measure designed to capture creative behaviors across various domains, has been utilized and validated across different cultural contexts. The present study sought to assess the psychometric properties of an Arabic version of the K-DOCS. Using exploratory graph analysis followed by confirmatory factor analysis and item response theory analysis, the factor structure of the K-DOCS was assessed. Additionally, the criterion validity of the K-DOCS was assessed in relation to measures of openness and emotional intelligence. Beyond validation, the study examined the network structure of the K-DOCS domains to understand their interconnections and investigated potential domain network differences based on gender, age, and academic major. Data were collected among 2,594 Egyptian university students. The results suggest that the K-DOCS has a five-factor structure broadly consistent with the theoretical factor structure and demonstrates acceptable criterion validity. The results further reveal that the K-DOCS domains cluster together into a single interconnected community, with significant differences in domain connectivity based on gender and age, but not on academic major. The implications of these results for the conceptualization and measurement of creativity are discussed.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101689"},"PeriodicalIF":3.7,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142659258","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}
Pub Date : 2024-11-12DOI: 10.1080/0142159X.2024.2425417
Afsaneh Yakhforoshha, Hossein Rafiei
{"title":"Keeping it real: The future direction of medical schools.","authors":"Afsaneh Yakhforoshha, Hossein Rafiei","doi":"10.1080/0142159X.2024.2425417","DOIUrl":"https://doi.org/10.1080/0142159X.2024.2425417","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1"},"PeriodicalIF":3.3,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142624003","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}
Pub Date : 2024-11-12DOI: 10.1016/j.ajpe.2024.101327
Garrett Shepard , Amy N. Thompson , Megan Eagle , Kelly Shakoor , Caitlin Ferguson , Paul C. Walker , Sarah E. Vordenberg
Objective
The University of Michigan Student-Run Free Clinic (UMSRFC) provides quality preventive, acute, and chronic care free of charge to uninsured and underinsured community members. We sought to assess fourth-year student pharmacists’ (P4) attitudes toward providing care as part of a required experience at the UMSRFC during their Ambulatory Care Advanced Pharmacy Practice Experience.
Methods
All P4s in the 2023–2024 academic year completed an 8-hour experience at the UMSRFC. Preclinic and postclinic surveys were electronically administered, and items related to social determinants of health, patient-centered care, interprofessional teams, and interest in future opportunities were included. Data were analyzed using descriptive statistics and paired t tests.
Results
A total of 78 of 83 students (94.0%) participated in the research study. After the experience, students reported higher comfort with providing efficient, cost-effective pharmacy services, assessing patients’ health care status and needs, and advocating for and assisting patients in obtaining the resources and care they need. Students also reported a higher level of comfort collaborating as part of an interprofessional team after the experience. Most students (92.3%) recommended that the experience continue for future P4s.
Conclusion
A clinical experience at a student-run free clinic can allow P4s to practice multiple skills that align with the Curricular Outcomes and Entrustable Professional Activities. After this experience, P4s felt more comfortable working with underserved populations and collaborating on interprofessional teams and reported being more likely to volunteer at a free medical clinic. We encourage pharmacy programs affiliated with a student-run free clinic to consider implementing a required clinical experience for P4 students.
{"title":"Fourth-year student pharmacists’ perceptions of a required student-run free clinic experience","authors":"Garrett Shepard , Amy N. Thompson , Megan Eagle , Kelly Shakoor , Caitlin Ferguson , Paul C. Walker , Sarah E. Vordenberg","doi":"10.1016/j.ajpe.2024.101327","DOIUrl":"10.1016/j.ajpe.2024.101327","url":null,"abstract":"<div><h3>Objective</h3><div>The University of Michigan Student-Run Free Clinic (UMSRFC) provides quality preventive, acute, and chronic care free of charge to uninsured and underinsured community members. We sought to assess fourth-year student pharmacists’ (P4) attitudes toward providing care as part of a required experience at the UMSRFC during their Ambulatory Care Advanced Pharmacy Practice Experience.</div></div><div><h3>Methods</h3><div>All P4s in the 2023–2024 academic year completed an 8-hour experience at the UMSRFC. Preclinic and postclinic surveys were electronically administered, and items related to social determinants of health, patient-centered care, interprofessional teams, and interest in future opportunities were included. Data were analyzed using descriptive statistics and paired <em>t</em> tests.</div></div><div><h3>Results</h3><div>A total of 78 of 83 students (94.0%) participated in the research study. After the experience, students reported higher comfort with providing efficient, cost-effective pharmacy services, assessing patients’ health care status and needs, and advocating for and assisting patients in obtaining the resources and care they need. Students also reported a higher level of comfort collaborating as part of an interprofessional team after the experience. Most students (92.3%) recommended that the experience continue for future P4s.</div></div><div><h3>Conclusion</h3><div>A clinical experience at a student-run free clinic can allow P4s to practice multiple skills that align with the Curricular Outcomes and Entrustable Professional Activities. After this experience, P4s felt more comfortable working with underserved populations and collaborating on interprofessional teams and reported being more likely to volunteer at a free medical clinic. We encourage pharmacy programs affiliated with a student-run free clinic to consider implementing a required clinical experience for P4 students.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101327"},"PeriodicalIF":3.8,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142633042","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}
Pub Date : 2024-11-12DOI: 10.1016/j.compedu.2024.105196
Jing Wang , Shaoying Gong , Yang Cao , Xiaorong Guo , Peiyan Peng
Leaderboards are among the most prevalent game elements and are widely used in educational gamification. However, most research has primarily compared learning scenarios using leaderboards with those not using leaderboards, ignoring the role of specific components of leaderboards such as rankings. Given that learners’ perceptions of leaderboards depend on their rankings, this study investigated how rankings (high vs. low) and learners’ trait competitiveness (high vs. low) influence learning in educational gamification. Sixty-one high-trait-competitiveness and sixty-two low-trait-competitiveness learners were randomly assigned to either high-ranking or low-ranking conditions. The results revealed the moderating role of trait competitiveness in the relationship between leaderboard rankings and learning. Interestingly, higher rankings were more beneficial in enhancing learning motivation of learners with low trait competitiveness, while lower rankings had more positive effects on performance of those with high trait competitiveness. Additionally, negative emotions mediated the relationship between rankings and learning performance, while the mediating effect of learning motivation was only significant for learners with low trait competitiveness. The implications of these findings for the design of effective gamified learning environments based on learners’ characteristics were discussed.
{"title":"Personalization in educational gamification: Learners with different trait competitiveness benefit differently from rankings on leaderboards","authors":"Jing Wang , Shaoying Gong , Yang Cao , Xiaorong Guo , Peiyan Peng","doi":"10.1016/j.compedu.2024.105196","DOIUrl":"10.1016/j.compedu.2024.105196","url":null,"abstract":"<div><div>Leaderboards are among the most prevalent game elements and are widely used in educational gamification. However, most research has primarily compared learning scenarios using leaderboards with those not using leaderboards, ignoring the role of specific components of leaderboards such as rankings. Given that learners’ perceptions of leaderboards depend on their rankings, this study investigated how rankings (high vs. low) and learners’ trait competitiveness (high vs. low) influence learning in educational gamification. Sixty-one high-trait-competitiveness and sixty-two low-trait-competitiveness learners were randomly assigned to either high-ranking or low-ranking conditions. The results revealed the moderating role of trait competitiveness in the relationship between leaderboard rankings and learning. Interestingly, higher rankings were more beneficial in enhancing learning motivation of learners with low trait competitiveness, while lower rankings had more positive effects on performance of those with high trait competitiveness. Additionally, negative emotions mediated the relationship between rankings and learning performance, while the mediating effect of learning motivation was only significant for learners with low trait competitiveness. The implications of these findings for the design of effective gamified learning environments based on learners’ characteristics were discussed.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"225 ","pages":"Article 105196"},"PeriodicalIF":8.9,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142637367","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}
Pub Date : 2024-11-12DOI: 10.1016/j.ajpe.2024.101328
J E McLaughlin, K Kelley, S Mortha, J Bowen
Objectives: Well-developed and finely tuned communication skills are foundational for pharmacists and should be at the core of PharmD curricula. The objective of this narrative review was to identify and summarize useful instruments for pharmacy educators interested in assessing communication skills.
Findings: Fifty-seven studies were evaluated. Eighteen studies with communication assessment instruments that were readily available and deemed useful by the research team were included for further review. Most focused on oral communication (n=15), included pharmacy students as the communicators (n=14), and utilized instructors as the assessors in the didactic, simulation, OSCE, or experiential settings (n=18). The communication tasks (e.g., patient counseling, medication history taking, SOAP notes), contexts (e.g., community pharmacy), and scales of measurement varied for each instrument.
Summary: While communication is a critical skill for pharmacy students, its assessment is complicated by the potential need for various types of assessors, communication tasks, and contexts. This review describes a set of useful assessment instruments to aid pharmacy educators in selecting an appropriate tool, or adapting an existing one, to meet their course or program assessment needs.
{"title":"Tools for Assessing Communication in Pharmacy Education: Review and Recommendations.","authors":"J E McLaughlin, K Kelley, S Mortha, J Bowen","doi":"10.1016/j.ajpe.2024.101328","DOIUrl":"https://doi.org/10.1016/j.ajpe.2024.101328","url":null,"abstract":"<p><strong>Objectives: </strong>Well-developed and finely tuned communication skills are foundational for pharmacists and should be at the core of PharmD curricula. The objective of this narrative review was to identify and summarize useful instruments for pharmacy educators interested in assessing communication skills.</p><p><strong>Findings: </strong>Fifty-seven studies were evaluated. Eighteen studies with communication assessment instruments that were readily available and deemed useful by the research team were included for further review. Most focused on oral communication (n=15), included pharmacy students as the communicators (n=14), and utilized instructors as the assessors in the didactic, simulation, OSCE, or experiential settings (n=18). The communication tasks (e.g., patient counseling, medication history taking, SOAP notes), contexts (e.g., community pharmacy), and scales of measurement varied for each instrument.</p><p><strong>Summary: </strong>While communication is a critical skill for pharmacy students, its assessment is complicated by the potential need for various types of assessors, communication tasks, and contexts. This review describes a set of useful assessment instruments to aid pharmacy educators in selecting an appropriate tool, or adapting an existing one, to meet their course or program assessment needs.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101328"},"PeriodicalIF":3.8,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142633053","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":"Balancing the voices of the Global South and North in shaping health professions education.","authors":"Champion N Nyoni","doi":"10.1111/medu.15570","DOIUrl":"https://doi.org/10.1111/medu.15570","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142623587","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}
Pub Date : 2024-11-11DOI: 10.1016/j.tate.2024.104841
Jeremy Pan , Tony Loughland , Rebecca J. Collie , Andrew A. Kingsford-Smith , Mary Ryan , Caroline Mansfield , Rachelle Davey , Chrissy Monteleone , Miriam Tanti
Around the world, there is a need to understand how to support pre-service teachers through their initial teacher education (ITE). The current study applied the Job Demands-Resources Theory to examine the associations among Australian pre-service teachers’ job demands and resources. The structural equation modelling found that perceived autonomy support, and relatedness with colleagues and students, were positively related to work outcomes of occupational commitment and job intent. Conversely, factors like disruptive student behaviour and time pressure were negatively associated with these outcomes. These findings suggest the relevance of providing support mechanisms for pre-service teachers to enhance their important ITE phase.
{"title":"The impact of practicum job demands and resources on pre-service teachers’ occupational commitment and job intent","authors":"Jeremy Pan , Tony Loughland , Rebecca J. Collie , Andrew A. Kingsford-Smith , Mary Ryan , Caroline Mansfield , Rachelle Davey , Chrissy Monteleone , Miriam Tanti","doi":"10.1016/j.tate.2024.104841","DOIUrl":"10.1016/j.tate.2024.104841","url":null,"abstract":"<div><div>Around the world, there is a need to understand how to support pre-service teachers through their initial teacher education (ITE). The current study applied the Job Demands-Resources Theory to examine the associations among Australian pre-service teachers’ job demands and resources. The structural equation modelling found that perceived autonomy support, and relatedness with colleagues and students, were positively related to work outcomes of occupational commitment and job intent. Conversely, factors like disruptive student behaviour and time pressure were negatively associated with these outcomes. These findings suggest the relevance of providing support mechanisms for pre-service teachers to enhance their important ITE phase.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"153 ","pages":"Article 104841"},"PeriodicalIF":4.0,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142662009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-11DOI: 10.1016/j.learninstruc.2024.102051
Adi Brann, Yael Sidi
Background
Digital reading can heighten attention-sustaining challenges and escalate disparities in reading comprehension and monitoring between learners with and without attention deficit hyperactivity disorder (ADHD). However, the adaptability of digital platforms enables the systematic integration of learning scaffolds. Thus, when optimally adapted, these platforms could present unique benefits for learners with ADHD who might not fully exploit generic in-depth processing instructions like summary generation.
Aims
This study aimed to investigate the effect of gradually incorporating metacognitive scaffolding on reading comprehension and monitoring in adults with and without ADHD. Moreover, it delved into the mediating role of mind-wandering, a phenomenon commonly linked with sustained attention difficulties.
Sample
The study comprised 210 adults aged 20–50, of which 50.05% were diagnosed with ADHD.
Method
Participants were randomized into either a control or scaffolding condition. Across both conditions, they read a lengthy expository digital text, composed a summary, evaluated their mind-wandering episodes, and then responded to comprehension questions while rating their confidence. The scaffolding condition provided additional stage-specific guidance to direct attention and enhance self-regulation.
Results
In the control condition, the ADHD group underperformed in reading comprehension and reported lower confidence compared to the non-ADHD group. However, within the scaffolding condition, comprehension and confidence levels were comparable across both groups. Notably, state mind-wandering mediated comprehension differences between the ADHD and non-ADHD groups, but only in the control condition.
Conclusions
Strategically incorporating instructions throughout distinct reading stages can mitigate the impact of excessive mind-wandering, narrowing the comprehension disparities between readers with and without ADHD.
{"title":"Metacognitive scaffolding for digital reading and mind-wandering in adults with and without ADHD","authors":"Adi Brann, Yael Sidi","doi":"10.1016/j.learninstruc.2024.102051","DOIUrl":"10.1016/j.learninstruc.2024.102051","url":null,"abstract":"<div><h3>Background</h3><div>Digital reading can heighten attention-sustaining challenges and escalate disparities in reading comprehension and monitoring between learners with and without attention deficit hyperactivity disorder (ADHD). However, the adaptability of digital platforms enables the systematic integration of learning scaffolds. Thus, when optimally adapted, these platforms could present unique benefits for learners with ADHD who might not fully exploit generic in-depth processing instructions like summary generation.</div></div><div><h3>Aims</h3><div>This study aimed to investigate the effect of gradually incorporating metacognitive scaffolding on reading comprehension and monitoring in adults with and without ADHD. Moreover, it delved into the mediating role of mind-wandering, a phenomenon commonly linked with sustained attention difficulties.</div></div><div><h3>Sample</h3><div>The study comprised 210 adults aged 20–50, of which 50.05% were diagnosed with ADHD.</div></div><div><h3>Method</h3><div>Participants were randomized into either a control or scaffolding condition. Across both conditions, they read a lengthy expository digital text, composed a summary, evaluated their mind-wandering episodes, and then responded to comprehension questions while rating their confidence. The scaffolding condition provided additional stage-specific guidance to direct attention and enhance self-regulation.</div></div><div><h3>Results</h3><div>In the control condition, the ADHD group underperformed in reading comprehension and reported lower confidence compared to the non-ADHD group. However, within the scaffolding condition, comprehension and confidence levels were comparable across both groups. Notably, state mind-wandering mediated comprehension differences between the ADHD and non-ADHD groups, but only in the control condition.</div></div><div><h3>Conclusions</h3><div>Strategically incorporating instructions throughout distinct reading stages can mitigate the impact of excessive mind-wandering, narrowing the comprehension disparities between readers with and without ADHD.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102051"},"PeriodicalIF":4.7,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142661314","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":"'Whispers of inclusion amidst the shouts of omission'-Breaking stereotypes and discrimination using queer arts in medical education.","authors":"Krishna Mohan Surapaneni","doi":"10.1111/medu.15579","DOIUrl":"https://doi.org/10.1111/medu.15579","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142623677","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}
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