教育学最新文献

This article builds on conversations about the nature of a pedagogy specifically for babies, which are defined in this paper as 0–2 year olds. To do this, we explore articulations of social purpose and social pedagogy among 15 baby room educators working in UK nurseries. Our findings suggest four types of social purpose and four types of social pedagogy that inform what baby educators do, how they do it and why they do it. The baby educators in our study articulated their social purpose in terms of providing a secure foundation for childhood and adulthood; acting as a support system for parents; enabling healthy early development; and inspiring learning across the lifespan. Correspondingly, they identified their social pedagogy in terms of giving care and nurture to meet physical and emotional needs; cultivating parent partnerships; planning activities, interactions and resources around developmental goals; and creating provocations to stimulate learning based on individual interests. We hope that this typology helps to deepen our understanding of what baby educators experience and the pedagogies they enact day to day, as well as acting as a reflective tool for baby room educators to use to deepen their practice.

At present, research exploring educator’s understandings of displays of student work is scant yet such displays are regularly exhibited within the community spaces of early learning and elementary schools. These displays communicate messages to those within the space about teacher and student agency, curricular priorities, children and their work, and the relationship between teaching and learning. Grounded in a framework of documentality and teacher vision, this paper explores the ways in which preservice teachers (PSTs) understand teacher-cultivated, student work documentation. This research used a Photo-Elicitation Interview methodology to develop a descriptive account of PSTs' visions and understandings of teacher-cultivated, classroom documentation and displays of children's work. Findings reveal that PSTs held paradoxical views of student work documentation teetering between an appreciation of an adult-centered aesthetic disconnected from their academic and creative capacities to an expressed valuing of an agentic positioning of children in the experiences of the classroom.

Deaf aesthetics is a theoretical framework we actualized to enhance interactions in deaf education, particularly via multimodal pedagogy and curricular experiences. Prior research illustrates that deaf aesthetics are desired by deaf teachers and students who are deaf; however, most instructional-delivery formats lack these supports. The present mixed-methodology, multi-method case study is an empirical evaluation of how deaf aesthetics contributed to the process of redesigning a course, including major revisions to instructional slide decks (e.g., PowerPoint, Google Slides, Prezi). The research question we examined is: How can instructional designers and university educators effectively design and use deaf aesthetics and multimodal curricula and pedagogies to prompt and sustain educational interactions with deaf or deafblind learners and teachers?

Objectives: To evaluate the performance of a Generative Pre-trained Transformer (GPT) in generating scientific abstracts in dentistry.

Methods: Ten scientific articles in dental radiology had their original abstracts collected, while another 10 articles had their methodology and results added to a ChatGPT prompt to generate an abstract. All abstracts were randomised and compiled into a single file for subsequent assessment. Five evaluators classified whether the abstract was generated by a human using a 5-point scale and provided justifications within seven aspects: formatting, information accuracy, orthography, punctuation, terminology, text fluency, and writing style. Furthermore, an online GPT detector provided "Human Score" values, and a plagiarism detector assessed similarity with existing literature.

Results: Sensitivity values for detecting human writing ranged from 0.20 to 0.70, with a mean of 0.58; specificity values ranged from 0.40 to 0.90, with a mean of 0.62; and accuracy values ranged from 0.50 to 0.80, with a mean of 0.60. Orthography and Punctuation were the most indicated aspects for the abstract generated by ChatGPT. The GPT detector revealed confidence levels for a "Human Score" of 16.9% for the AI-generated texts and plagiarism levels averaging 35%.

Conclusion: The GPT exhibited commendable performance in generating scientific abstracts when evaluated by humans, as the generated abstracts were indistinguishable from those generated by humans. When evaluated by an online GPT detector, the use of GPT became apparent.

Introduction: The COVID-19 pandemic had extensive influence on dental education. UK dental schools were compelled to respond with substantial adaptations to clinical training approaches and environments to mitigate educational impact.

Materials and methods: The Surveying Pandemic Education Response in Higher Education Dental Schools (SPEARHEAD) study aimed to retrospectively evaluate the diverse responses of UK dental schools to the COVID-19 pandemic. All UK dental schools were invited to participate in semi-structured interviews to ascertain institutional responses, with transcripts subjected to thematic framework analysis.

Results and discussion: Ten UK dental schools contributed to the study and three main themes were identified: student education, environment, and procedures and equipment. The most common approach to student education was the reduction of student numbers in clinical areas; however, this increased supervisory demands. While there was widespread acknowledgement of the need for enhanced ventilation, implementing the necessary modifications was frequently constrained by building configurations and financial implications. Numerous procedural adjustments were implemented, accompanied by widespread adoption of enhanced personal protective equipment. Fallow periods were common, although differing durations underscored the need for data-driven guidance. Many schools transitioned towards electric speed-controlled handpieces, but the need to reflect real-world scenarios often led to a reversion to air turbines.

Conclusion: UK dental schools showed initiative, resilience, and ingenuity in safeguarding students from enduring irretrievable educational setbacks amidst the challenges posed by the COVID-19 pandemic. Validating a data-driven strategy for addressing future threats would facilitate a unified response, minimising the educational repercussions and bolstering the resilience of dental training.

Introduction: Compassionate care and empathy are fundamental components of health care which contribute to the social construction of physician-patient relationship to meet the expectations of the patients. The aim of this study was to evaluate clinical empathy among undergraduate dental students at a University in the Middle East.

Materials and methods: It was a cross-sectional study which used purposive sampling to recruit undergraduate dental students from five academic years. The Jefferson Scale of Physician Empathy-Health Profession Students was used, a reliable 20-item tool with a total score ranging from 20 to 140. Data collection was done online using Google Forms. All data were analysed and visualised using RStudio (version 2023.06.2) incorporating R version 4.0.5. Descriptive statistics including confidence intervals were calculated for each item and for the combined data set. Analysis of variance was used to determine any significant variation between the results by demographic factors. Estimated marginal means were calculated from the ANOVA outcomes.

Results: Responses were received from 150 participants including 75 males and 75 females. The overall response rate was 90.36%. The overall mean total score was 96.01 (95% CI 93.73-98.30). Analysis of variance (ANOVA) identified significant variation by gender only with female participants achieving statistically significant higher overall scores than male participants (f = 6.502, p = 0.012).

Conclusion: The study evaluated empathy among dental undergraduate students. The total mean scores of the participants appeared to be comparable to those reported in the literature findings. Higher mean empathy scores were observed for female participants in the current study. These findings emphasise the need for targeted interventions to promote empathy among dental students to boost patient-centred care.

Generative language models (LLMs) have shown great potential in various fields, including medicine and education. This study evaluated and compared ChatGPT 3.5 and Google Bard within dental education and research.

Methods: We developed seven dental education-related queries to assess each model across various domains: their role in dental education, creation of specific exercises, simulations of dental problems with treatment options, development of assessment tools, proficiency in dental literature and their ability to identify, summarise and critique a specific article. Two blind reviewers scored the responses using defined metrics. The means and standard deviations of the scores were reported, and differences between the scores were analysed using Wilcoxon tests.

Results: ChatGPT 3.5 outperformed Bard in several tasks, including the ability to create highly comprehensive, accurate, clear, relevant and specific exercises on dental concepts, generate simulations of dental problems with treatment options and develop assessment tools. On the other hand, Bard was successful in retrieving real research, and it was able to critique the article it selected. Statistically significant differences were noted between the average scores of the two models (p ≤ 0.05) for domains 1 and 3.

Conclusion: This study highlights the potential of LLMs as dental education tools, enhancing learning through virtual simulations and critical performance analysis. However, the variability in LLMs' performance underscores the need for targeted training, particularly in evidence-based content generation. It is crucial for educators, students and practitioners to exercise caution when considering the delegation of critical educational or healthcare decisions to computer systems.