The objective of this systematic literature review (SLR) is to analyse the interrelationships between the Sustainable Development Goals (SDGs) and Higher Education Institutions (HEIs) based on the search for papers in the Web of Science (WoS) and SCOPUS databases. It was found that these interrelationships exist and are significant. The education and skills offered by the HEIs are essential for the development and understanding of the issues that arise and that urgently need to be resolved, namely compliance with the SDGs. On the other hand, HEIs must integrate the SDGs in their internal processes and in the course syllabuses, raising awareness and training students on issues related to the SDGs. Thus, those responsible must adopt educational policy at Higher Education (HE) that raise awareness of faculty and students all over the world to contribute with their knowledge, creativity and skills to the pursuit of the SDGs.
{"title":"The Interrelationships Between the Sustainable Development Goals and Higher Education Institutions: A Systematic Literature Review","authors":"Ana Pacheco, P. Costa, J. Simões, R. Loureiro","doi":"10.5296/jet.v10i1.20227","DOIUrl":"https://doi.org/10.5296/jet.v10i1.20227","url":null,"abstract":"The objective of this systematic literature review (SLR) is to analyse the interrelationships between the Sustainable Development Goals (SDGs) and Higher Education Institutions (HEIs) based on the search for papers in the Web of Science (WoS) and SCOPUS databases. It was found that these interrelationships exist and are significant. The education and skills offered by the HEIs are essential for the development and understanding of the issues that arise and that urgently need to be resolved, namely compliance with the SDGs. On the other hand, HEIs must integrate the SDGs in their internal processes and in the course syllabuses, raising awareness and training students on issues related to the SDGs. Thus, those responsible must adopt educational policy at Higher Education (HE) that raise awareness of faculty and students all over the world to contribute with their knowledge, creativity and skills to the pursuit of the SDGs.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"106 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84662578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-30DOI: 10.11114/jets.v10i4.5701
Victor Martinelli, Cristina Gatt
Anxiety is one of adolescents' most frequently experienced mental health issues, but this issue often remains undetected or misdiagnosed. One of the reasons for this is the lack of reliable instruments for screening anxiety disorders among adolescents. For this study, the SCARED scale was translated and adapted to a population of 11 to 15-year-old secondary school students attending church schools in Malta. Based on responses from 120 students, our study found that female students were significantly more prone to developing anxiety than their male counterparts. The study also found that anxiety increases with age. Like several other evaluation studies, our analysis provided a slightly different structure of the scale than the original study suggesting a four rather than a five-factor scale structure. However, the study results were mainly consistent with the findings from most previous studies about the anxiety levels experienced by secondary school students. In addition, the metric characteristics of the scale in our study were satisfactory. Overall, our study found that the SCARED scale could be used routinely to screen and monitor anxiety among secondary school students.
{"title":"Evaluation of an Adapted Version of the Screen for Child Anxiety Related Emotional Disorders for Secondary School Students","authors":"Victor Martinelli, Cristina Gatt","doi":"10.11114/jets.v10i4.5701","DOIUrl":"https://doi.org/10.11114/jets.v10i4.5701","url":null,"abstract":"Anxiety is one of adolescents' most frequently experienced mental health issues, but this issue often remains undetected or misdiagnosed. One of the reasons for this is the lack of reliable instruments for screening anxiety disorders among adolescents. For this study, the SCARED scale was translated and adapted to a population of 11 to 15-year-old secondary school students attending church schools in Malta. Based on responses from 120 students, our study found that female students were significantly more prone to developing anxiety than their male counterparts. The study also found that anxiety increases with age. Like several other evaluation studies, our analysis provided a slightly different structure of the scale than the original study suggesting a four rather than a five-factor scale structure. However, the study results were mainly consistent with the findings from most previous studies about the anxiety levels experienced by secondary school students. In addition, the metric characteristics of the scale in our study were satisfactory. Overall, our study found that the SCARED scale could be used routinely to screen and monitor anxiety among secondary school students.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63550025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-29DOI: 10.11114/jets.v11i1.5700
M. Stewart, VeraLucia Mendes-Kramer
Background: Interprofessional collaboration between clinical laboratory scientists and pathologists’ assistants is important when developing a strong supportive network for the medical field. These professions work closely together in the daily clinical setting; however, in the academic setting, the education delivered through these individual programs occurs separately without interdisciplinary contact. Building an interdisciplinary foundation or partnership between these two programs early in a student’s academic preparation will cement future professionalism in the workplace as well as provide a deeper understanding of each other’s disciplines and professional practice and, in this case, of the intricacies of anatomy through a prosection experience.Methods: The goal of the interprofessional experience was to improve the understanding of anatomy for the undergraduate Clinical Laboratory Science student population (n=19) through a cadaver-based prosection experience led by the Pathologists’ Assistant faculty at Wayne State University. After the prosection, each student wrote a post-activity reflection, which was collected and analyzed. Results: The students’ written post-activity reflections revealed they were highly satisfied with the experience and believed that cadaver-based learning not only increased their knowledge of content matter, but also their understanding of a different health profession.Conclusion: The use of a cadaver-based teaching strategy that integrates anatomy to achieve relevant laboratory outcomes in both clinical laboratory science and pathology can provide an optimal learning experience to solidify the bond between these two laboratory professions.
{"title":"Fostering Interprofessionalism Through Experiential Learning: A Prosection Lab for Clinical Laboratory Science Students","authors":"M. Stewart, VeraLucia Mendes-Kramer","doi":"10.11114/jets.v11i1.5700","DOIUrl":"https://doi.org/10.11114/jets.v11i1.5700","url":null,"abstract":"Background: Interprofessional collaboration between clinical laboratory scientists and pathologists’ assistants is important when developing a strong supportive network for the medical field. These professions work closely together in the daily clinical setting; however, in the academic setting, the education delivered through these individual programs occurs separately without interdisciplinary contact. Building an interdisciplinary foundation or partnership between these two programs early in a student’s academic preparation will cement future professionalism in the workplace as well as provide a deeper understanding of each other’s disciplines and professional practice and, in this case, of the intricacies of anatomy through a prosection experience.Methods: The goal of the interprofessional experience was to improve the understanding of anatomy for the undergraduate Clinical Laboratory Science student population (n=19) through a cadaver-based prosection experience led by the Pathologists’ Assistant faculty at Wayne State University. After the prosection, each student wrote a post-activity reflection, which was collected and analyzed. Results: The students’ written post-activity reflections revealed they were highly satisfied with the experience and believed that cadaver-based learning not only increased their knowledge of content matter, but also their understanding of a different health profession.Conclusion: The use of a cadaver-based teaching strategy that integrates anatomy to achieve relevant laboratory outcomes in both clinical laboratory science and pathology can provide an optimal learning experience to solidify the bond between these two laboratory professions.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44161124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper explores the characteristics of business students studying in Australia. A total of 1907 students (1033 undergraduate and 874 postgraduate students) are included in the study between 2012 and 2016. These students are either from a higher education (tertiary) private provider of undergraduate business courses or from one of the Australian universities studying at the postgraduate level. The paper attempts to examine if there are similarities in undergraduate and postgraduate business student outcomes that could be attributed to country of origin and gender. The paper argues that the human capital pursuit among international business students studying in Australia is similar due to the linkages between immigration, labor market and education policies. These linkages might have facilitated the perceived risk-return relationship of studying in Australia and as a result led to attracting similar (international) students studying at the undergraduate and postgraduate levels. Ordinary least squares (OLS) models’ results suggest that gender and country of origin are important in predicting success. In particular, being female is positively related to academic success and certain student groups dominate the international students’ landscape in Australia.
{"title":"Do International Business Students Who Are Studying in Australia Have Similar Academic Outcomes? A Comparison of Undergraduate and Postgraduate Students","authors":"L. Stenberg","doi":"10.5296/jet.v10i1.20217","DOIUrl":"https://doi.org/10.5296/jet.v10i1.20217","url":null,"abstract":"The paper explores the characteristics of business students studying in Australia. A total of 1907 students (1033 undergraduate and 874 postgraduate students) are included in the study between 2012 and 2016. These students are either from a higher education (tertiary) private provider of undergraduate business courses or from one of the Australian universities studying at the postgraduate level. The paper attempts to examine if there are similarities in undergraduate and postgraduate business student outcomes that could be attributed to country of origin and gender. The paper argues that the human capital pursuit among international business students studying in Australia is similar due to the linkages between immigration, labor market and education policies. These linkages might have facilitated the perceived risk-return relationship of studying in Australia and as a result led to attracting similar (international) students studying at the undergraduate and postgraduate levels. Ordinary least squares (OLS) models’ results suggest that gender and country of origin are important in predicting success. In particular, being female is positively related to academic success and certain student groups dominate the international students’ landscape in Australia.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"162 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88880071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Relationships between students in a school setting, constitute a basic influence on group’s climate formation and on individual’s development. The present experimental study, investigates the role of a creative movement / creative dance program on social relationships, of a 5th grade class’ students. Data collected via pre- post structured interviews, followed by sociometric analysis. The results revealed that the impact of creative movement / creative dance on students’ relationships was moderate. Nevertheless, it seemed that creative movement / creative dance tended to play a crucial role on the development of students’ relationships. More evidence-based approaches are needed in order to develop this hypothesis.
{"title":"The Role of a Creative Movement / Creative Dance Interventional Program About Social Relationships, Between 5th Grade Students: An Experimental Study","authors":"Giorgia Kerdela, Eleni Tsompanaki, Argyris Kyridis","doi":"10.5296/jet.v10i1.19982","DOIUrl":"https://doi.org/10.5296/jet.v10i1.19982","url":null,"abstract":"Relationships between students in a school setting, constitute a basic influence on group’s climate formation and on individual’s development. The present experimental study, investigates the role of a creative movement / creative dance program on social relationships, of a 5th grade class’ students. Data collected via pre- post structured interviews, followed by sociometric analysis. The results revealed that the impact of creative movement / creative dance on students’ relationships was moderate. Nevertheless, it seemed that creative movement / creative dance tended to play a crucial role on the development of students’ relationships. More evidence-based approaches are needed in order to develop this hypothesis.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90716239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-11DOI: 10.11114/jets.v10i4.5585
Kristin Nyberg, Susanne Koerber, Christopher Osterhaus
Self-efficacy is an affective-motivational factor that strongly predicts academic performance. With respect to science competencies, self-efficacy is related to two subcomponents that are closely associated already in kindergarten: Science content knowledge (e.g., physics knowledge) and scientific reasoning (e.g., knowing how to conduct a controlled experiment). To make accurate action predictions, the precise and specific measurement of self-efficacy is needed. With respect to different subcomponents of science competencies (i.e., science knowledge and scientific reasoning), there is to date a lack of studies that simultaneously investigate the association between students’ self-efficacy and their performance in these two subcomponents of science competencies. The complex (cross-)relations between these constructs are investigated in the present study. The sample comprised N=181 fifth graders (90 girls, 91 boys). Exploratory and confirmatory factor analyses suggest that the two task-specific self-efficacy scales (scientific reasoning and science content knowledge) can be distinguished from each other and from general academic self-efficacy. Structural equation models reveal that task-specific self-efficacy in scientific reasoning is related to performance in scientific reasoning (.52) and science content knowledge (.32). Conversely, task-specific self-efficacy in science content knowledge correlates with performance in science content knowledge (.36) and scientific reasoning (.27). As expected, the strongest correlations between task-specific self-efficacy and performance emerge within the domain, but the significant cross-relations show the potential for furthering both aspects of performance and self-efficacy of science competencies and a need for a more detailed (longitudinal) investigation of these complex relations.
{"title":"Does Task-specific Self-efficacy Predict Science Competencies?","authors":"Kristin Nyberg, Susanne Koerber, Christopher Osterhaus","doi":"10.11114/jets.v10i4.5585","DOIUrl":"https://doi.org/10.11114/jets.v10i4.5585","url":null,"abstract":"Self-efficacy is an affective-motivational factor that strongly predicts academic performance. With respect to science competencies, self-efficacy is related to two subcomponents that are closely associated already in kindergarten: Science content knowledge (e.g., physics knowledge) and scientific reasoning (e.g., knowing how to conduct a controlled experiment). To make accurate action predictions, the precise and specific measurement of self-efficacy is needed. With respect to different subcomponents of science competencies (i.e., science knowledge and scientific reasoning), there is to date a lack of studies that simultaneously investigate the association between students’ self-efficacy and their performance in these two subcomponents of science competencies. The complex (cross-)relations between these constructs are investigated in the present study. The sample comprised N=181 fifth graders (90 girls, 91 boys). Exploratory and confirmatory factor analyses suggest that the two task-specific self-efficacy scales (scientific reasoning and science content knowledge) can be distinguished from each other and from general academic self-efficacy. Structural equation models reveal that task-specific self-efficacy in scientific reasoning is related to performance in scientific reasoning (.52) and science content knowledge (.32). Conversely, task-specific self-efficacy in science content knowledge correlates with performance in science content knowledge (.36) and scientific reasoning (.27). As expected, the strongest correlations between task-specific self-efficacy and performance emerge within the domain, but the significant cross-relations show the potential for furthering both aspects of performance and self-efficacy of science competencies and a need for a more detailed (longitudinal) investigation of these complex relations.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42445191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated the effects of Reading-Writing (RW), Think-Pair-Share (TPS), and combination (RW & TPS) strategies on students’ performance in essay writing in senior secondary schools in Ondo State. The study adopted a quasi-experimental pre-test post-test four-group design as well as a descriptive survey type design. The population for the study comprised all the 25 297 public Senior Secondary School (SSS) II students of the 2019/2020 Session in Ondo State. The sample for this study was 308 SSS II students that were selected from public senior secondary schools, using a multi-stage sampling procedure. The instrument used for this study is the Essay Writing Performance Test (EWPT) which was a standardised WAEC question. The reliability of the instrument was established through the test re-test method and a reliability coefficient of 0.70 was obtained. The data collected were analysed using descriptive and inferential statistics. All hypotheses were tested at a 0.05 level of significance. The performance of students in both experimental and Control Groups in the pre-test was low and did not differ statistically this established the homogeneity of the four groups before the experiment. The result also revealed that it was only in the RW and the combination Groups that there was a significant difference in the pre-test and post-test scores of the test subjects at a 0.05 level of significance. The result also established there was a significant difference in the effects of the strategies of teaching investigated on the performance of the students in essay writing.
{"title":"Effects of Reading-Writing and Think-Pair-Share Strategies on Secondary School Students’ Performance in Essay Writing in Nigeria","authors":"F. M. Oguntade, T. K. Akinwamide","doi":"10.5296/jet.v10i1.19970","DOIUrl":"https://doi.org/10.5296/jet.v10i1.19970","url":null,"abstract":"This study investigated the effects of Reading-Writing (RW), Think-Pair-Share (TPS), and combination (RW & TPS) strategies on students’ performance in essay writing in senior secondary schools in Ondo State. The study adopted a quasi-experimental pre-test post-test four-group design as well as a descriptive survey type design. The population for the study comprised all the 25 297 public Senior Secondary School (SSS) II students of the 2019/2020 Session in Ondo State. The sample for this study was 308 SSS II students that were selected from public senior secondary schools, using a multi-stage sampling procedure. The instrument used for this study is the Essay Writing Performance Test (EWPT) which was a standardised WAEC question. The reliability of the instrument was established through the test re-test method and a reliability coefficient of 0.70 was obtained. The data collected were analysed using descriptive and inferential statistics. All hypotheses were tested at a 0.05 level of significance. The performance of students in both experimental and Control Groups in the pre-test was low and did not differ statistically this established the homogeneity of the four groups before the experiment. The result also revealed that it was only in the RW and the combination Groups that there was a significant difference in the pre-test and post-test scores of the test subjects at a 0.05 level of significance. The result also established there was a significant difference in the effects of the strategies of teaching investigated on the performance of the students in essay writing.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85695720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-03DOI: 10.11114/jets.v10i4.5669
Sahar Sanavi, John J. Matt
College student retention is a complex phenomenon influenced by a myriad of factors and with wide-ranging implications for university functions. First-year seminar is one approach to increase first-year student retention through involvement, engagement, and integration. This quantitative study examines the influence of first-year seminar on retention of first-year, full-time, four-year degree-seeking students who matriculated during the fall 2016, 2017, 2018 semester and remained enrolled for fall 2017, 2018, 2019 semester at six institutions in two Northwest states in the United States.This study utilized an odds ratio to investigate whether first-year seminar participation had a statistically significant influence on the probability of students being retained at the targeted institutions. The results of this study were not statistically significant indicating that first-year seminar participation did not have a statistically significant effect on the probability of students being retained at the study's institutions.
{"title":"The Influence of the First-Year Seminar Participation on Student Retention","authors":"Sahar Sanavi, John J. Matt","doi":"10.11114/jets.v10i4.5669","DOIUrl":"https://doi.org/10.11114/jets.v10i4.5669","url":null,"abstract":"College student retention is a complex phenomenon influenced by a myriad of factors and with wide-ranging implications for university functions. First-year seminar is one approach to increase first-year student retention through involvement, engagement, and integration. This quantitative study examines the influence of first-year seminar on retention of first-year, full-time, four-year degree-seeking students who matriculated during the fall 2016, 2017, 2018 semester and remained enrolled for fall 2017, 2018, 2019 semester at six institutions in two Northwest states in the United States.This study utilized an odds ratio to investigate whether first-year seminar participation had a statistically significant influence on the probability of students being retained at the targeted institutions. The results of this study were not statistically significant indicating that first-year seminar participation did not have a statistically significant effect on the probability of students being retained at the study's institutions.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46344660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-02DOI: 10.11114/jets.v10i4.5668
Iris Gil
Of the population in Israel, approximately 80% is Jewish and approximately 20% is Arab. In the first years following the establishment of the State of Israel, education in the Arab sector suffered from discrimination and neglect, and it appears that programs to reduce the gaps have only been introduced in recent years i.e., since 2007. The aim of the present study is to examine, in the Arab sector, kindergarten teachers’ level of awareness of the overall importance of physical activity and its importance for cultivating correct posture. To this end, a qualitative study – interviews and category analysis – of eight Israeli-Arab kindergarten teachers was conducted. The study’s findings and conclusions are that the kindergarten teachers who participated in the study had high awareness of the importance of physical activity, which should be maintained. However, their awareness of the importance of physical activity in kindergarteners for the cultivation of correct posture is very low, and there are a variety of ways to enrich them in this area.
{"title":"Recognizing The Importance of Physical Activity and Cultivating Body Posture Among Israeli-Arab Kindergarten Teachers","authors":"Iris Gil","doi":"10.11114/jets.v10i4.5668","DOIUrl":"https://doi.org/10.11114/jets.v10i4.5668","url":null,"abstract":"Of the population in Israel, approximately 80% is Jewish and approximately 20% is Arab. In the first years following the establishment of the State of Israel, education in the Arab sector suffered from discrimination and neglect, and it appears that programs to reduce the gaps have only been introduced in recent years i.e., since 2007. The aim of the present study is to examine, in the Arab sector, kindergarten teachers’ level of awareness of the overall importance of physical activity and its importance for cultivating correct posture. To this end, a qualitative study – interviews and category analysis – of eight Israeli-Arab kindergarten teachers was conducted. The study’s findings and conclusions are that the kindergarten teachers who participated in the study had high awareness of the importance of physical activity, which should be maintained. However, their awareness of the importance of physical activity in kindergarteners for the cultivation of correct posture is very low, and there are a variety of ways to enrich them in this area.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43419228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-01DOI: 10.11114/jets.v10i4.5599
M. Prado, Elaine Rossi Ribeiro, Kristian Sbolli, Paula Pontes Reis, Giovana Knapik Batista, Gabriella Giandotti Gomar
Interprofessionalism encompasses teamwork, knowledge construction, open dialogue, and respect among the peculiarities related to professional practice. This study consists of a systematic review, structured by the P.V.O. is does Primary Health Care (V - variable), favor the development of interprofessionalism (O - outcomes), during the training of higher education health students (P - population). We used searches of the PubMed (United States National Library of Medicine Service) and SciELO (Scientific Electronic Library Online) databases with descriptors from the DeCS (Descriptors in Health Sciences) and MeSH (Medical Subject Headings) platforms. The Medical Education Research Study Quality Instrument (MERSQI) was used to assess risk of bias and quality. After reading and analyzing the 15 selected articles, three categories emerged: "The dimensions of interprofessionalism in the strengthening of Primary Health Care"; "Interprofessionalism and the teaching-learning process in health"; "Perspectives for interprofessional training in higher education: challenges in implementation and possible solutions". Primary Health Care favors the development of interprofessionalism in many countries, especially in Brazil. However, it is up to the academic staff to use this strategy to advance interprofessional competencies in health education. It is indicated that more didactic-pedagogical resources on interprofessional education be developed and implemented, in such a way that Primary Care is the focal point for the development of interprofessionalism.
{"title":"Interprofessional Education and Integration with Primary Care: A Systematic Review","authors":"M. Prado, Elaine Rossi Ribeiro, Kristian Sbolli, Paula Pontes Reis, Giovana Knapik Batista, Gabriella Giandotti Gomar","doi":"10.11114/jets.v10i4.5599","DOIUrl":"https://doi.org/10.11114/jets.v10i4.5599","url":null,"abstract":"Interprofessionalism encompasses teamwork, knowledge construction, open dialogue, and respect among the peculiarities related to professional practice. This study consists of a systematic review, structured by the P.V.O. is does Primary Health Care (V - variable), favor the development of interprofessionalism (O - outcomes), during the training of higher education health students (P - population). We used searches of the PubMed (United States National Library of Medicine Service) and SciELO (Scientific Electronic Library Online) databases with descriptors from the DeCS (Descriptors in Health Sciences) and MeSH (Medical Subject Headings) platforms. The Medical Education Research Study Quality Instrument (MERSQI) was used to assess risk of bias and quality. After reading and analyzing the 15 selected articles, three categories emerged: \"The dimensions of interprofessionalism in the strengthening of Primary Health Care\"; \"Interprofessionalism and the teaching-learning process in health\"; \"Perspectives for interprofessional training in higher education: challenges in implementation and possible solutions\". Primary Health Care favors the development of interprofessionalism in many countries, especially in Brazil. However, it is up to the academic staff to use this strategy to advance interprofessional competencies in health education. It is indicated that more didactic-pedagogical resources on interprofessional education be developed and implemented, in such a way that Primary Care is the focal point for the development of interprofessionalism.","PeriodicalId":89971,"journal":{"name":"Journal of education and training studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47333619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：