Experience-dependent learning of behavioral laterality in the scale-eating cichlid Perissodus microlepis occurs during the early developmental stage

Behavioral laterality—typically represented by human handedness—is widely observed among animals. However, how laterality is acquired during development remains largely unknown. Here, we examined the effect of behavioral experience on the acquisition of lateralized predation at different developmental stages of the scale-eating cichlid fish Perissodus microlepis. Naïve juvenile fish without previous scale-eating experience showed motivated attacks on prey goldfish and an innate attack side preference. Following short-term predation experience, naïve juveniles learned a pronounced lateralized attack using their slightly skewed mouth morphology, and improved the velocity and amplitude of body flexion to succeed in foraging scales during dominant-side attack. Naïve young fish, however, did not improve the dynamics of flexion movement, but progressively developed attack side preference and speed to approach the prey through predation experience. Thus, the cichlid learns different aspects of predation behavior at different developmental stages. In contrast, naïve adults lost the inherent laterality, and they neither developed the lateralized motions nor increased their success rate of predation, indicating that they missed appropriate learning opportunities for scale-eating skills. Therefore, we conclude that behavioral laterality of the cichlid fish requires the integration of genetic basis and behavioral experiences during early developmental stages, immediately after they start scale-eating.

Teachers and students opinion regarding updated MBBS curriculum 2012 in a teaching hospital.

The modern concept of a curriculum originally derived from the Latin word for a race course. Undergraduate medical education is part of a continuum of education and training.The new curriculum is structured to provide a balance among learning opportunities through integrated teaching system. This study was carried out to explore the views of teachers and students regarding the current undergraduate medical curriculum. This cross-sectional descriptive study was conducted between October 2019 to October 2020 among the teachers and students of a private medical college and hospital (MH Samorita medical collegesandhospital) in Dhaka Bangladesh. The sample size were 100 in total. Most of the participants suggested for changes in overall existing MBBS curriculum. Highest satisfaction was seen in content related to learning objectives that were 90% and highest dissatisfaction was seen in Phase distribution of subjects that were 89%.However, they were satisfied with present pattern of course content, objectives, evaluation system and carry on system. Teachers and students evaluation may prove useful if analyzed further to overcome the shortcomings of existing MBBS curriculum. Bangladesh Journal of Medical Education Vol.13(1) January 2022: 27-32

The Pandemic Context and Quality of Life for Youth in Constanta County

The COVID-19 pandemic had an unprecedented impact on Romanian people. For almost two years the changes in the everyday life of the inhabitants of our country happened with such speed and dramatic consequences, that it raised the question about the perception of Romanian people regarding their perceived quality of life. A sample of 1796 young people, all residents of Constanta County, aged between 18 and 25 years old, was assessed with a survey made by the authors, concerning their perception on the quality of their life in the fields of health, self-esteem, goals and values, financial, professional, leisure, learning, family and social environment, and emotional regulation. Of all the themes we studied, this research tries to identify the differences regarding the quality of life between rural and urban residents. We obtained statistical significant differences regarding goals and values, learning opportunities and emotional regulation. Results are discussed in the end of the paper in the context of the on-going changes still caused by the Covid-19 pandemic

Maximizing experiential co-curricular programs through Stakeholders’ Theory: An explanatory mixed methods study

Background: Some medical schools offer co-curricular experiential education programs. Despite the established value of such experiences, there are no published studies that reflect upon the systematic integration of perceptions of primary stakeholders, whose engagement is necessary for program continuity. Purpose: To showcase how stakeholders’ theory can be deployed to holistically evaluate the quality of experiential learning opportunities and the value they offer to all stakeholders. Methodology/Approach: Based on a sequential explanatory mixed methods design, data was solicited from 14 Program Organizers, 107 Participating Students, and 107 Onsite Mentors. Findings/Conclusions: The Program Organizers strongly agreed (95.5%) that the co-curricular program is efficacious. A majority of Participating Students rated the overall quality-of-experience as excellent (81.6%), and most Onsite Mentors rated students’ attendance as excellent (88.7%). There was a dependency between Participating Students’ attendance and extent to which they were engaged in teamwork. The qualitative analysis generated the “Global Citizenship” conceptual framework. Implications: Stakeholders’ theory can be leveraged to broaden the analytic scope of experiential learning, encapsulating the development that occurs at the community level due to individuals’ engagement. This conceptual framework can be utilized by other institutions to guide the development of similar co-curricular programs.

If you build it, will they come? Assessing coaches’ perceptions of a sport psychology website

Sport psychology has become widely applied in coaching practices to assist in athletic success. Despite the increased use, there is a lack of evidence-based sport psychology information available to coaches in the form of informal sources. The aim of this study was to conduct a pilot test to explore coaches’ perceptions and use of an evidence-based sport psychology website. Eight coaches participated in semi-structured interviews. Based on engagement, five of the coaches’ data was analyzed using thematic analysis on their experiences and revealed two main themes, website use and website enhancements. The remaining three coaches’ data was analyzed for their reasons for having limited engagement with the website and used to help identify ways it could be enhanced. In general, coaches perceived the website to be a reliable source that offered practical information (e.g. worksheets) that could be used directly with athletes, and was perceived as easy to navigate and to access information. There were, importantly, various improvements suggested for the website including delivery modality and guides for navigating the order for reading the information. This study offers evidence on the value of online resources in providing coaches with informal and evidence-based sport psychology learning opportunities, and also addresses a number of barriers to engagement as insight for website developers.

Exploring undergraduate nursing students’ experiences towards home-based learning as pedagogy during the COVID-19 pandemic: a descriptive qualitative exploration

Background The global COVID-19 pandemic has led to the need for educators to explore online platforms in delivering lessons to students. Home-based learning is one of the most commonly-used teaching methods that allow learning to take place despite a physical separation between the students and the educators. Methods A descriptive qualitative approach was used to explore the experiences of nursing undergraduates when using home-based learning as a pedagogy during the COVID-19 pandemic. Data were collected from twenty-three nursing students (n = 14 in year one; n = 9 in year two) of their full-time pre-registration nursing program in a public-funded university in Singapore. Semi-structured interviews using an interview guide was conducted through Zoom-based video-conferencing from November 2020 to January 2021. The interview lasted between 45 and 65 min (median = 45 min). Data collection took place concurrently with thematic analysis through Braun and Clarke’s six-step approach. This study was reported according to the Consolidated Criteria for Reporting Qualitative Research. Results Three main themes identified during the data analysis were: (1) challenges of home-based learning, where students detailed their experiences and difficulties encountered during the process; (2) the effectiveness of home-based learning, which explored the pedagogy’s impact on the students’ learning experience; and (3) students’ motivation to learn, where the effects on student morale and motivation in partaking in learning tasks were discussed. Conclusions Results from this study suggested that universities should incorporate more home-based learning opportunities as home-based learning to continue playing a crucial role in the foreseeable future. Universities should continue to incorporate more home-based learning opportunities into the existing nursing curriculaa in order to test their capacities and address technical challenges in online learning. Future studies should also consider incorporating other pedagogical strategies when conducting lessons online.

Knowledge, Justice, and Equity

This chapter explores how systemic differences across schools in Australia contribute to equality or inequality in Indigenous students' learning opportunities, specifically access to the school curriculum needed to progress to university. Equitable access to the academic curriculum is particularly important for Indigenous students because they are impacted by a range of issues affecting school completion, achievement, and university participation. This research focuses on one aspect of the key transition from school to university, examining whether Indigenous students experience a greater range of challenges in gaining the prerequisite requirements for university study than other students of similar circumstances. In exploring these issues, the authors adopt a position of curricular and epistemic justice, arguing that “doing justice” with power-marginalized learners involves changing the basis for thinking about the nature of knowledge and how knowledge is valued.