Exploring the challenges and ethical requirements of medical sciences education during COVID-19: a qualitative study

The controversial role of ethics in clinical education and its ability to draw the attention of a large audience is inevitable. The issues and challenges of the COVID-19 pandemic have transformed the clinical education environment. This study was conducted to explore the challenges and ethical requirements of medical sciences education during the COVID-19 pandemic in 2020. The study was qualitative research and the instrument was a semi-structured interview. The participants included faculty members of the basic and clinical Sciences at Iran University of Medical Sciences. After 16 rounds of interviews, theoretical saturation was achieved. Qualitative data were analysed using conventional content analysis, which resulted in 81 preliminary codes and 28 sub-categories. Finally, two themes of "ethical challenges" and "ethical requirements", and 10 categories were achieved. The sub-categories were consisted of "being patient-centred", "social accountability of curriculums", "ethical challenges of the clinical environment", "the poor performance of the clinical faculty members and students", "being justice-centred", "raising awareness", "observing clinical research ethics", "preservation and promotion of mental health", "patient confidentiality", and "respect for individuals". We hope the ethical challenges in medical education that were created due to the emergence of Covid-19 can be reduced and eliminated by defining a framework for ethical requirements.

Perception of 1 MBBS students about educational environment through ‘DREEM’ questionnaire

In an undergraduate (UG) medical education program, the educational environment is a critical factor of effective outcomes. Because it is a proven approach for this assessment in medical schools, the Dundee Ready Education Environment Measure (DREEM) was employed in this study.1. To assess the student’s perception of the educational environment using the Dundee Ready Educational Environment Measure (DREEM) questionnaire among 1st-year undergraduate medical students. 2. To identify the strengths and weaknesses in student’s educational environment.A cross-sectional study was carried out among first-year medical students. To obtain student perceptions of the educational environment, a widely accepted DREEM questionnaire was employed. The DREEM questionnaire is divided into five sections, each of which has 50 statements that are rated on a five-point Likert scale (0–4). The questionnaire was distributed to consented individuals (n=150) after receiving ethical approval. The filled questions were collected and statistically evaluated. The data were presented as mean and standard deviation, frequency, and percentages. The responses were analyzed and interpreted using McAleer and Roff's practical recommendations.There was a 100% response rate. The average DREEM score was 124.9 ± 50 (62.46%). Among the five DREEM dimensions, students' perceptions of learning received the highest score (65.63%), while students' perceptions of the environment received the lowest (59.31 %).Statements “I have good friends in this college”, “My social life is good” and “I am confident about passing this year” scored ≥ 3 of 4 points.“A more positive than negative perception,” according to the total mean DREEM score. Student confidence, social life, instructor knowledge, encouragement to participate in a teaching session, teacher preparedness, and having excellent friends on campus received the most positive answers. However, there is space for development in areas where there is a lack of expertise, such as student ennui and creative teaching.

Young People as Transformative Citizens Fighting Climate Change

The government of Indonesia has launched environmental policies to address the risks of climate change at the national to local levels and involves all elements of development: economy and business, education, environment and forestry, and transportation. In fact, behavioral change is seen as unsustainable, particularly in people's everyday lives. As this problem emerges, Indonesian young people through youth-led environmental organizations hold environmental activities to alternatively introduce and educate communities and schools to recognize and identity climate change impacts. The author then presents two successful youth organizations: Greenpeace Youth Indonesia (GYI) and the Indonesian Students Climate Forum (ICSF). GYI's actions are more stirred with Greenpeace's ideology, which focuses on direct campaigns, protest, and young activist mobilization, while ICSF's repertoires for mitigating climate changes are more community schools-based educational outreach. Although both of them are distinct in nature, their works have been transformative and applicable.

Gamification in Classroom Management

This chapter is going to focus on the topic of gamification in classroom management. In this context, firstly, the definition, characteristics, theories of class management, and the strategies used in classroom management are going to be defined, and then gamification as the next generation strategy is going to be discussed. Although there are many studies on classroom management strategies that have been designed to make the education environment more effective in the literature, the use of these strategies in classroom applications may vary according to the practitioner and the classroom climate. However, it is seen that gamification has become increasingly important with the change in the perspectives and expectations of people and the advancement of the methods and techniques used in education.

The Effect of Female College Students' Perception of VR on the Expectation of VR-using Beauty Education

In the era of the 4th industrial revolution, various 4th industrial technologies are being used in the beauty industry. Therefore, education courses using the 4th industrial technology are needed for beauty education as well. Therefore, this study tried to apply to beauty education by empirically examining the perception of VR and expectations for VR applied beauty education among beauty major learners. A total of 106 beauty-related learners from 1st to 4th grade participated in the study. As a result of analyzing the perception of VR, there was a statistically significant difference according to the grades (p<.01), and the higher the grade, the higher the perception of VR. In addition, the perception of VR was found to have a statistically significant (p<.001) positive (+) correlation with educational, immersion, interest, and deviance by sub-factors of VR applied beauty education expectations. It was found that the higher the awareness, the higher the educational, immersive, interesting, and deviant factors of VR applied beauty education expectations. These results confirm the learners' expectations for the operation of beauty courses using VR and the necessity of developing VR-using beauty courses in the beauty education environment. Therefore, in beauty education, it is necessary to quickly realize the development and operation of beauty education courses using VR in line with the 4th industrial revolution era, thereby reviving the expectations of learners. For follow-up research, it is necessary to develop a VR-using beauty course or study after the course is operated.

Project PROBE (Providing Research- Based Opportunities for Better Education): Addressing Gaps through Research in Education

This research determined the effectiveness of Project PROBE (Providing Research-Based Opportunities for Better Education) in addressing gaps on teachers’ research capabilities and utilization. Parameters were based on the School PPA Evaluation Tool from a total population of 25 teachers who were the recipients of the project. Through descriptive research design, findings from the evaluation of Project PROBE for the school year 2020 – 2021 were collected and interpreted using weighted mean and analysis of emerging themes. Data suggested that Project PROBE is highly evident as it obtained the overall mean score of 4.92 for Goals and Objectives; 4.99 for Relevance; 5.00 for Time Management; 4.96 for Student Participation; 4.92 for Internal and External Stakeholders Participation; 5.00 for Management of Resources; 4.95 for Effectiveness to Learning Outcomes Results; and 5.00 for Documentation/Accomplishment Report. Further, this is validated by the comments and suggestions provided by the respondents in the assessment of GFINHS PPA Evaluation Tool. Relatively, the outcome is consistent with a multitude of research that suggested that despite the pandemic, educators continuously seek resiliency and education reform. They acknowledged that research skills are critical to sustainable and lifelong learning. Hence, being teachers as researchers, they are innovators, curriculum drivers, agents of school transformation, and directors of their own professional growth. It can also be suggested that this study is vital for opening a better and greater avenue to recognize teachers’ efforts and contributions to the field of research. It will also help in bolstering education environment that spearheads innovations and practices which are evidenced-based for a wider community of greater benefit. you can type your own text. Keywords: teacher-research, research capabilities, research utilization, education research

Library staff support with Fourth Industrial Revolution's application to provide information resources to remote clients during the COVID-19 library services

PurposeThe Fourth Industrial Revolution (4IR) and the Coronavirus Disease 2019 (COVID-19) have challenged the academic libraries system with a paradigm shift that has never been experienced before. This article highlights how the library staff offered support with the 4IR to the remote during the COVID-19 era; to ensure that the provision of information resources does not halt because of the imposed lockdown COVID-19 regulations. The purpose of this study was to examine the library staff support with 4IR's application to provide information resources to remote clients during the COVID-19 library services.Design/methodology/approachThe study was anchored by the positivism research paradigm and used a quantitative research approach. Microsoft Form was used to design an online questionnaire to collect data from the library staff working in a distance education environment in Gauteng Province of South Africa. The collected data were analyzed using the Statistical Package for the Social Sciences (SPSS).FindingsThe findings discovered that the library staff was keen on job innovation; however, the COVID-19 restrictions were a major cause for the library staff not to provide information resources to remote clients effectively.Research limitations/implicationsThe 4IR has both positive and negative effects on the library staff and the remote clients. To ensure that academic libraries fully embrace the 4IR; it is imperative to examine how the remote clients affected by digital divide can benefit from this revolution since they do not have access to adequate gadgets such as laptops/personal computers/tablets/smartphone/iPods and data for Internet connection.Practical implicationsThis study contributed to the Library and Information Science's (LIS) field by adding value to the knowledge base concerning how the library staff working in academic libraries operating in a distance education environment in Gauteng Province of South Africa offered support to the remote clients during the COVID-19 pandemic that impacted the drastic adoption of the 4IR.Social implicationsStakeholders, library management and policymakers gained insight to revisit the existing library staff support regarding mentoring, coaching training remote clients on how to access and download online information resources. This is inspired by the fact that COVID-19 significantly influenced library services' value for knowledge by facilitating policy changes and aligning with 4IR.Originality/valueThe study greatly influences policymakers and information practitioners to mobilize new methods of library staff support.

Análise do ambiente educacional de uma escola médica brasileira à luz das demandas do ensino remoto

A necessidade de distanciamento social provocou impactos na formação médica, que já sofria processo de mudanças. Com a adoção do ensino remoto, ocasionada pela pandemia da Covid-19, as escolas médicas revisaram práticas educativas e a relação professor-aluno em novos cenários. Nosso objetivo é analisar o ambiente educacional de um curso de graduação de medicina contextualizando-o à nova realidade, identificando aspectos do curso que devem ser revistos para favorecer as transformações necessárias. Aplicamos questionários sociodemográficos e Dundee Ready Education Environment Measure (DREEM) a alunos do primeiro, terceiro e sexto anos do curso de medicina de uma universidade pública brasileira entre agosto e novembro de 2019. Os alunos avaliaram negativamente o ambiente educacional, sendo aspectos concernentes à motivação, uso inadequado do tempo, incentivo à educação permanente percebidos como pouco estimulados e que precisam ser melhorados, objetivos pedagógicos pouco esclarecidos e professores autoritários. Na análise dos dados destacamos as percepções dos alunos sobre motivação e estímulo para aprender; relação professor-aluno; autonomia e estímulo à educação continuada; avaliação, e prática de feedback. Os resultados indicam que a adoção de metodologias de ensino centradas no professor não favorece a participação ativa do aluno e não o encoraja à construção do conhecimento. A modalidade remota de ensino exige ressignificar práticas educativas e lugares ocupados por professores e alunos no processo de ensino-aprendizagem. Atividades de aprimoramento docente, revisão dos métodos de ensino e de avaliação, e maior participação de alunos e professores nos processos de mudança são necessárias.

Explore the Impact of Technology on Chinese Student Academic Misconduct

This article discusses the relationship between students' honest behavior and science and technology from the perspective of science and technology. In the era of advanced science and technology, what strategies should schools take to prevent students' academic integrity. According to what reasons students choose to achieve higher academic achievement through academic misconduct, different methods are proposed to prevent students from academic misconduct. From the psychological point of view of three ways, education policy and high-tech means will effectively prevent cheating, so as to create a fair and just education environment.