Knowledge of recent medical graduates and views of stakeholders and teachers regarding medical ethics and professionalism in Bangladesh

Medical education aims to produce competent medical professionals and gives emphasis on competency-based learning in Bangladesh. Medical ethics and professionalism are considered as a core competency. A competent physician can ensure patient-centered health care system. This was an effort to obtain data regarding the knowledge of recent medical graduates and the opinion of medical educational stakeholders and teachers about medical ethics and professionalism at undergraduate medical education in Bangladesh. This mixed-method study was conducted in two rounds. The Round I was conducted from January 2018 to June 2019 for assessing the knowledge of 308 recent medical graduates towards medical ethics and professionalism. In Round II, key informant interviews were conducted among 30 medical educational stakeholders and teachers from July 2020 to December 2020. Data were collected by pre-tested self administered semi-structured questionnaire and interview guidelines. The percentages of recent medical graduates who could give correct answers regarding autonomy, justice, presenting a subject to visual social media, breaching of confidentiality, organ donation and medical certificate were 19.8%, 54.9%, 73.1%, 37.3%, 91.6% and 74.4% respectively. Most of the medical educational stakeholders and teachers (80%) expressed their opinion related to curriculum. They also suggested for practicing ethics (20.0%) and training (20.0%). A gap was observed in the knowledge regarding medical ethics and professionalism of recent medical graduates. To improve practice of ethics and professionalism, enhancement of the knowledge by incorporating “medical ethics and professionalism” in curriculum might be considered. A separate compulsory module for training on medical ethics and professionalism can be added at pre-internship period for the recent medical graduates. Bangladesh Journal of Medical Education Vol.13(1) January 2022: 40-48

Peningkatan Keterampilan Dasar Mengajar Mahasiswi PGPAUD pada Kelas Microteaching Melalui Metode Drill and Practice

Microteaching is a compulsory subject taken by students of program study PG PAUD semester VI. The purpose of this activity is to improve understanding and basic skills of teaching PAUD students in Microteaching classes using drill and practice methods. The research method used in this research is Classroom Action Research, there are 4 stages in this activity, namely: planning, action, observation and reflection. The data collection technique used an observation technique using an observation sheet related to eight basic teaching skills and the data analysis technique used was descriptive qualitative. The results of this research in the practice session of cycle II there was an increase in almost all female students who succeeded and were able to apply the eight basic teaching skills in their teaching practice, only a few who had not succeeded because they could not control time, were still nervous and this could be overcome with a lot of work practice, and still having difficulty in choosing the right language and easy to understand for early childhood. Recommendations from this research are aimed at educational stakeholders where this increase occurs because of the training process (practice) that occurs repeatedly and the evaluation or reflection of each student who appears, there are real and direct examples of being able to develop every aspect of basic teaching skills in each student.

Suicide and the Role of Educational Institutions: A 30-Year Systematic Review

Suicide is the second leading cause of death in the 15–29 age group worldwide, and is a severe public health problem worldwide. Adolescent and young adult individuals primarily attend educational institutions which can play an essential role in detecting and preventing suicide. For this reason, the purpose of this research is to examine the role that educational institutions play in suicide prevention. A systematic review was conducted to determine what educational institutions and agents are identified in the literature when addressing suicide. The systematic review yielded 58 articles published over the last 30 years. The results show that a wide variety of educational stakeholders are required to intervene for suicide prevention between primary education and college. Overall, educational suicide initiatives report positive effects on participants’ understanding, attitudes, and beliefs regarding suicide and suicide prevention, although some studies have expressed some caution. The different types of programs and recommendations are discussed.

Building a Model for Observing the Educational Practice of Mathematics Teachers

This study relies on a theoretical perspective to provide a model that can be used to observe the educational practice of mathematics teachers. To this end, various existing observation instruments are studied, which, in the case of mathematics, aim to observe the teaching practice employed in the classroom, without considering the before and after of the implementation, which is what characterizes the professional task of teaching. Indicators that emerge from the teaching practice are proposed, together with the teacher’s knowledge and reflection constructs, based on three phases: for, in, and on the educational practice. As a result, understanding the educational practice of mathematics teachers would allow various educational stakeholders (teachers, administrators, instructors of teachers, and others) to focus their attention on what elements develop so as to improve how students are taught, and consequently learn, mathematics.

Impact of Multi-Sensory Phonics Programs in Teaching English as an Additional Language

Complexity of the various needs that come with English language learners (ELLs) beyond language learning (such as learning gaps, social and cultural differences, etc.) and increased numbers of English language learners in Canadian schools have led educational stakeholders to seek ways to promote reading improvement. While literature points out the relevance of systematic phonics instruction in reading and the importance of form-focused instruction (FFI) in English language learning, multi-sensory phonics programs (MSPPs) appear to be an effective reading tool that embodies them both. Although evidence on the efficacy of these programs is copious in students with learning difficulties, little is known about MSPPs in connection with English language learning. As a result, this integrative literature review explores the notable benefits of MSPPs, their connection with ELL instruction, and how successful program implementation may depend on teacher training.

Students and Teachers' Perceptions on English Online Teaching-Learning in Sumbawa Island during Covid-19: Challenges and Strategies

This study aims at examining students and teachers’ perceptions on problems and solutions in online English classrooms during Covid-19 outbreak. This qualitative study reports of four students and four teachers purposefully selected in five junior high schools in Sumbawa Island, West Nusa Tenggara, Indonesia. The data are collected through semi-formal interview. Open coding technique is used for analyzing the text data manually. The findings showed that both the students and the teachers mostly faced internet data and connectivity issues. The teachers also experienced challenges in technology utility and pedagogical aspects such as teaching method and time management, while the students have also struggled in processing the learning input and sometimes were less motivated. All of the participants utilized some ways to deal with internet and connectivity problems, such as finding WI-FI, conducting a blended-learning classroom, and seeking help and support from friends and colleagues. Moreover, most of the teachers recommended that the school principal or educational stakeholders take initiatives to train them in instructional technology and competency in teaching. Thus, the implementation of the online learning during the Covid-19 pandemic, especially in rural area, caused various problems for teachers and students, as well as triggered them to seek for the solutions and put their constructive wishes on the schools and educational stakeholder.

When School Comes to Community: Considering the Socioethnic Environment in Educational Reform for Gypsy Populations in a French City

In this paper, I explore the dynamics of an educational reform aimed at transforming individual and collective attitudes towards school among Gypsy/Roma families living in urban spaces of advanced social marginality. In Perpignan, Gypsy/Roma people are highly marginalized, living in a deprived urban environment (violence, unemployment, poor housing conditions, female-headed households, problematic night life) and following their cultural and customary rules and values. These play a crucial role in weak school performance. In 2005, city riots pushed municipal, community, and educational stakeholders to act. Policymakers implemented an experimental national policy in Perpignan from 2007 to 2015, in which they treated education as the cornerstone of necessary change. This public policy opened schools to their social and ethnic environment, as socioenvironmental settings were utilized as a performative tool for school achievement and success.

Factors affecting students’ choice of educational administration major: Why do students join the program?

<p>The study examined factors affecting Behavioral Intention (BI) regarding students’ choice of educational administration as their major. Samples were taken from Indonesian students. The process was begun with the adaptation of survey instruments from previous studies validated through content validity. In testing the normality, Skewness and Kurtosis values were computed. Reliability assessment was applied through Cronbach’s alpha. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were both conducted for the constructs. In examining the relationship, Structural Equation Modeling (SEM) analysis using AMOS 23.0 was applied to 257 responses. The findings informed that two relationships were significant while the other two are insignificant. Perceived Behavioral Control (PBC) and Attitude (AT) significantly predicted BI, while Subjective Norm (SN) and Facilitating Condition (FC) did not significantly predict BI. The current study can expand an in-depth contribution and reference for further researchers as a basis of the empirical evidence in relation to the validated survey questionnaire. Access to the questionnaire may contribute to educational stakeholders establishing policies to improve students’ interests in studying in an educational administration study program.</p>

Phonological features that predict accentedness, comprehensibility, and perceived teaching suitability in Arizona K-12 teachers

Motivated by a proposed administrative practice that would have discriminated against non-native English speaking (NNES) teachers, this study described an extensive phonological analysis on speech samples from ten certified Arizona teachers to investigate linguistic features that differentiate native English speaking (NES) teachers from NNES teachers. In addition, educational stakeholders (n = 141) impressionistically evaluated the speech samples for comprehensibility, accentedness, and perceived teaching suitability. Phonological features were used to predict listeners’ ratings on these three constructs. Multiple phonological features were found to predict comprehensibility, accentedness, and perceived teaching suitability, but each construct was predicted by a unique set of features. Lastly, stakeholders’ evaluations of NES and NNES teachers were analyzed. Despite individual variability in many of the features of NNES and NES teachers’ speech, educational stakeholders rated NNES teachers as more accented, less comprehensible, and less suited to teach.

A High-Stakes Approach to Response Time Effort in Low-Stakes Assessment

<p style="text-align: justify;">Response times are one of the important sources that provide information about the performance of individuals during a test process. The main purpose of this study is to show that survival models can be used in educational data. Accordingly, data sets of items measuring literacy, numeracy and problem-solving skills of the countries participating in Round 3 of the Programme for the International Assessment of Adult Competencies were used. Accelerated failure time models have been analyzed for each country and domain. As a result of the analysis of the models in which various covariates are included as independent variables, and response time for giving correct answers is included as a dependent variable, it was found the associations between the covariates and response time for giving correct answers were concluded to vary from one domain to another or from one country to another. The results obtained from the present study have provided the educational stakeholders and practitioners with valuable information.</p>