Journal articles on the topic 'Medicine Study and teaching (Higher) Australia Case studies'

Students from three undergraduate programs at James Cook University, Queensland, Australia, studying combined first-year anatomy and physiology courses, showed different academic achievement in physiology. Physiotherapy students were more active and social when completing learning tasks and achieved significantly higher grades in physiology compared with students enrolled in Sport and Exercise Science and Occupational Therapy programs. To promote academic engagement and achievement by all three groups, discussion questions, case studies, and study guides were included. The aim of this study was to investigate the effectiveness of using these modified resources to promote active learning, enhance academic social interactions, and provide a supportive learning environment. The occupational therapy students showed increased academic achievement (from 57.9 to 66.5%) following implementation of the new resources, but there was no change in the already high-performing physiotherapy students (73.1%) and, more concerningly, the sport and exercise science students (from 54.6 to 56.7%). Fewer sport and exercise science students had prior learning in chemistry (30.4% of participants) and also spent little time outside class studying (8 h/wk), compared with the physiotherapy cohort (70.0% chemistry; 13 h/wk studying). Findings of this research demonstrate that creating a supportive and active learning environment are important factors in promoting the learning of physiology for some cohorts. Background knowledge, academic self-regulatory skills, and the experience of teaching staff are factors that must be considered when endeavoring to increase student academic achievement. Future studies should examine the effect of students’ academic self-regulation and the use of remedial chemistry classes when learning physiology.

ObjectivesPeople with serious life-limiting disease benefit from advance care planning, but require active identification. This study applied the Gold Standards Framework Proactive Identification Guidance (GSF-PIG) to a general hospital population to describe high-risk patients and explore prognostic performance for 12-month mortality.MethodsProspective cohort study conducted in a metropolitan teaching hospital in Australia. Hospital inpatients on a single day aged 18 years and older were eligible, excluding maternity and neonatal, mental health and day treatment patients. Data sources included medical record and structured questions for medical and nursing staff. High-risk was predefined as positive response to the surprise question (SQ) plus two or more SPICT indicators of general deterioration. Descriptive variables included demographics, frailty and functional measures, treating team, advance care planning documentation and hospital utilisation. Primary outcome for prognostic performance was 12-month mortality.ResultsWe identified 540 eligible inpatients on the study day and 513 had complete data (mean age 60, 54% male, 30% living alone, 19% elective admissions). Of these, 191 (37%) were high-risk; they were older, frailer, more dependent and had been in hospital longer than low-risk participants. Within 12 months, 92 participants (18%) died (72/191(38%) high-risk versus 20/322(6%) low-risk, P<0.001), providing sensitivity 78%, specificity 72%, positive predictive value 38% and negative predictive value 94%. SQ alone provided higher sensitivity, adding advanced disease indicators improved specificity.ConclusionsThe GSF-PIG approach identified a large minority of hospital inpatients who might benefit from advance care planning. Future studies are needed to investigate the feasibility, cost and impact of screening in hospitals.

Students are excited by the possibilities presented through digital technologies and their applicability across a broad range of industries. Digital literacy has been identified as a foundational 21st Century skill by the Australian Government (2020, p. 4), which is ‘essential for individuals to participate effectively in today’s society’. The need for strong transferable skills has accelerated during the pandemic as many industries have migrated to digital contexts. Digital literacy is a transferable skill sought after by employers, alongside other emerging transferable skills required for 21st Century success, including critical thinking, creativity and problem-solving (FYA 2017, p. 8). In this paper, we will provide a case study of authentic assessment in an innovative digital literacy course at an Australian university, designed to support students from underrepresented backgrounds to build transferable skills for degree study and future careers. Authentic assessment provides opportunities for meaningful learning as students complete assessments aligned with their aspirations and career interests: ‘Authenticity automatically gives relevance to the learning journey; relevance encourages engagement and enthusiasm, which should bring about meaningful learning’ (ACEL 2016). The scaffolded course design focuses on embedding professional practice through authentic assessment. Recent student projects include: an infographic of wellbeing techniques for children designed for educational contexts, an informative website to support refugees, a share-economy inspired app for deep cleaning, an infographic on sustainable architecture, a blog on brand development, and a review of robot programming for IT students. We will provide strategies for authentic assessment through technology-enhanced learning, which will offer insight and inspiration for educators interested in adopting these approaches. Choice is a key element of course design, allowing students to demonstrate key concepts through the creation of unique and meaningful projects. First, students demonstrate threshold concepts, then they follow industry practice to pitch and produce an individual digital project. Course design is grounded in Universal Design for Learning (UDL) and enabling pedagogy (Stokes 2017). UDL techniques, including multiple modes of representation, action and expression, and engagement, support the learning of all students (CAST 2011). Enabling pedagogical approaches work to support the development of confidence, capability and agency, while valuing the strengths individual students bring (Stokes 2021). Students aiming for diverse fields have followed their interests to create digital projects aligned with their career aspirations, from game development to health apps, business sites to educational modules, critical digital reviews to music videos, animations to augmented and virtual reality content. Production work is negotiated with tutors, who provide guidance and mentorship, following a production company ethos. Students adhere to industry standards for copyright and ethical practice in assessments, while building their professional portfolio and skills for future success. The combination of digital literacy and authentic assessments motivates students to follow their passions and create digital products they care about. This approach has resulted in outstanding student evaluations and learning outcomes, above average retention, and institutional recognition through a Digital Learning citation. Importantly, this approach supports students to build professional skills and knowledge for emerging industries and future career opportunities. References ACEL. (2016). Authentic learning: what, why and how? e-Teaching, 10. http://www.acel.org.au/acel/ACEL_docs/Publications/e-Teaching/2016/e-Teaching_2016_10.pdf Australian Government. (2020). Foundation Skills for Your Future Program: Digital Literacy Skills Framework, Canberra: Commonwealth of Australia. Australian Technology Network. (2020). ATN joint statement on authentic assessment, Australian Technology Network. https://www.atn.edu.au/news-and-events/latest-news/atn-joint-statement-on-authentic-assessment CAST. (2011). Universal Design for Learning Guidelines Version 2.0. Massachusetts: Wakefield. Foundation for Young Australians (2017). The new work smarts. https://www.fya.org.au/report/the-new-work-smarts Stokes, J. (2017). Inclusion and engagement by design: Creating a digital literacy course to inspire diverse learners in an​ Australian university enabling program. International Studies in Widening Participation, 4(2), 65–78. https://novaojs.newcastle.edu.au/ceehe/index.php/iswp/article/download/85/103 ​ Stokes, J. (2021). Those skills to take on the world: developing capitals through university enabling programs. The International Journal of Learning in Higher Education, 28 (2), 133-146. DOI: 10.18848/2327-7955/CGP/v28i02/133-146

The Covid-19 pandemic had a dangerous impact on early-childhood education, lost learning in almost all aspects of child development. The house-to-house learning, with the name Moving Home Learning Program (MHLP), is an attractive offer as an emergency remote teaching solution. This study aims to describe the application of MHLP designed by early-childhood education institutions during the learning process at home. This study used a qualitative approach with data collection using interviews, observation, and documentation. The respondents involved in the interview were a kindergarten principal and four teachers. The research data were analyzed using the data content analysis. The Findings show that the MHLP has proven to be sufficiently in line with the learning needs of early childhood during the Covid-19 pandemic. Although, the application of the MHLP learning model has limitations such as the distance from the house that is far away, the number of meetings that are only once a week, the number of food and toy sellers passing by, disturbing children's concentration, and the risk of damage to goods at home. The implication of this research can be the basis for evaluating MHLP as an adaptive strategy that requires the attention of related parties, including policy makers, school principals, and teachers for the development of new, more effective online learning models. Keywords: Moving Home Learning Program (MHLP), Children Remote Teaching References:Abdollahi, E., Haworth-Brockman, M., Keynan, Y., Langley, M. J., & Oghadas, S. M. (2020). Simulating the effect of school closure during COVID-19 outbreaks in Ontario , Canada. BMC Medicine, 1–8. https://doi.org/https://doi.org/10.1186/s12916-020-01705-8 Arends, R. I., & Kilcher, A. (2010). 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Pembelajaran PAI Berbasis Moving Class di SMP Negeri 1 Gudo Jombang. Attaqwa: Jurnal Ilmu Pendidikan Islam, 16(September), 113–125. Hew, K. F., Jia, C., Gonda, D. E., & Bai, S. (2020). Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00234-x Hodges, C. B., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. Educase Review. Hussein, E., Daoud, S., Alrabaiah, H., & Badawi, R. (2020). Children and Youth Services Review Exploring undergraduate students ’ attitudes towards emergency online learning during COVID-19 : A case from the UAE. Children and Youth Services Review, 1–7. https://doi.org/10.1016/j.childyouth.2020.105699 Işıkoğlu, N., Ero, A., Atan, A., & Aytekin, S. (2021). 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Islamic studies is an in-demand discipline area in Australia, including both classical Islamic studies and contemporary Islamic studies. While the field of classical Islamic studies has evolved over the centuries alongside the needs of the societies it serves, it has, nevertheless, remained within a well-established Islamic framework. This type of knowledge is sought by many, especially Muslims. Contemporary Islamic studies also plays a critical role in understanding Islam and Muslims in the contemporary context. The higher education sector in Australia contributes to this knowledge base via the Islamic studies courses it offers. This article discusses the positioning of the higher education sector in fulfilling Islamic educational needs, especially in the presence of other non-accredited education institutions such as mosques and madrasas. Despite the presence of other educational institutions, the higher educational sector appeals to a large pool of students, as evidenced by the number of Islamic studies courses offered by fourteen Australian universities. The teaching of classical Islamic studies in the higher education sector is not without its challenges. These challenges can be overcome and have been overcome to a large degree by the Centre for Islamic Studies and Civilisation (CISAC), Charles Sturt University (CSU). CISAC was used as a case study, as it is the largest Islamic studies department offering the greatest number of classical Islamic studies focused courses with the highest number of Islamic studies students in Australia. This article, overall, demonstrates that there is an ongoing need for Islamic studies to be taught, both in a classical and contemporary capacity, in the higher education sector.

“Education, therefore, is a process of living and not a preparation for future living. John DeweyThe current study examines the impact of John Dewey’s democratic educational principles on the recent educational reforms in New South Wales, Australia, using data collected through semi-structured in-depth interviews, with open-ended questions, as part of case studies designed for this purpose. The participants in this study are all Australian educators (n=60), undertaking full-time and part-time academic posts, involving learning and teaching activities at universities and other higher educational institutions/providers in Sydney, Australia. As part of the case studies, the individual, personal, and professional teaching and learning journeys of the educators are sketched in details in relation to John Dewey’s four (4) key democratic educational reformative principles. Finally, this research study concludes by providing a realistic response to the following question: Given the current liberal and relatively democratic educational system in New South Wales, are the Australian educators truly given the opportunity to create a positive and constructive future vision for Australia, in general, and the Australian graduates, in particular. The current study further provides a realistic and clear-cut description of the hurdles facing the current educational system in New South Wales, Australia.

During the COVID-19 pandemic, teachers from higher education faced challenges on how to adequately adjust their teaching from a face-to-face to an online format to train future teachers properly. The study aimed to illustrate participants' experiences regarding their training during virtual courses in an international Asian HE institution. The applied methodology was qualitative, with a case study as a research design, intending to understand participants' experiences and adjust the training model for virtual classes in a particular Asian context. The participants were MA and Ph.D. in education students enrolled in the Instructional Models class, delivered online. Data collection consisted of (a) a focus-group discussion (with five participants) lasting for one hour and a half; (b) document analysis (15 students' journals); (c) video records for five micro-teaching; (d) one study group that lasted for 60 minutes organized to reflect on the 14 micro-teaching lessons. After thematic coding of data, the results revealed participants' empowering experiences during training, with challenges and success in conducting micro-teachings for virtual classes. The participants recommended including more micro-teaching sessions to master the teaching strategies demonstrated and introducing basic training in using technology for those who did not have technological skills. With empowering but still challenging teaching experiences, for further studies, the recommendation is to apply the training model in an online context, for both pre-service and in-service teachers, from different levels of education.

Abstract There are several ways of preserving water covering technical, legal and cultural aspects. More recently, Rainwater Harvesting (RWH) has become one of the popular means of water-saving. A few studies on RWH system at place of worship have been undertaken; however, there has not been any detailed study in Australia. This research aims to explore how Islamic scripture can be used to promote water conservation among the Muslim community, specifically, this examines the feasibility of a RWH system at St Marys Islamic Centre, New South Wales, Australia where a RWH system is proposed to supplement mains water for regular uses such as washing, gardening, and socio-religious functions. Based on local daily rainfall data, a water balance model has been developed to estimate reliability of a RWH system at the proposed location. The preliminary result shows that for a 10 kL tank size, the average reliability of the proposed RWH system is 69% for 400 people. However, if the tank size increases, reliability also increases and therefore, higher tank size is needed at the proposed site. Finally, this result will be useful to understand the effects of Islamic motivation and RWH on water preservation. It is also expected that the outcomes of this research will promote water conservation in places of worship and community centres across Australia and other countries.

The profile of university students has changed in recent years. The use of the Internet and social networks has fostered immediacy in everyday life. Added to this is the fact that in recent years the number of students known as “sisi” generation has increased, that is, students who study and work at the same time. For this student profile, not only is a master class enough, but, given the effort they make to be able to train -in person or online (e-learning)- we must, at least, take into account different techniques or tools that can help encourage participation, motivate students and facilitate the acquisition and assimilation of the knowledge exposed in the training sessions. In this line, we present a teaching case in which gamification tools applicable to education were used in order to report an experience that makes the use of this type of programs or gamification techniques to be valued and taken as a reference when teaching. in a context of higher education both in the face-to-face environment and in the online environment. In the present study, the experience of applying gamification tools or techniques, both in face-to-face studies and in online studies, has been satisfactory for the students and, as they indicate, has helped them in their learning. In line with other authors, our didactic case corroborates the results of the improvement in the understanding and learning of students in higher education.

To address the need for greater flexibility in access to higher education, an online graduate course in physiology using case studies was developed and offered in summer 2012. Topics in both animal and human physiology were organized as modules that contained a case study with questions, a prerecorded online lecture, and three research journal articles. We followed best practices for teaching and learning in distance education, including the preparation of materials before the course starting date, a discussion board for responding to pre- and postcase discussion questions, and prompt reply to student queries. For exams, students generated their own questions based on new cases and developed their own case study for the final project. Although only 20% of students had previously taken an online course, all students stated that they would recommend this course to others. Postcase assessment indicated that students found the cases interesting, informative, and presented at the appropriate level. Most students said that the online course took them more time but that they learned more content and used the primary literature more than in a traditional class. Our results indicate that a well-organized physiology course using a case study format is a very effective model for online learning.

This presentation focuses on a transdisciplinary approach to innovative and collaborative learning practices driven by technology. It highlights two salient elements associated with industry practices and processes in relation to learning and educational contexts: empowerment of individuals and communities of practice through technology, and a broader consideration of industrial approaches to the concept of learning and teaching enhanced within a digital environment. More precisely, this presentation will feature some of the key theoretical frameworks used in three different settings of learning and teaching in France with regards to the life-long learning approach thanks to Social and Emotional Learning (SEL) (WEF, 2016). It will also discuss the positive effect of the Internet and its affordances (Southerton & Taylor, 2020) on reducing the differences between theoretical and applied knowledge via professional-focused communities (Danvers, 2003). Thus, it will briefly explain that spatial and cognitive learning proximities (Lave & Wenger 1991; Fruchter, 2001) can be reduced by virtue of technology (Anders, 2016; Antonczak, 2019; Glazewski & Hmelo-Silver, 2019) and that ‘computer-supported collaborative learning’ methods can facilitate social and shared problem-solving (Sawyer, 2005; Levallet & Chan, 2018; Presicce et al., 2020) without the ‘restriction of time and place’ (Cheng et al., 2019, 489). Additionally, it will point out some aspects of problem-solving through ‘emancipatory learning and social action’ (Merriam, 2001, 9) through the use of ‘actual’ content and ‘actionable feedback’ (Woods & Hennessy, 2019) enhanced by digital tools and tactics. Next, it will focus on three case studies by concisely presenting key specifics for each of the courses, including the various digital tools used and followed by some quick interim reflections. Then it will summarise the challenges and the barriers encountered across the different practices such as virtual delivery, the size of the students' groups and some connectivity considerations. It will be followed by the principal advantages and opportunities, like the professionalisation dimension through interactive and authentic learning enhanced by affordances. And it will conclude with some managerial recommendations as experiential and practical methods (knowledge codification) thanks to industry-based teaching supported by digital technologies. The presentation will close with the overall conclusion in relation to digital technology and some of the key 21st-century career skills. In general, the findings will be of interest to academics, practitioners and policymakers. The added value of this transdisciplinary investigation is that it improves research on collaborative innovation and collective knowledge by creating a bridge between the fields of Education and Business. 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International Journal of Educational Technology in Higher Education, 15(1), 1-16. Fruchter, R. (2001). Dimensions of teamwork education. International Journal of Engineering Education, 17(4/5), 426-430. Glazewski, K. D., & Hmelo-Silver, C. E. (2019). Scaffolding and supporting the use of information for ambitious learning practices. Information and Learning Sciences, 120(1/2), 39-58. Hase, S. & Kenyon, C. (2007). Heutagogy: A child of complexity theory. Complicity: An International Journal of Complexity and Education, 4(1), 111-119. Lave, J. & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press. Levallet, N., & Chan, Y. E. (2018). Role of Digital Capabilities in Unleashing the Power of Managerial Improvisation. MIS Quarterly Executive, 17(1), 1-21. Lewin, K. (1947). Group decision and social change. Readings in Social Psychology, 3(1), 197-211. McKenney, S., & Reeves, T. C. (2013). Systematic review of design-based research progress: Is a little knowledge a dangerous thing?. Educational Researcher, 42(2), 97-100. Makri, S., Ravem, M., & McKay, D. (2017). After serendipity strikes: Creating value from encountered information. Proceedings of the Association for Information Science and Technology, 54(1), 279-288. Mascheroni, G., & Vincent, J. (2016). Perpetual contact as a communicative affordance: Opportunities, constraints, and emotions. Mobile Media & Communication, 4(3), 310-326. Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult and Continuing Education, 89, 3-13. Pont, B. (2013). Learning Standards, Teaching Standards and Standards for School Principals: A Comparative Study. Rapport no. EDU/WKP(2013)14. Centre of Study for Policies and Practices in Education (CEPPE). 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Studies here are the to determine effects of the quality accreditation to a training program on aim, teaching method, test and assessment methods and content, outcomes to students. Consider the fields and the professions, skills and attitudes that the curriculum must address to support graduate outcomes for students. Analyze the challenges for higher education leaders to appropriate industry requirements and the effects on faculty perceptions and capacity to design a transformative educational program for students. Comparing the difference between a curriculum only has concentrated on meeting requirements and follows quality accreditation standards with a curriculum focus to experiment for students. A case study for universities in Australia and Vietnam have been considered, compared and recommended.

The purpose of this study is to explore the employability skills required in different countries/cultures and to further explore how cultural differences influence teaching/learning techniques required to equip students with required employability skills. Data were collected from 158 human resource managers working in different organizations and 169 faculty members who were engaged in teaching business graduates in four culturally different countries: Australia, China, Saudi Arabia, and Pakistan. SPSS version 20 was used to calculate the average and compute the values. Results of this study indicated that employability skills for business graduates vary among different counties/cultures but the five employability skills are common regardless of cultural differences: entry-level digital skills, problem-solving skills, organizational skills, decision making, and goal-oriented skills. In addition, the findings of this study also indicated that teaching/learning techniques such as case studies, conventional lectures, and simulations, etc., are not completely culture-sensitive and could be used in almost every country/culture. The findings of this study will be helpful for higher educational institutions, vocational training centers, and other stakeholders to use in determining the most effective teaching/learning techniques to equip the students with the employability skills required in their country/culture including common employability skills and make their graduates more employable.

The COVID-19 pandemic of 2019 meant higher education was forced to delivering education online. For most, the transition to emergency remote teaching was a natural next step to support continuity of education. However, there were some examples where education remained on campus. Where after taking all COVID-19 safety measures of social distancing, hand hygiene measures and other health protocols, institutions decided to continue to deliver face-to-face on-campus offerings with limited capacity. The COVID-19 and higher education literature have focused primarily on rapid digitalisation. This manuscript adds value to the literature by focusing on three case studies of on-campus delivery for faceto-face teaching in the classroom and practical lessons during the pandemic in Australia, the United Kingdom, and Pakistan. The changes to the learning process affected students’ interactions with the lecturer, other students, and the equipment they were learning to use. Also, it affected interactions with each other in practical activities due to limited numbers of participants, motivation in learning and achieving learning outcomes. Not only the students, but the lecturer’s capability in delivering the course was affected by fatigue due to spending more time teaching within a ‘COVID-19 safe’ environment. This study will provide important documentation on the effect of COVID-19 on on-campus delivery, as well as opportunities to support greater student engagement in class environments through the sharing of learning equipment, fostering positive motivation, managing learning outcomes, and self-monitoring of lecturer capability in more highly stressful teaching and learning environments practical training affected.

Due to growing demand from students and facilitated by innovations in educational technology, institutions of higher learning are increasingly offering online courses. Subjects in the hard sciences, such as pathophysiology, have traditionally been taught in the face-to-face format, but growing demand for preclinical science courses has compelled educators to incorporate online components into their classes to promote comprehension. Learning tools such as case studies are being integrated into such courses to aid in student interaction, engagement, and critical thinking skills. Careful assessment of pedagogical techniques is essential; hence, this study aimed to evaluate and compare student perceptions of the use of case studies in face-to-face and fully online pathophysiology classes. A series of case studies was incorporated into the curriculum of a pathophysiology class for both class modes (online and face to face). At the end of the semester, students filled out a survey assessing the effectiveness of the case studies. Both groups offered positive responses about the incorporation of case studies in the curriculum of the pathophysiology class. This study supports the argument that with proper use of innovative teaching tools, such as case studies, online pathophysiology classes can foster a sense of community and interaction that is typically only seen with face-to-face classes, based on student responses. Students also indicated that regardless of class teaching modality, use of case studies facilitates student learning and comprehension as well as prepares them for their future careers in health fields.

The activity of Na+-K+ ATPase is altered in sickle cell disease (SCD), which affects serum electrolyte levels. This alteration is associated with several complications in sickle cell patients. This study evaluated the serum levels of sodium, potassium, and chloride in patients with SCD. The study was a case-control cross-sectional study involving 120 SCD patients in the steady state and 48 ‘healthy’ controls. The SCD patients were made up of 69 HbSS patients and 41 HbSC patients. Serum electrolyte levels (Na+, K+, and Cl−) were measured using a Flame Atomic Absorption Spectrometer (Variant 240FS; Varian Australia Pty Ltd). Serum sodium levels were significantly lower in the sickle cell patients, compared with their ‘healthy’ counterparts ( P = .0001). Although the study found significantly higher serum levels of potassium in the SCD patients ( P = .0001), there was no significant difference in serum chloride levels between patients with SCD and the controls ( P = .098). Serum sodium and chloride levels were not significantly different in both HbSS and HbSC patients ( P = .197 and P = .553, respectively). The level of serum potassium in the HbSS patients was, however, significantly higher compared with those with the HbSC genotype ( P = .0001). There is higher efflux of K+ from the intracellular into the extracellular space in HbSS patients, which may lead to red cell membrane dysfunction and associated complications.

Abstract In recent decades, universities have experienced substantial change. Several studies in Brazil and abroad adopted a critical perspective on the marketization of higher education. This paper contributes to this stream of research and focuses on the transformation of a large private university in Brazil. After an investment fund acquired an equity stake in this university, the institution implemented new teaching and administrative practices and adopted values embraced by private financial organizations and a set of so-called modern management methods. We present the case and discuss the perspectives for private higher education institutions and their faculties. We also claim that private universities should be theorized as hybrid organizations. Finally, we speculate on the vectors that could contribute to a positive transformation of private universities.

Objective: In Australia and comparable countries, case management has become the dominant process by which public mental health services provide outpatient clinical services to people with severe mental illness. There is recognition that caseload size impacts on service provision and that management of caseloads is an important dimension of overall service management. There has been little empirical investigation, however, of caseload and its management. The present study was undertaken in the context of an industrial agreement in Victoria, Australia that required services to introduce standardized approaches to caseload management. The aims of the present study were therefore to (i) investigate caseload size and approaches to caseload management in Victoria's mental health services; and (ii) determine whether caseload size and/or approach to caseload management is associated with work-related stress or case manager self-efficacy among community mental health professionals employed in Victoria's mental health services. Method: A total of 188 case managers responded to an online cross-sectional survey with both purpose-developed items investigating methods of case allocation and caseload monitoring, and standard measures of work-related stress and case manager personal efficacy. Results: The mean caseload size was 20 per full-time case manager. Both work-related stress scores and case manager personal efficacy scores were broadly comparable with those reported in previous studies. Higher caseloads were associated with higher levels of work-related stress and lower levels of case manager personal efficacy. Active monitoring of caseload was associated with lower scores for work-related stress and higher scores for case manager personal efficacy, regardless of size of caseload. Although caseloads were most frequently monitored by the case manager, there was evidence that monitoring by a supervisor was more beneficial than self-monitoring. Conclusion: Routine monitoring of caseload, especially by a workplace supervisor, may be effective in reducing work-related stress and enhancing case manager personal efficacy.

The purpose of this study is to systematically review the socio-critical research on teaching physical education (PE) and PE teacher education (PETE) between 1999 and 2014. The procedure followed a four-phase approach: (a) searching publications through four international databases; (b) meeting inclusion criteria; (c) refining selection to identify specifically research-based papers; and (d) expert searching based on the research team’s knowledge. The selection process yielded 23 articles mainly from Australia, New Zealand, the USA and Spain. Most of the research was authored collaboratively by male and female authors affiliated to universities. A lack of authorship shared with participant students, teachers or student teachers was observed. Qualitative approaches were the predominant methodology used in the selected studies. An inductive content analysis identified five major themes: evaluations in secondary school; evaluations in higher education; provocative studies; studies on assessment; and studies on participants’ experiences and views. Teaching and curriculum problems and difficulties, new ways of approaching them and potential solutions to moral struggles in teaching were analysed within these themes. Most of the socio-critical research reviewed involved both a postmodern ontology and innovative research designs to investigate the new and complex world of PE and PETE. This review exhibits the reduced impact on social change and the difficulties in developing socio-critical research and enacting critical pedagogy. However, the findings of our study preserve the momentum of socio-critical research that fights to keep its place in the field of teaching PE and PETE.

Abstract Objectives This study aimed to evaluate the effectiveness and efficiency of competency-oriented clinical laboratory teaching combined with case-based learning (CBL) and improve the examination of students’ competence of laboratory medicine. Methods A total of 107 medical laboratory medicine interns at the Affiliated Hospital of Xuzhou Medical University from June 2017 to July 2019 volunteered to participate in the study and were randomly assigned into a control group with training of the traditional teacher-centered method, and an experimental group under a CBL teaching program. Student basic theory tests and skill assessment were designed to evaluate what the students gained from their internship when they completed their studies at the Affiliated Hospital of Xuzhou Medical University. Results Compared to students in the control group taught with the teacher-centered method, those in the CBL teaching program had significantly higher theory test scores and skill assessment scores on average. Competencies with particularly significant improvement included identification and processing of instrument alarm information, analysis of test results, identification and solution of the problem, as well as identification and reporting of the critical value and clinical communication. Conclusions The competency-oriented teaching method combined with CBL is an effective method for improving students’ professional knowledge, increasing language expression, and enhancing interpersonal relationship and teamwork, which is worthy of being promoted in laboratory medicine teaching.

This study examines the impact of John Dewey’s democratic educational principles on the reforms of the Lebanese educational system using data collected through semi-structured in-depth interviews, with open-ended questions, as part of case studies designed for this purpose. The participants in this study are all academics, facilitators, intellectuals and scholars of a Lebanese decent (n=30), undertaking full-time and part-time academic posts, involving learning and teaching activities at universities and other higher educational institutions/providers in Lebanon and in the diaspora (United States of America and Australia). As part of the case studies, the individual, personal, and professional teaching and learning journeys of the educators are sketched in details in relation to John Dewey’s four (4) key democratic educational reformative principles. Moreover, the current research study finally concludes by providing a realistic response to the following question that currently lingers in every academic Lebanese mind and on every Lebanese, scholar’s lips, namely, given Lebanon’s current liberal and relatively democratic educational system, are the Lebanese intellectual reformers truly given the opportunity to create a positive and constructive future vision for Lebanon through its educational system. The current chapter further provides a realistic and clear-cut description of the hurdles facing the current Lebanese educational system, including the scholars, intellectuals, and academics, residing in both Lebanon and in the diaspora. The current study further provides an elaboration on how such hurdles to actual and realistic reforms in Lebanon are impacting on the country’s brain drain phenomenon, as witnessed during the unfortunate latest Lebanese crisis (1975-1991), and post-crisis (1992-present) periods, which, in itself, act as a vicious circle, heavily contributing to the continuously deteriorating state of the current public Lebanese educational system.

Background: Clozapine is the most effective medication for treatment refractory schizophrenia, but is associated with cardiac adverse drug reactions. Myocarditis and cardiomyopathy are the most serious cardiac adverse drug reactions although reported rates of these conditions vary in the literature. We systematically reviewed and meta-analysed the event rates, the absolute death rates and case fatality rates of myocarditis and cardiomyopathy associated with clozapine. Methods: PubMed, EMBASE and PsycINFO were searched for studies that reported on the incidence of cardiomyopathy or myocarditis in people exposed to clozapine. Data were meta-analysed using a random effects model, with subgroup analysis on study size, time frame, region, quality, retrospective vs prospective, and diagnostic criteria of myocarditis or cardiomyopathy. Results: 28 studies of 258,961 people exposed to clozapine were included. The event rate of myocarditis was 0.007 (95% confidence interval [CI] = [0.003, 0.016]), absolute death rate was 0.0004 (95% CI = [0.0002, 0.0009]) and case fatality rate was 0.127 (95% CI = [0.034, 0.377]). The cardiomyopathy event rate was 0.006 (95% CI = [0.002, 0.023]), absolute death rate was 0.0003 (95% CI = [0.0001, 0.0012]) and case fatality rate was 0.078 (95% CI = [0.018, 0.285]). Few included studies provided information on criteria for diagnosis of myocarditis and cardiomyopathy. Event rates of cardiomyopathy and myocarditis were higher in Australia. Conclusion: Clarity of diagnostic criteria for myocarditis remains a challenge. Observation bias may, in part, influence higher reported rates in Australia. Monitoring for myocarditis is warranted in the first 4 weeks, and treatment of comorbid metabolic syndrome and diabetes may reduce the risk of cardiomyopathy. The risks of myocarditis and cardiomyopathy are low and should not present a barrier to people with treatment refractory schizophrenia being offered a monitored trial of clozapine.

The article considers the problem of formation of future educational managers’ professional experience in making management decisions while using the case study method. Theoretical substantiation of expediency of use of case study in formation of professional competence of future managers of education during acceptance of management decisions is given: the concept of case study as specially prepared educational material is defined; the advantages and disadvantages of the case study are clarified; case requirements are outlined; some aspects of its implementation in the educational process of the institution of higher pedagogical education are traced, the approximate algorithm of the teacher’s and student’s work on the case is given; the author’s approach to the use of case studies inthe training of future education managers is presented. The authors theoretically substantiate the use of case studies in the process of forming professional and ethical competence of future education managers during making management decisions, and giveexamples of its implementation during the course “Pedagogical Ethics” and “Decision Theory”. The comparative characteristics of traditional and interactive teaching methods are made, and the possibilities of integration of different methods during the organization of work with the case are given. The algorithm of actions in work on a case is offered, and methodical recommendations on theorganization of work on a case in group and methodical recommendations for the teacher on the organization of work with a case are given.The research was performed on the research topic “Formation of a competent teacher in the educational environment of higher education” (registration number 0111U007536) of the Department of Pedagogy and Educational Management of Pavlo Tychyna Uman State Pedagogical University. To solve the research problems, the analysis of scientific sources on research problems, observation of theeducational process with the use of information and communications technologies, namely the case study, were used. Keywords: case; case study; professional competence; competency approach; professional and ethical competence; future education managers; educational process; management decision.

Limited studies investigate the high school teachers’ challenges and ­strategies while teaching science and mathematics in English as the target language through the ­content and ­language integrated learning (CLIL) approach. Hence, this study aimed to ­investigate the ­challenges that science and math teachers encounter and the strategies they employ while fostering students’ development of proficiency in English as the target language in ­physics, ­chemistry, biology, and mathematics courses in the International General Certificate of ­Secondary ­Education (IGCSE) and International Baccalaureate Diploma Program (IBDP). The study utilized ­various qualitative tools such as semi-structured interviews, open-ended ­questionnaires, and lesson ­observations to analyze science and math teachers’ strategies and challenges at a case school in eastern Turkey. The study revealed that as part of the CLIL approach, the ­participant teachers indicated various challenges such as a lack of vocabulary repertoire, translation ­problems, and weak foundational knowledge. They used common strategies such as group work ­interactions, interdisciplinary activities, individualized feedback, the promotion of higher-order thinking skills, inquiry-based learning, and reinforcement of language used to deal with these ­challenges. The study presents further implications for good practices and recommendations to resolve ­challenges.

Education in Indonesia, there is a development of a curriculum called “Curriculum 2013 Revised 2018”. The curriculum is integrated with 21st century learning. From the implementation of the “Curriculum 2013 Revised 2018”, Indonesian government pioneered HOTS-based learning programs (Ditjen GTK, 2018). HOTS learning is applied in teaching materials in the form of Student Activity Sheets (LKPD). LKPD which was developed on the subject of the Trade Accounting Practicum, is expected to be able to achieve the learning objectives by applying the HOTS program which is contained in questions in the form of company transaction documents so that they are not narrative-based. LKPD is prepared with case studies of three different company criteria and an integrated presentation of cases in the form of a company's financial cycle. The purpose of this study was to determine the feasibility of the LKPD developed as teaching materials. In this study using the 4D-Thiagarajan research model which includes the stages: Define, Design, Develop and Dessiminate. However, it is limited to the Develop stage. The research method uses qualitative methods and quantitative methods. The data collection instrument used two types of questionnaires, namely open questionnaires and closed questionnaires. In the data analysis from the results of the feasibility study of the developed LKPD, the results of product validation were obtained with an average rating of "Very Appropriate" from the assessment of material feasibility, language feasibility and graphic feasibility.

ObjectivesThe aim of this study was to increase the knowledge level of community pharmacists in Croatia to identify and resolve drug-related problems (DRPs).DesignBefore/after survey study.SettingUniversity of Split School of Medicine.Participants115 community pharmacists from all over the Croatia.InterventionsAn interactive 3-day clinical pharmacy workshop with the goal of increasing the knowledge level of community pharmacists in Croatia to identify and resolve DRPs in routine practice. Teaching methods were based on interactive clinical case solving.Outcome measureChange of the community pharmacists’ knowledge based on preworkshop and postworkshop evaluation. A survey-based clinical knowledge measurement tool was used in order to evaluate the efficacy of the workshop. The lowest possible total score was 0 and the highest was 80. A higher survey score indicates a higher level of clinical knowledge to identify and resolve DRPs.ResultsParticipating pharmacists had significantly higher postworkshop mean survey score (49.1±8.0) than the preworkshop mean survey score (42.9±8.2), with the mean score difference of 6.2 (95% CI 4.3 to 8.1). Furthermore, it was found that community pharmacists significantly increased their survey scores, regardless of their age.ConclusionsInteractive and case-based clinical pharmacy workshop could be a valuable tool to increase the knowledge of community pharmacists about identification and management of DRPs in routine practice. However, further studies are necessary to evaluate the long-term knowledge maintenance and the improvement in patients’ clinical outcomes.

Abstract Introduction/Objective If pathology education is to be efficacious, it must embrace the ramifications of cognitive load of the learners, to optimize the capacity of the working memory. When undergraduate students commence their learning of pathology, they encounter a heap of new data and classifications. Simplifying these intricate systems into assimilable subschemas and items is key for effective transfer of knowledge. The minimization of the profundity of intrinsic cognitive load is essential, considering that its impact on pathology beginners is often left unaccounted, both in active learning as well as in traditional methods of instruction. In today’s digital generation, digital pathology plays a key role by intertwining disease morphology with clinical presentation and fortifying its pathophysiologic basis. We designed a teaching methodology utilizing digital pathology to evaluate its effect on cognitive load. Methods/Case Report Active learning was implemented online using digital pathology, molecular pathology, and laboratory data in case-based setting with question-answer sessions. In small groups, students were encouraged to analyze digital pathology slides with the help of annotations and identify areas of histopathological significance. They utilized this information further to make an accurate diagnosis and answer corresponding questions, with access to answers available later, complemented with algorithms and concept maps. A 14-item structured questionnaire was delivered afterwards to evaluate the efficacy and popularity of the exercise. Results (if a Case Study enter NA) End-of-term examination results showed that learners developed higher-order comprehension skills along with a greater potential in interpreting histopathological data towards solving case studies. Feedback revealed a higher degree of overall satisfaction and increased ability to retain information. Conclusion Digital transformation of pathology education provides the kind of framework where learning happens naturally - developing in small boosts of progress until expertise is achieved, and students appreciate the value of the ‘learned thing’ along with the real utility of that knowledge. The innovative approach utilizing digitization and integration offers the opportunity of decrement in intrinsic cognitive load by invoking students to build better, reliable, long-lasting, supportable and inclusive schemata while correlating the relevant incoming information with previously stabilized knowledge and consolidating the entirety of understanding.

Globalization has made it possible for international students to pursue their studies overseas. Malaysia is one of the leading destinations for these students to continue their studies, and this aligns with our vision to achieve the internationalization of higher education by the year 2025. This intense initiative has made our educational institutions recognized globally towards world prestigious educational hub. In relation to this, this article aims to analyze the international students' feedback on their experience in the self-sufficiency adapting process that has become the stakeholders' focus. The study uses the qualitative approach by utilizing the semi-structured interviews of 40 international students in the first year of their study in selected public universities. The findings of the study show a positive relationship between the students’ self-sufficiency and their academic performance. The factors contributing to the different self-sufficiency adaptation of the students were discussed in the context of the recognition for the public university’s reputation, current courses offered by the university, the courses’ marketability, English as the medium use in the university teaching delivery, customers’ satisfaction, and the guaranteed quality services coordination, and. continuous accreditation recognition. The findings will become valuable information for future international students planning to further their study overseas. The findings can also be used as guidelines by the university’s management in understanding the implication of self-sufficiency and sustainability on international students’ academic performance.

The teaching-learning process must constantly overcome the barriers imposed by rapid scientific and technological advances, as well as changes in the profiles of students and access to information. This study intended to analyze the perceptions of students and professors of medical courses of the teaching-learning strategies used in physiology at different Brazilian universities as well as the factors that influence or hinder the learning of this discipline. Questionnaires were analyzed from 174 students and 16 professors of physiology from medical courses of 20 higher education institutions (public and private) in a southern Brazilian state. The teaching strategies most used by physiology teachers coincided with the classroom activities that students consider to have the greatest contribution to their learning (expository classes/lectures, tests and questionnaires, problem-based learning/clinical case studies, and demonstrative/practical classes). It was also evidenced that teachers’ didactic is considered as a very influencing factor for the students during their learning process, whereas the teachers pointed out daily pedagogical practice as the most relevant factor in the development of their skills within the classroom. In addition, some factors hindering the teaching-learning process of physiology were identified by the respondents, such as large amounts of information, little time for study outside the classroom, previous knowledge, and intrinsic difficulty of the discipline. Finally, students tended to study alone and generally used teachers’ slides and their own notes as study materials. The continuous assessment of the perceptions, needs, and difficulties of students and teachers plays an essential role in improving the teaching-learning process.

Purpose The purpose of this paper is to explore four Korean teacher learners’ academic experiences in an Australian Teaching English to Speakers of Other Languages (TESOL) master’s programme. By investigating the ways they encounter the overseas teacher education programme and how to interact with different meanings, this study reveals Korean teacher learners’ multiple selves and several meaning systems embedded in them. The understandings from the case provide some implications for curriculum internationalisation in higher education as well as TESOL. Design/methodology/approach Interviews, a focus group discussion and metaphors were used as data, and from these narratives, the participants’ experience was categorised into the programme’s aspects of the methods, contents and applicability, materials and usefulness, assessment criteria and feedback and communication and support. Each interview was undertaken in a library for around one and a half hours. At the end of the interviews, participants were required to produce a metaphor of desirable teacher/lecturer roles. For triangulation, a focus group discussion was conducted for approximately two hours, in which three participants could represent social worlds, evaluate them and establish themselves as members of particular groups. All the questions were semi-structured and about teaching and learning experiences in Korea and Australia and ideas of lecturers’ roles, practices and desirable pedagogy. Findings From the analysis of the participants’ experiences in these, it was revealed that their identity was tangled with that of the (English) teacher, consumer, (international) student and non-native speaker. The meaning systems of these identities were based on the mixture of the Korean traditional and Western or modern educational values: positive attitude towards communicative language teaching and its contexutalisation, pursuit of practical knowledge and pragmatic ideas, favour for discussions and getting confirmation from authorities and being positioned in the weak and using different communication rules, etc. Research limitations/implications From the insights from this case, the lecturers and programme coordinators in intercultural TESOL courses will gain some ideas for a curriculum responsive to international needs. While it cannot be denied that the small scale of the study has limitations for generalisation, this research will be one of the required literatures which examines East Asians or Koreans in Western academic institutions, given that this qualitative study complements the findings of the quantitative studies by specifically disclosing the ways Korean teacher learners’ identity and the meaning systems of desirable pedagogies. Practical implications For the curriculum internationalisation in TESOL and several higher education (HE) courses, the lecturers’ and the institutions’ awareness of cultural differences and reducing stereotyping, language support and being explicit about new rules in the new game and communication for support and respectful and professional encounters are essential, alongside the learners’ voluntary endeavour for academic adaptation in their overseas learning. Social implications The effort to understand each other in education is a good start for intercultural communication, that is, curriculum internationalisation in TESOL as well as higher education. Originality/value Different from other studies in similar areas, this study discloses the multiple selves/identities and meaning systems of the teacher learners in TESOL, by maximising the benefits of a qualitative study. The understandings from this approach help the researcher draw out practical implications for curriculum internationalisation in TESOL and HE.

ObjectivesComprehensive reporting of surgical disease burden and outcomes are vital components of resilient health systems but remain under-reported. The primary objective was to identify the Victorian surgical burden of disease necessitating treatment in a hospital or day centre, including a thorough epidemiology of surgical procedures and their respective perioperative mortality rates (POMR).DesignRetrospective population-level observational study.SettingThe study was conducted in Victoria, Australia. Access to data from the Victorian Admitted Episodes Dataset was obtained using the Dr Foster Quality Investigator tool. The study included public and private facilities, including day-case facilities.ParticipantsFrom January 2014 to December 2016, all admissions with an International Statistical Classification of Diseases-10 code matched to the Global Health Estimates (GHE) disease categories were included.Primary and secondary outcome measuresAdmissions were assigned a primary disease category according to the 23 GHE disease categories. Surgical procedures during hospitalisations were identified using the Australian Refined Diagnosis Related Groups (AR-DRG). POMR were calculated for GHE disease categories and AR-DRG procedures.ResultsA total of 4 865 226 admitted episodes were identified over the 3-year period. 1 715 862 (35.3%) of these required a surgical procedure. The mortality rate for those undergoing a procedure was 0.42%, and 1.47% for those without. The top five procedures performed per GHE category were lens procedures (162 835 cases, POMR 0.001%), caesarean delivery (76 032 cases, POMR 0.01%), abortion with operating room procedure (65 451 cases, POMR 0%), hernia procedures (52 499 cases, POMR 0.05%) and other knee procedures (47 181 cases, POMR 0.004%).ConclusionsConditions requiring surgery were responsible for 35.3% of the hospital admitted disease burden in Victoria, a rate higher than previously published from Sweden, New Zealand and the USA. POMR is comparable to other studies reporting individual procedures and conditions, but has been reported comprehensively across all GHE disease categories for the first time.

The purpose of this investigation was twofold: (a) to identify age, gender, educational background, athletic playing experience, teaching experience, coaching experience, and administrative experience of athletic directors (ADs) of historically black colleges and universities {HBCUs), and (b) to compare these data with data collected in previous studies on ADs of predominantly white colleges and universities. A 20-item questionnaire was designed, and copies were mailed to the 80 ADs of the HBCUs listed in the 1988-1989 National Directory of College Athletics. Fifty-five (68.8%) ADs returned the questionnaire; of these, 53 were black males, 1 was a black female, and 1 was a white male. Although the results revealed that ADs of HBCUs possessed many of the characteristics of ADs of predominantly white colleges and universities, there were differences found between the ADs of this study and those of earlier studies: (a) ADs of HBCUs were, on the average, 5 years younger in age, (b) a higher percentage of ADs of HBCUs held master's and doctorate degrees, (c) a higher percentage of ADs of HBCUs currently had teaching and/or coaching responsibilities, and (d) the median salary ranges were lower for ADs of HBCUs than for ADs of predominantly white colleges and universities. As was the case in earlier studies, few ADs held degrees in sport administration,

Teaching English at higher education institutions regardless of students’ area of specialization ignores their individual differences, needs, wishes, interests and goals. The most important and problematic question in teaching and learning is whether the course is effective or not. The effectiveness of the course is strongly related to learners’ attitudes, needs, expectations, satisfaction, and achievement. English for Specific Purposes is student-task oriented, and the basic insight into this trend is to offer course design, content and materials by being responsive to target language learners' own agenda. In this respect, the English language needs of undergraduate medical students in Kazakhstan were investigated by means of a case study conducted with the students of the Faculty of General Medicine at the West Kazakhstan Marat Ospanov Medical University. 52 students (14 males and 38 females) in their first and second year of studies participated in a quantitative survey during the spring semester of the academic year 2020-2021. A questionnaire was adapted from the previous studies in this field (Ait Hattani, 2019; Kayaoglu, Dag Akbas, 2015; Tang, Zeng, 2020), and included items on students’ attitudes towards the English course, identify their language strengths and weaknesses, and shed light on their language needs. The findings of the study will suggest practical implications for ESP course design for medical students.

Introduction: Survival of patients with malignant melanoma primarily depends on tumor stage. Hungarian National Cancer Registry does not specify tumors according to TNM stages. Aim: The authors aimed to survey the stage distribution of melanomas at the Department of Dermatology, Dermatooncology and Venerology, Semmelweis University. Method: 1160 patients (558 males and 602 females, aged 60.5±16 and 57±17 years, respectively) diagnosed with cutaneous melanoma between 2004–2009 were included. Results: In comparison with international studies, the case distribution was favorable in stages IA and IV, i.e. the proportion of early melanomas was relatively high (IA: 43.8%), while the incidence in stage IV was low (0.4%). In stages IB–IIA the incidence was significantly lower, while in IIC, IIIA, IIIB it was higher as compared to published data from Western-Europe, Australia and the United States. Conclusions: The study underlines the necessity of prevention and awareness campaigns that may result in increase of early diagnosis of melanomas. Orv. Hetil., 2013, 154, 969–976.

In the past decade, the World Class University discussion has become rampant due to the integral role that higher education plays in any economy&#39;s aspiration to compete globally while still pursuing sustainability. This article reports on a study that explored the roles played by world-class universities (WCUs) in fostering sustainability initiatives and practices in the African context. The article harnesses a document review approach that facilitates in-depth document analysis using two world-class institutions in Africa: The University of Cape Town in South Africa and American University in Cairo in Egypt as case studies. This study finds that world-class institutions in the two countries have rigorous, comprehensive sustainability organisations, synthesised and adopted from international agreements and concepts. The sustainability organisation is characterised by a less hierarchical approach to its management and leadership. Sustainability in research is fostered through environmental research and other key research areas such as food and medicine. Sustainable teaching is fostered through living-learning labs, redesigned curriculums, targeted degree programs and lecturer development through training and awards as incentives. Tangible, sustainable technology and innovation initiatives are also evident. This article comprehensively establishes the links and roles played by WCUs in fostering sustainability. It aids potential WCUs in Africa to understand and adopt sustainable initiatives within different and dynamic institutional contexts.

A relentless mutation characterized universities around the world by the advent of the infamous virus that gave rise to the pandemic called COVID-19. This study aims at exploring e-learning readiness and its acceptance as a tool for teaching entrepreneurship in two higher institutes of technological studies in Tunisia, and it has become imminent to resort to e-learning. The desired results are more far-sighted in these new special circumstances, which have made this mode of learning the gateway to the entire educational system be called into question. The question is: How did students perceive this new mode of distance education? An online questionnaire was distributed to extrapolate a descriptive analysis. We have explored certain facets in both institutes that highlight many disadvantages between both students and areas: mastery of technology, poor internet connectivity, technological accessibility, and unkind study environments. Besides this, research highlights the role of new approaches to distance learning in entrepreneurship. It will end with the proposal of recommendations that are relevant for different stakeholders in the phenomenon of distance education in general and the entrepreneurial discipline in particular.

Students in vocational higher education find difficulties in joining practical courses, such as English for MICE in post-pandemic era of COVID-19. That course offers students ability to practice and held events in Meeting, Incentive Travels, Conventions, and Exhibitions. Some recent studies have examined that similar problem by using various learning method in English for MICE course. Most of them didn’t mention about the case of students’ perceptions on English for MICE course. This study offers case study that investigate students’ perceptions on e-learning materials and tools for English for MICE course. The research subjects were 20 students, in D-IV English for Tourism Industry, State Polytechnic of Malang. The results of questionnaire showed that e-learning materials and tools are the best solutions for English for MICE course. However, mostly students experienced difficulties about lacks of internet connection, but this problem obviously solved well by lecturers and students in English for MICE course. The implication of this study is that by investigating students’ perceptions on that problem, it can minimize the challenges in teaching English for MICE in post-pandemic era of COVID-19.

IntroductionResilient healthcare (RHC) is an emerging area of theory and applied research to understand how healthcare organisations cope with the dynamic, variable and demanding environments in which they operate, based on insights from complexity and systems theory. Understanding adaptive capacity has been a focus of RHC studies. Previous studies clearly show why adaptations are necessary and document the successful adaptive actions taken by clinicians. To our knowledge, however, no studies have thus far compared RHC across different teams and countries. There are gaps in the research knowledge related to the multilevel nature of resilience across healthcare systems and the team-based nature of adaptive capacity.This cross-country comparative study therefore aims to add knowledge of how resilience is enabled in diverse healthcare systems by examining adaptive capacity in hospital teams in six countries. The study will identify how team, organisational and national healthcare system factors support or hinder the ability of teams to adapt to variability and change. Findings from this study are anticipated to provide insights to inform the design of RHC systems by considering how macro-level and meso-level structures support adaptive capacity at the micro-level, and to develop guidance for organisations and policymakers.Methods and analysisThe study will employ a multiple comparative case study design of teams nested within hospitals, in turn embedded within six countries: Australia, Japan, the Netherlands, Norway, Switzerland and the UK. The design will be based on the Adaptive Teams Framework placing adaptive teams at the centre of the healthcare system with layers of environmental, organisational and system level factors shaping adaptive capacity. In each of the six countries, a focused mapping of the macro-level features of the healthcare system will be undertaken by using documentary sources and interviews with key informants operating at the macro-level.A sampling framework will be developed to select two hospitals in each country to ensure variability based on size, location and teaching status. Four teams will be selected in each hospital—one each of a structural, hybrid, responsive and coordinating team. A total of eight teams will be studied in each country, creating a total sample of 48 teams. Data collection methods will be observations, interviews and document analysis. Within-case analysis will be conducted according to a standardised template using a combination of deductive and inductive qualitative coding, and cross-case analysis will be conducted drawing on the Qualitative Comparative Analysis framework.Ethics and disseminationThe overall Resilience in Healthcare research programme of which this study is a part has been granted ethical approval by the Norwegian Centre for Research Data (Ref. No. 8643334 and Ref. No. 478838). Ethical approval will also be sought in each country involved in the study according to their respective regulatory procedures. Country-specific reports of study outcomes will be produced for dissemination online. A collection of case study summaries will be made freely available, translated into multiple languages. Brief policy communications will be produced to inform policymakers and regulators about the study results and to facilitate translation into practice. Academic dissemination will occur through publication in journals specialising in health services research. Findings will be presented at academic, policy and practitioner conferences, including the annual RHC Network meeting and other healthcare quality and safety conferences. Presentations at practitioner and academic conferences will include workshops to translate the findings into practice and influence quality and safety programmes internationally.

The article reveals the specifics of practical training of masters in Ukrainian universities. The author analyzes the current state of the willingness of teachers of higher pedagogical educational institutions to organize and conduct professional-pedagogical practices within the master's degree. The ascertaining experiment description is given under the plan of its implementation. It provides the sequence, interrelation, and interdependence of two stages of research (diagnostic and prognostic), each solving particular tasks and using appropriate methods and techniques. In the course of the study, we have found that the effective formation of professionally significant skills of undergraduates during their professional practice largely depends on the motivational and value attitude to the specialty, the dynamics of interest in the specialty after studying various psychological and pedagogical courses, and special disciplines of the professional profile, as well as interdisciplinary pedagogical practices, among which the master's professional practice is the final stage of preparing students for professional activities that significantly affect the formation of professional competence of future teachers. The results of the ascertaining stage of the study enable to identify the necessary condition for improving the effectiveness of masters' practical training, including the creation of high-quality educational and methodological support, updating its content, expanding the forms, methods, techniques of teaching that are adequate to certain content of preparation for professional-pedagogical activity. The following forms and methods apply problem lectures, problem seminars, thematic discussions, heuristic conversations, case studies, scientific intelligence, training, workshops, pedagogical workshops, the system of creative tasks, round tables, methods of developing analytical thinking, applying scientific analysis in dynamics; mastering practical skills of working with information (isolating, structuring, ranking by the significance of the problems under study); methods of dialogue communication (facilitated discussion) for mutual understanding, interaction, joint solution of common but significant for each participant problems. These methods will allow students to effectively master the system of creative organization of pedagogical action and select tools that will guarantee optimal and effective solutions to pedagogical tasks in future teaching activities.

IntroductionPrevious attempts to enhance medical nutrition education have typically focussed on students’ acquiring nutrition knowledge or skills. Given that medical training uses an apprenticeship model of training, surprisingly few studies have explored the ‘hidden curriculum’ that students experience regarding expectations of behaviour, roles and responsibilities regarding nutrition. This study explored medical students’ perceptions and experiences regarding medical nutrition education, focussing on the context in which nutrition teaching has been provided, the presented place of nutrition within medicine and their subsequent views on their role in providing nutrition care.MethodsIndividual semi-structured qualitative interviews were conducted with 14 postgraduate medical students at different stages of their medical degree in Australia. The interviews were conducted using case studies followed by interview questions. Data were audio recorded, transcribed, coded and then underwent inductive thematic analysis.ResultsThree themes were discovered (i) Valuing nutrition in the medical management of patients whereby students perceived nutrition to be a foundational and central component of ideal medical management for patients, particularly those with chronic disease; (ii) Fluctuating emphasis on nutrition which showed that students experienced diversity in the importance placed on nutrition by others and (iii) Working with others whereby students expressed their understanding of their role in nutrition and the roles of team members such as dietitians.ConclusionTo enhance medical nutrition education, consideration needs to extend beyond counting dedicated teaching hours and mapping nutrition content, to a more contextual understanding of the situated learning that occurs for medical students.

This paper examines service-learning case studies in Argentina, Mexico, and the United States. It analyzes whether Andragogy, the study of how to teach adult learners, is equally applicable and effective in different country contexts. First, we argue that service-learning is the most natural and appropriate teaching technique that aligns with the Theory of Andragogy. We then discuss how a clear understanding of Andragogy is the key to helping mature students process knowledge. Two cases of service-learning in an international context provide a research platform for examining differences in learning concepts, constructs, and student competences. We juxtapose Argentina and Mexico governance against U.S. governance, and we differentiate the public policy challenges within the two contexts. Our methodological approach employs grounded theory to identify themes of knowledge transfer through problematic environments. By comparing service-learning strategies in Argentina and Mexico vis-à-vis in the U.S., we find variations in assumptions of public administration practice, teaching methods, and student learning outcomes. Abstract in Spanish Este documento examina casos de estudio del aprendizaje y servicio en Argentina, México y los Estados Unidos. Analiza si la Andragogía, el estudio de cómo enseñar a los estudiantes adultos, es igualmente aceptable y efectivo en contextos de diferentes países. Primero, se planteó que la técnica de la enseñanza del aprendizaje y servicio es lo más natural y apropiado que se alinea con la Teoría de Andragogía. Después se fundamentó que un entendimiento claro de la Andragogía es la clave para ayudar a estudiantes adultos a procesar el conocimiento. Dos casos de estudio del aprendizaje y servicio en un contexto internacional proveen una plataforma para investigar diferencias en el aprendizaje con respecto a conceptos, construcciones, y competencias de los estudiantes. Se yuxtapone la gobernabilidad de Argentina y México con respecto a la gobernabilidad de los Estados Unidos y se diferencian los desafíos de las políticas públicas dentro de estos dos contextos. La metodología emplea la teoría fundamentada para identificar temas de la transferencia de conocimiento en ambientes problemáticos. Al comparar estrategias del aprendizaje y servicio en Argentina y México con respecto a los Estados Unidos, se encontró variación en los supuestos de la práctica de la administración pública, métodos de enseñanza, y resultados del aprendizaje del estudiante.

This study focuses on members of Generation Z, born from the mid-1990s until the end of the first decade of the current century into a world of technology, social networks, and a culture of immediate messaging. The study seeks to examine the effect of this generation’s pragmatic outlook both in general and in the context of acquiring a higher education, on trends involving registration for undergraduate studies. The Israeli system of higher education was chosen as a case study since the rate of Israelis with a higher education is among the highest in the world. Academic studies are perceived in Israel as a crucial milestone and an essential developmental stage in the life course of many young people. Data on the distribution of students among the different disciplines shall be analyzed by correlational examination of changes in these trends in the various degree levels from 2015-2020. The research findings show that from the mid-2010s a drop is evident in the number of undergraduate students. Moreover, a conspicuous increase is evident in the number of students in the fields of medicine and allied health professions, science and mathematics, engineering and architecture, which are considered applied fields, while a decline is evident in the social sciences, the humanities, law, and business administration. These findings point to the tendency of Generation Z to practical and technological studies more than fields considered less practical. The research conclusions call for implementing several regulatory steps in order to adapt the system of higher education to the characteristics and needs of Generation Z, such as expanding the professional training program in less practical disciplines, shortening the duration of studies in technological vocational departments, increasing the use of online teaching, and others.

Depression is a psychiatric disorder characterized by depressed mood, loss of interest in activities and loss of energy that lasts for two weeks or more. Depression affects individual emotional and psychological well-being with low self-esteem and ultimately resulted in social isolation. Nearly half of all cases of depression remain undetected for years or inadequately controlled. TNF-α has a vital role in inflammation, cell proliferation, differentiation, apoptosis, innate and adaptive immunity and have pathological role in several diseases. Early assessment of TNF-α and hs-CRP levels in depression patients could modify the disease progression and limit co-morbidities associated with it. Therefore, we assessed the level of TNF-α and hs-CRP in our study and correlated it with the disease severity.: to study is to estimate TNF-α and hs-CRP levels in depressed patients and evaluate the relationship between the serum level of TNF- α and hs-CRP in the etiopathogenesis of depression. This study was conducted at a tertiary level post graduate teaching institute of central India. 50 newly diagnosed drug naive cases of depression of age group 18-50 years, attending Psychiatry OPD. And 50 apparently healthy controls matched for same age and sex were taken. The subjects were enrolled for the study after taking ethics committee approval and obtaining written consent. The data collected was expressed as mean ± SD and analysed by using SPSS version 20. P-value of &#60; 0.05 was accepted as statistically significant. The mean value of serum TNF-α among control group (11.209 ± 6.058 Pg/ml) which was lower as compared to case group (33.816 ± 21.581 Pg/ml). The difference among the two groups was found to be statistically significant as p value is less than 0.001. The mean Serum hs-CRP concentration was found to be higher in case group (7.524 ± 1.842 mg/l) as compare to control group (3.720 ± 1.238 mg/l). The difference among the two groups was found to be statistically significant as p value is &#60;0.05. The difference among the three groups was found to be statistically significant as p value is less than 0.001. We observed a strong association between depression and increased serum TNF-α, with raised hs-CRP. There are several researches potentiating the vital role of TNF- α and hs-CRPin depression. Large scale prospective studies are needed to establish the cause effect relationship and role of inflammatory cytokines in depression and to find newer treatment modalities like TNF-α blockers that might be helpful for consideration of new therapeutic approach Further studies are essential to detect the association. Nevertheless we found that depression might be responsible for elevated TNF-α and hs-CRP levels. We suggest screening of all the patients of depression for serum TNF-α estimation at initial OPD visit.

Numerous studies have investigated the integration of critical thinking in EFL classrooms and textbooks. Still, relatively few have investigated the integration of critical thinking into reading lesson plans and classroom instructions. The current study adopted a qualitative case study approach to provide insight into how pre-service EFL teachers infused critical thinking skills into online reading classrooms. The study also gives information on pre-service EFL teachers' challenges in critical thinking integration into reading classrooms. Eight pre-service EFL teachers who completed all three phases of the faculty-mandated teaching practicum program participated in the study. Document analysis, virtual classroom observations, and semi-structured interviews were used as data collection techniques to fulfill the research objectives. As the study framework, Bloom's revised taxonomy was applied to lesson plan data to examine how critical thinking components are incorporated. Virtual classroom observations illuminated the incorporation of critical thinking into reading lessons. In addition, semi-structured interviews were conducted to gather more information regarding the challenges of integrating critical thinking skills. The present study reveals that pre-service EFL teachers integrated critical thinking aspects into reading online classes with a greater emphasis on lower-order cognitive than higher-order cognitive processes. It implies that pre-service EFL teachers had insufficient preparation for teaching practicum programs. Due to the significance of critical thinking skills for EFL students, this study recommends that teacher training institutes strengthen the critical thinking abilities of pre-service EFL teachers so that they are more equipped to teach and promote critical thinking in EFL classrooms.Keywords: classroom instructions, critical thinking, lesson plans, pre-service teachers

This study aims to describe the understanding of geography literacy and student experience with landscape recognition observations using an ethnometodology perspective. The subject of this study was the chairman of each landscape recognition practice group student geography education program from University of Jember. The results of this study that geography literacy has a dimension of relevance to geographic skills in representing contextual phenomena and places from landscape recognition observation activities. The results of both observational studies provide research experience, motivation, critical and scientific thinking skills for students represented in the mapping of the area. Keywords: Geography Literacy, Student Experience, Ethnometodology References Bogdan, R. And Biklen, S.K.(1998). Qualitative Research for Education: An introduction to theories and methods. Boston: Allyn and Bacon, Inc. Boogart II, Thomas A. (2001). The Powwer of Place: From Semiotics to Ethnogeography, Middle States Geograher, 2001, 34: 38-47. Boyle, A., Maguire, S., Martin, A., Milsom, C., Nash, R., Rawlinson, S., Turner, A., Wurthmann, S. & Conchie, S.(2007). Fieldwork is Good: The Student Perception and the Affective Domain, Journaal of Geography in Higher Education, 31(2), 299-317. Chappell, Adrian.(2007). Using Teaching Observations and Reflective Practice to Challenge Conventions and Conceptions of Teaching in Geography, Journal of Geography in Higher Education, 32(2), 257-268. Comber, Barbara.(2017). Literacy Geography and Pedagogy: Imagining Translocal Research Alliances for Educational Justice, Journal Literacy Research: Theory, Method, and Practice, Sagepub, University of South Australia, 66, 53-72. Cotton, Debby R.E., Stokes, Alison, & Cotton, Peter A.(2010).Using Observational Methods to Research the Student Experience, Journal of Geography in Higher Education, 34(3), 463-473. Denzin, Norman K. And Lincoln Yvonna S. (2008). Strategies of Qualitative Inquiry. California: Sage Publications, Inc. Fatchan, Achmad. (2015). Methodology Research Qualitative of Ethnography and Ethnometodology Approaches for Social Sciences. Yogyakarta: Ombak. Guertin, L., Stubbs, C., Millet, C., Lee, T., & Bodek, M.(2012). Enchancing Geographic and Digital Literacy with a Student Generated Course Portfolio in Google Earth, Journal of College Science Teaching, 42(2), 32-37. Hunter, Nancee.(2016). Assesing Sense of Place and Geo-literacy Indicatorc as Learning Outcomes of an International Teacher Professional Development Program, Dissertation, Porland State University. Johnston, B. And Webber, S. (2003). Information Literacy in Higher Education: a review and case study, Studies in Higher Education, 28 (3), 335-352. Levinson, S.C.(2003). Space in Language and Cognition: Explorations in Cognitive Disversity. New York: Cambridge University Press. Lloyd, Annemaree.(2006). Information Literacy Landscapes: an emerging picture, Journal of Documentation, 62 (5), 570-583. Miles, Matthew B, Huberman, A. Michael, and Saldana, Johnny.(2015). Qualitative Data Analysis A Methods Sourcebook. Thousand Oaks, CA: Sage Publications. Minca, Claudio.(2013). The Cultural Geographies of Landscape, Hungarian Geographical Bulletin 62(1), 47-62. National Research Council.(2005). Learning to Think Spatially. GIS as a Support System in the K12 Curriculum. Washington DC: National Research Council and National Academies Press. Ottati, Daniela F.(2015). Geographical Literacy, Attitudes, adn Experiences of Freshman Students: A Qualitative Study at Florida International University, Dissertation. Miami: Florida International University. Patton, M.Q.(2002). Qualitative Research and Evaluation Methods (3rd ed.). Thousand Oasks CA: Sage Publications. Stokes, A. & Boyle, A.P.(2009). The Undergraduate Geoscience Fieldwork Experience: Influencing Factors and Implications for Learning, in: S.J. Whitmeyer, D.W. Mogk & E.J. Pyle (Eds) Field Geology Education-Historical Perspectives and Modern Approach, 461, Geological Society of America, 313-321. Turner, S., & Leydon, J.(2012). Improving Geography Literacy among First Year Undergraduate Students: Testing the Effectivess of Online Quizzes, Journal of Geography, 111(2), 54-66.

Digital microscopy (DM) has been employed for primary diagnosis in human medicine and for research and teaching applications in veterinary medicine, but there are few veterinary DM validation studies. Region of interest (ROI) digital cytology is a subset of DM that uses image-stitching software to create a low-magnification image of a slide, then selected ROI at higher magnification, and stitches the images into a relatively small file of the embedded magnifications. This study evaluated the concordance of ROI-DM compared to traditional light microscopy (LM) between 2 blinded clinical pathologists. Sixty canine and feline cytology samples from a variety of anatomic sites, including 31 cases of malignant neoplasia, 15 cases of hyperplastic or benign neoplastic lesions, and 14 infectious/inflammatory lesions, were evaluated. Two separate nonblinded adjudicating clinical pathologists evaluated the reports and diagnoses and scored each paired case as fully concordant, partially concordant, or discordant. The average overall concordance (full and partial concordance) for both pathologists was 92%. Full concordance was significantly higher for malignant lesions than benign. For the 40 neoplastic lesions, ROI-DM and LM agreed on general category of tumor type in 78 of 80 cases (98%). ROI-DM cytology showed robust concordance with the current gold standard of LM cytology and is potentially a viable alternative to current LM cytology techniques.

Background: Drugs are double edged weapons, they are used in treatment of the patients but in return can harm as well. The safety of drug prescribing has become a need of the hour topic in medicine. Safety monitoring of patients via Pharmacovigilance tool has become an integral part of pharmacotherapy. This study has been undertaken to analyze the various individual case safety reports including the Special situation cases of medicational error and over dose and to promote the reporting of adverse drug reactions (ADRs) among the healthcare professionals (HCPs).Methods: A retrospective non-interventional observational study was done for indexed period of six months at AMC-PvPI under Osmania Medical College and General Hospital. The reported individual case safety reports (ICSRs) are evaluated on basis of demographics of age and gender, seriousness criteria, outcome parameters and causality assessment of suspected drug (s) and suspected ADR/AE (s) as per the ICH guidelines and WHO causality assessment scale.Results: A total of 177 ICSRs are reported out of that 137 were ADRs, 36-medication error cases and 4-cases of over dose. The incidence of ADRs in females are high compared with males was identical. The occurrence of ADRs in adult patients (61%) was significantly higher than other age groups. Of total ADRs, most of them were with analgesics (26%) and highly reported system organ classification was CNS. Overall, 79% patients were recovered from ADRs.Conclusions: The results depicted an insight to the HCPs on the importance of monitoring and reporting of ICSRs. Our study results emphasized need to roll out a pharmacovigilance practice tool to ensure the safe use of drugs for better Pharmacotherapy and development of pharmacogenomic studies.

ABSTRACT Introduction As antimicrobial resistance continues to increase and new antimicrobial development stagnates, antimicrobial stewardship programs are being implemented worldwide. The goal of antimicrobial stewardship is to optimize antimicrobial therapy with maximal impact on subsequent development of resistance. Thirty to fifty percent of hospitalized patients receive antimicrobial therapy. Previous data suggest that inappropriate use results in higher mortality rates, longer lengths of stay, and increased medical costs. Antimicrobial stewardship programs (ASPs) reduce the improper use of antimicrobials and improve patient safety. Despite increased awareness about the benefits of these programs, few medical and surgical ASPs exist and fewer comprehensive studies evaluate their effects. Aim To study the antimicrobial stewardship program in a large tertiary care teaching center. Objectives • To study the antibiotic prescribing practices in a tertiary care government hospital • To compare the antibiotic prescribing practices with the standard guidelines available with the hospital • To make recommendation if any for rational use of antibiotics. Materials and methods • Review of literature • Prospective study of 15 days in selected general medicine and general surgery ward in which 5 to 6 reading will be taken in to know the antibiotic prescribed to patients. • Retrospective study of 15 days for study of patient records to know the antibiotic prescribed to patients. • Interaction with faculty and senior residents of general medicine and surgery to know about the pattern of infection and antibiotic prescription. • Interaction with microbiology department and their faculty to know the microbial resistance pattern and possible suggestion which need to be incorporated in antibiotic Stewardship program. Results The present study on antibiotic prescribing practices was undertaken in a super specialty hospital at New Delhi. A sample size of 100 case records was considered. There is no such stewardship program in tertiary care hospital, although it was demanded in various forum and meetings. There are no recommendations available either for patients of renal failure or other such compromised metabolic or immune states in the form of written antibiotic stewardship program of the hospital. The appropriateness of antibiotics prescribed in the case records was examined in light of the antibiotic stewardship program of the hospital. It was found that the overall adherence to antibiotic stewardship program was nil as no existing antibiotic stewardship program is exiting in this hospital. Gautum Dey in a study conducted at this hospital in New Delhi found that in 40.7% preoperative cases and 60.3% postoperative cases two or more than two antibiotics were given. The author has also commented that there was no evidence of adhering to antibiotic stewardship program or utilising culture and sensitivity reports to guide the therapy. The data obtained from the present study on further analysis has shown that in seven cases, the antibiotics prescribed were inadequate in terms of dose and duration. Thus resulting in an apparently lower cost of treatment than what was recommended by the antibiotic stewardship program of the hospital. Although such inappropriate prescription results in increased chances of antibiotic resistance, the immediate or short-term effects are not very conclusive. It is observed that there were 26 (26%) cases in medical and 12 (12%) cases in surgery disciplines in which the initial and final diagnosis was different. Uncertainty about the final diagnosis promotes empirical prescribing practices. Conclusion Antimicrobial stewards are a prominent part of local and national efforts to contain and reverse antimicrobial resistance. A range of intervention options is available with varying levels of resources and can yield substantial improvements in morbidity, mortality, quality of care, and cost. The cost of delivering such programs is dwarfed by the benefits and provides an opportunity for hospital epidemiologists to garner support. This suggests that antimicrobial management programs belong to the rarefied group of truly cost saving quality improvement initiatives. Considering the enormous implications of antibiotic resistance, it is necessary that we act in haste, lest our wonder drugs and magic bullets become ineffectual. Future systems promise greater integration and analysis of data, facilitated delivery of information to the clinician, and rapid and expert decision support that will optimize patient outcomes while minimizing antimicrobial resistance. They may also offer our best hope for avoiding an ‘Antibiotic armageddon’. In addition, the ASP plays an integral role in providing guidance to clinicians and ensures that the appropriate antimicrobial agents are used. How to cite this article Singh MM, Gupta SK, Gupta YK, Sharma DK, Kapil A. To Study the Antimicrobial Stewardship Program in a Large Tertiary Care Teaching Center. Int J Res Foundation Hosp Healthc Adm 2015;3(1):13-24.

Abstract. This study investigates Lithuanian females’ personal investment peculiarities in line with Australia’s case analysis and application as a good practice method. Based on many publicly available research females tend to have less knowledge about finances in general and particularly investment processes; hence, it leads to their lack of interest into investing and the possibility of poor money management. This issue might be solved by investigating why it appears first and adopting the practical example from countries with developed investment market. In the case of comparison of personal investment strategies among Lithuanian and Australian females the two sets of questionnaires have been used to collect the data for further analysis. The main findings revealed by the survey were, that women in Australia had a higher financial literacy level, invested more often, and chose broader variety of investment instruments compared to Lithuanian females. Moreover, the significant discovery of the article disclosed that Lithuanian females chose not to invest due to the lack of additional funds and the shortage of financial knowledge. The main limitation occurred during the research was the lack of the available data on personal investment topic in Lithuania’s official statistic sources such as The Lithuanian Department of Statistics. The results of the research contribute towards improving Lithuanian female personal finance and investment areas and could be applied to further studies or used for the education program dedicated to financial literacy among women in Lithuania creation. Furthermore, this article creates an original value to personal finance, investment, and financial literacy areas in Lithuania by introducing an idea to not only conduct more studies in these fields, but also to use comparative analysis and good practice method from the countries that demonstrates high achievements in personal finance and gender equality areas. Keywords: personal investment management, female investment, financial literacy, investor’s profile, investing, investment options, investment strategies. JEL Classification G51, G53 Formulas: 1; fig.: 5; tabl.: 1; bibl.: 15.

Access to high quality education is a cornerstone of social, cultural, and economic recovery after any crisis. This is also true of the global COVID-19 pandemic which has disrupted the pedagogical practices of higher education institutions around the world (Butler-Henderson, Crawford, Rudolph, Lalani, & Sabu, 2020). Digital learning has become the new-norm, and tertiary education institutions have been propelled to innovate their teaching methods by integrating digital learning through the adoption of cost-effective (Al-Maroof & Al-Emran, 2018) and adaptable (Bhat et al., 2018) Learning Management Systems (LMS) (Bervell & Umar, 2017; Cigdem & Ozturk, 2016). In these systems, pedagogical technologies are embedded in an infrastructure that enables administration and management of learning contents, communication, assessment, and collaboration (Washington, 2019). Due to the fact that the fundamental task of LMS is to support digital teaching and learning (El Bahsh & Daoud, 2016), they are some of the most extensively used learning technologies in higher education (Abazi-Bexheti, Jajaga, & Abazi-Alili, 2018). LMS technology is now widely adopted to support face-to-face, blended, and online pedagogical practices. In this context, LMS data provides large-scale capture, processing, and analysis of students’ interactions with the system, with each other, and with their teaching support within the system (Chung, 2014). LMS data provides a rich resource through which to investigate online learning technologies and behaviours (see, for example, Chung, 2014). Such work is increasingly being done across multiple domains, however no systematic review has yet been conducted which surveys such work - specifically examining retrospective LMS data. This is the goal of the present paper. A literature review was conducted to examine what data analysis methods have been used to better understand online pedagogy. The review focused specifically on the use of tertiary level retrospective LMS data and was not limited to a specific academic domain. The review was conducted from January - December 2021, with searching being conducted in January 2021. A total of 97 full text articles were included in the literature review. The literature review aimed to identify the kinds of research questions retrospective LMS data is being used to answer, the analytical techniques used to analyse this data, and the types of study designs used in this field of research. The number of students represented in the data and the academic domains were also considered. Quality of data and analytical reporting was assessed in order to interrogate the opportunities and challenges of reproducible research in studies using retrospective LMS data. Finally, the review considered the degree to which the analysis of retrospective LMS data met the needs of the research question. Understanding how retrospective LMS data has been used to examine pedagogical practice in previous research equips us to reorientate Teaching and Learning in the immediate aftermath of COVID-19. This will become increasingly important as we move towards a future characterised by an escalation of remote and online learning opportunities. Through surveying previous research in this area, this paper provides an important foundation for future work utilising retrospective LMS data to understand online Teaching and Learning in the peri-COVID era. References Abazi-Bexheti, L., Kadriu, A., Apostolova-Trpkovska, M., Jajaga, E., & Abazi-Alili, H. (2018). LMS solution: Evidence of Google classroom usage inhigher education. Business Systems Research, 9(1), 31–43. https://doi.org/10.2478/bsrj-2018-0003 Al-Maroof, R. A. S., & Al-Emran, M. (2018). Students acceptance of Google classroom: An exploratory study using PLS-SEM approach. International Journal of Emerging Technologies in Learning (IJET), 13(06), 112. https://doi.org/10.3991/ijet.v13i06.8275 Bahsh, R. El, & Daoud, M. I. (2016). Evaluating the use of Moodle to achieve effective and interactive learning : A case study at the German Jordanian University. In Proceedings of the 2nd international conference on open source software computing (OSSCOM 2016) (pp. 16–20). Beirut, Lebanon: IEEE Bervell, B., & Umar, I. N. (2017). A decade of LMS acceptance and adoption research in sub-Sahara African higher education: A systematic review of models, methodologies, milestones and main challenges. Eurasia Journal of Mathematics, Science and Technology Education, 13(11), 7269–7286. https://doi. org/10.12973/ejmste/79444 Bhat, S., Raju, R., Bikramjit, A., & Souza, R. D. (2018). Leveraging e-learning through Google classroom: A usability study. Journal of Engineering Education Transformations, 31(3), 1–7 Butler-Henderson, K., Crawford, J., Rudolph, J., Lalani, K., & Sabu, K.M. (2020). COVID-19 in Higher Education Literature Database (CHELD V1): An open access systematic literature review database with coding rules. Journal of Applied Learning and Teaching, 3(3), DOI:https://doi.org/10.37074/jalt.2020.3.2.11 Chung, G. K. W. K. (2014). Toward the Relational Management of Educational Measurement Data. Teachers College Record, 116(11), p. 1-16 Cigdem, H., & Ozturk, M. (2016). Factors affecting students’ behavioral intention to use LMS at a Turkish post-secondary vocational school. International Review of Research in Open and Distributed Learning, 17(3). https://doi.org/10.19173/irrodl.v17i3.2253 Kumar, J. A., Bervell, B., & Osman, S. (2020). Google classroom: insights from Malaysian higher education students’ and instructors’ experiences. Education and Information Technologies, 25(5), pp. 4175-4195. DOI: 10.1007/s10639-020-10163-x Washington, G. Y. (2019). The learning management system matters in face-to-face higher education courses. Journal of Educational Technology Systems, 1–21. https://doi.org/10.1177/0047239519874037