LAY ABSTRACT: In this study, we explored whether pictorial narration could offer a solution to teacher training on effective inclusion of students with autism spectrum disorder in the Lao People's Democratic Republic. For this purpose, pre- and post-training knowledge data were collected from 87 Laotian teachers who participated in teacher training using a pictorial narrative e-module called The Story of KhamdyTM. The teachers' knowledge test results and feedback were analyzed. The findings indicated that teachers' acceptance toward the training method had positive effects on their knowledge changes and supported the use of a pictorial narration approach in imparting knowledge about inclusive education and autism spectrum disorder to teachers in a least developed country.
Objectives: To evaluate the impact of the clinical instructor communication on dental students’ clinical training in Faculty of Dentistry, Universiti Teknologi Mara (UiTM). Materials and Methods: A sample of 174 undergraduate clinical dental students were recruited to complete the Clinical Education Instructional Quality Questionnaire (ClinEd IQ) which consists of forty-five questions, forty-three multiple choice questions and two open-ended. The multiple-choice questions consist of 3 subscales which were measured on a six-point Likert Scale from “strongly disagree” to “strongly agree”. The open-ended responses were analysed using thematic analysis. This paper discusses the Subscale of interaction with clinical instructors and the open-ended responses. Results: The responses of 150 students were evaluated. The students rated their interaction with instructors with a mean score of 4.64 on a six -point scale. There was a significant difference between mean scores for each academic level with year five students’ score being highest. There were four areas of concern identified through the open-ended responses. Conclusion: While the quality of supervision in terms of interaction with clinical instructors is considered satisfactory and the students generally reported positive experiences, there is room for improvements especially regarding areas of concern.
Learning using the Internet or training through E-Learning is growing rapidly and is increasingly favored over the traditional methods of learning and teaching. This radical shift is directly linked to the revolution in digital computer technology. The revolution propelled by innovation in computer technology has widened the scope of E-Learning and teaching, whereby the process of exchanging information has been made simple, transparent, and effective. The E-Learning system depends on different success factors from diverse points of view such as system, support from the institution, instructor, and student. Thus, the effect of critical success factors (CSFs) on the E-Learning system must be critically analyzed to make it more effective and successful. This current paper employed the analytic hierarchy process (AHP) with group decision-making (GDM) and Fuzzy AHP (FAHP) to study the diversified factors from different dimensions of the web-based E-Learning system. The present paper quantified the CSFs along with its dimensions. Five different dimensions and 25 factors associated with the web-based E-Learning system were revealed through the literature review and were analyzed further. Furthermore, the influence of each factor was derived successfully. Knowing the impact of each E-Learning factor will help stakeholders to construct education policies, manage the E-Learning system, perform asset management, and keep pace with global changes in knowledge acquisition and management.
This dataset presents the validation process of a survey of factors affecting Indonesian K-12 school teachers' Teachers' Information and Communication Technology Access (TICTA). An initial instrument was developed through the adaptation of instruments from previous studies. Afterward, it was piloted to 120 teachers and tested for its reliability. For the main data collection, the instrument was distributed online and responded by 2775 Indonesian K-12 school teachers. The main data analysis was conducted for the measurement model using four assessments; reflective indicator loadings, internal consistency reliability, convergent, and discriminant validity. The Partial Least Square Structural Equation Model (PLS-SEM) was utilized for the analysis. The dataset is beneficial for educational regulators in providing appropriate access to ICT in K-12 education and for educational researchers for future research on technology access in teaching.
This study explores the experience of both learners and a teacher during a team-based learning (TBL) session. TBL involves active learning that allows medical students to utilise their visual, auditory, writing and kinetic learning styles in order to strengthen their knowledge and retain it for longer, which is important with regard to applying basic sciences in clinical settings. This pilot study explored the effectiveness of TBL in learning medical genetics, and its potential to replace conventional lectures. First-year medical students (n = 194) studying at Universiti Kebangsaan, Malaysia, during 2014/2015 were selected to participate in this study. The topic of 'Mutation and Mutation Analysis' was selected, and the principles of TBL were adhered to during the study. It was found that the students' performance in a group readiness test was better than in individual readiness tests. The effectiveness of TBL was further shown in the examination, during which the marks obtained were tremendously improved. Collective commentaries from both the learners and the teacher recommended TBL as another useful tool in learning medical genetics. Implementation strategies should be advanced for the benefit of future learners and teachers.
School-based mental health interventions are considered to have potential for the promotion of mental health in developing countries. We held a workshop to discuss the promotion of mental health in schools in southeast Asian countries. This review report aimed to summarize the current situation of school mental health in Association of Southeast Asian Nations (ASEAN) countries as reported by their representatives in this workshop. To summarize the current situation of ASEAN countries in relation to school mental health, we qualitatively analyzed the content of the discussions from four perspectives: (i) laws and regulations: (ii) mental health services; (iii) teacher training on mental health; (iv) mental health education for students. With regard to school mental health laws and regulations, this report could not provide clear conclusions because the laws were reported through the personal understanding of the public officers. Our results show that mental health services in schools are centered on professionals such as guidance counselors, although the coverage varied among the different ASEAN countries. Only Singapore conducted mental health training for teachers in a comprehensive way, and the number of people who were actually trained in other countries was very limited. Cambodia, Malaysia, Myanmar, Philippines, Singapore, and Thailand included mental health education for students in health education or life skills subjects.
Background Studies have highlighted the benefits of having community pharmacists to deliver cardiovascular screening to patients. However, only few of such trainings are provided in Malaysia. Objective To describe the implementation and evaluation of a cardiovascular train-the-trainer program for community pharmacists. Method Community pharmacists' attended a 5 h train-the-trainer program. A pre and post-training survey was administered to participants who attended the workshop to determine their requirements for education and effectiveness of the training provided. Results Forty community pharmacists participated and were trained with 35 of them completing both the pre and post training assessment. Participants self-reported confidence, knowledge and ability to conduct a workshop on cardiovascular health increased between 0.22 and 0.75 points post-training (p
This article presents data on factors that depict [pre-service] teacher beliefs about educational research. A cross-sectional survey was used to collect the data that involved 352 final-year students working on their undergraduate theses. The students were registered in the faculty of teacher training and education in one of the private universities with an A (excellent) accreditation in Jakarta, Indonesia. The participants were selected conveniently. Exploratory factor analysis was performed to reveal the factors comprised in the data. 49 out of 72 items formed five factors: negative views about educational research, positive views about educational research, knowledge about educational research, open-mindedness, and accessibility.