Design principles for molecular animation.

Molecular visualization is a powerful way to represent the complex structure of molecules and their higher order assemblies, as well as the dynamics of their interactions. Although conventions for depicting static molecular structures and complexes are now well established and guide the viewer's attention to specific aspects of structure and function, little attention and design classification has been devoted to how molecular motion is depicted. As we continue to probe and discover how molecules move - including their internal flexibility, conformational changes and dynamic associations with binding partners and environments - we are faced with difficult design challenges that are relevant to molecular visualizations both for the scientific community and students of cell and molecular biology. To facilitate these design decisions, we have identified twelve molecular animation design principles that are important to consider when creating molecular animations. Many of these principles pertain to misconceptions that students have primarily regarding the agency of molecules, while others are derived from visual treatments frequently observed in molecular animations that may promote misconceptions. For each principle, we have created a pair of molecular animations that exemplify the principle by depicting the same content in the presence and absence of that design approach. Although not intended to be prescriptive, we hope this set of design principles can be used by the scientific, education, and scientific visualization communities to facilitate and improve the pedagogical effectiveness of molecular animation.

Investigating the Effects of Visual Feedback on Muscle Activity, Heart Rate, RPE, and Perceptions of Performance in Ballet Dancers.

Extreme postures and imbalances in neuromuscular activity may place classical ballet dancers at higher risk of injury. Dance studio mirrors provide visual feedback by which a dancer can self-correct their body position and alignment, but have been suggested to negatively impact kinesthetic abilities and decrease performance capabilities. Thus, we investigated the effects of a mirror on muscle activity of the quadriceps, heart rate (HR), rating of perceived exertion (RPE), and qualitative performance. A lack of visual feedback would increase muscle activity of the quadriceps, HR, and RPE, and decrease self-reported perception of technical quality. 10 female participants completed a single leg balance, an adagio, and a jump task twice - once in each condition. Muscle activity of the vastus lateralis (VL) and vastus medialis oblique (VMO), as well as HR and RPE were assessed during each combination. Qualitative performance was assessed with an exit survey. No significant differences were found between conditions for RPE or HR in all three tasks (RPE: Balance p = 0.468, Adagio p = 0.191, Jumps p = 0.769; HR: Balance p = 0.409, Adagio p = 0.424, Jumps p = 0.244). No significant differences were found between conditions/tasks for peak, mean, and RMS sEMG. Dancers significantly ranked their artistic expression lower in a non-mirror condition (p = 0.018, Cohen's d = 0.775). No differences in muscle activity of the VMO and VL or vital signs of fatigue were found. Psychological implications of visual feedback, including dancer's perceived decrease in artistic expression without a mirror present, should be further explored in future studies.

Developing and Implementing a Training Programme for Medical Students to Become Peer Educators in Simulation-Based Education.

Peer assisted learning is a useful strategy for medical students to learn from one another in a safe, structured capacity. As a pilot, we designed a training programme in collaboration with medical students to equip them with the knowledge, skills and abilities to act effectively as peer educators in simulation-based education. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-024-02058-0.

How Are Alternative Clinical Placements Performed Compared to Traditional Clinical Placements During the COVID-19 Pandemic? Sought Through a Systematic Review and Meta-Analysis.

Clinical placement is the essential method of learning in health professions education, but it has been the most disrupted by the COVID-19 pandemic. Institutions of higher education resorted to alternative learning such as telehealth, simulations, and blended-learning for clinical placement to ensure that educational activities continue without delay. However, this raises questions about student competency and necessitates making up for missed in-person hours. A thorough investigation of the effectiveness of alternative clinical placement learning is required. A systematic searching was conducted on ten electronic databases, and the quality of the included articles was assessed using the Medical Education Research Study Quality Instrument (MERSQI). A meta-analysis was conducted by pooling studies with examination mark outcomes. Twenty-four articles were included in the systematic review and nine were included in the meta-analysis. The average MERSQI score for included studies is 11.15. Outcomes on student performance favor alternative placement, whereas perceived-based outcomes have mixed results and are slightly prone to traditional clinical placement. Meta-analysis indicates that alternative learning is either more effective than traditional clinical placement or at least on par with it. There is a discrepancy between perceived outcome and performance assessment regarding the utility of alternative learning to conventional clinical placement. Nonetheless, objective measurement outcomes and the meta-analysis support alternative learning as a reliable learning strategy for clinical education. Alternative learning for clinical placement experience can be improved further by adding more synchronous sessions, and implementing various learning methods, learning activities based on strong instructional design, and at least a short real-setting attachment.

When 'Best' Practice Isn't .

Best, is to be 'of the highest quality, or being the most suitable, pleasing, or effective type of thing or person'. Within medical education, 'best-ness' is evident within best practice guides and recommendations, and within research, where best evidence influences design and conduct. Yet, much of the evidence of best-ness fails to consider best for who and where, what, and when. Thinking needs reframing, given that "best-ness" and medical education are such good bedfellows, but it is critical that we recognise the impact and influence of context - that practice can be good, but cannot be universally and unflinchingly best.

Determining factors of sports dropout of young scholars: a cross-sectional analysis in the 8-13 year age group.

This article investigates the phenomenon of sports abandonment among young scholars aged between 8 and 13 years. Regardless of the growing awareness of the importance of sport and physical activity during childhood and adolescence, this theme must be adequately explored in the scientific literature. Our study addresses this gap through a cross-sectional research design, tracking and analyzing data from a cohort of young athletes over one year. The main objective of our study is to identify the determinants leading to sports dropout in this specific age group. We looked at several possible causes through a multivariate analysis, including social pressures, parental expectations, time conflicts, physical and psychological stress, and lack of enjoyment. The results show a significant attrition rate, with psychosocial factors emerging as the most influential in determining whether a young person will continue or stop their participation in sport. Furthermore, our study highlights the importance of targeted interventions and preventive strategies that promote a positive, inclusive, and balanced sports environment for adolescents. These interventions can be particularly effective when implemented by coaches, parents and others involved in youth sports education. Finally, this paper discusses the implications of the findings for sports professionals, physical educators, and public policy makers. It highlights the need for more effective support policies and innovative pedagogical approaches to promote sporting persistence during adolescence. Our findings can serve as a starting point for further research in this field, helping to build a future where young people can enjoy the many benefits of sport and physical activity.

Design of a Social Justice Curriculum to Expand Critical Consciousness Among Resident Trainees.

BACKGROUND: Health equity curricula emphasizing critical pedagogy and centering perspectives of those with marginalized identities, both in curriculum design and execution, have yet to be described in interdisciplinary graduate medical education settings. AIM: The application of public health critical race praxis (PHCRP) in the redesign and evaluation of a social medicine immersion month (SMIM) curriculum. SETTING: A mandatory, 4-week course within the Residency Program for Social Medicine in the Bronx, NY. PARTICIPANTS: First-year residents in internal medicine, family medicine, pediatrics, and clinical psychology fellows between 2019 and 2020. PROGRAM DESCRIPTION: Residents and faculty underrepresented in medicine employed PHCRP to ground SMIM in critical pedagogy and structural competency with the goals of increasing critical consciousness, sensitizing trainees to structural barriers faced by patients, and promoting meaningful engagement in advocacy. PROGRAM EVALUATION: SMIM was evaluated pre- and post-curriculum using a validated critical consciousness and intersectionality survey, with additional questions to assess competency and behaviors. Participants also provided course feedback. Participants demonstrated significant increases across all domains of the measure (Racism + 1.62 (p < .01), Classism + 1.62 (p < .05), Heterosexism + 1.06 (p < .05)). Participant feedback was positive. DISCUSSION: PHCRP is a valuable model for designing health equity curriculum. SMIM provides insights for incorporating this framework into GME curricula.

Pedagogical strategies to improve emotional competencies in nursing students: A systematic review.

OBJECTIVES: To reveal the effectiveness of didactic architectures and pedagogical strategies to be implemented in nursing curricula to develop and improve Emotional Competencies (EC) in undergraduate nursing students. DESIGN: Systematic review of effectiveness conducted according to Joanna Briggs Institute (JBI) guidelines. We followed the PRISMA statement to guarantee the transparency of the review and the GRADE to report the strength of evidence. DATA SOURCES: Seven databases were searched: MEDLINE, The Cochrane Library, SCOPUS, CINAHL, EMBASE, PsycINFO and ERIC. Grey literature was also searched through the OpenGrey database. REVIEW METHODS: Studies focusing on educational programmes and/or activities to develop EC in nursing curricula, published in English or Italian were included. Quality assessment of the studies was evaluated using JBI critical evaluation tools and the Mixed Methods Appraisal Tool (MAAT). Following JBI guidelines, a narrative synthesis was performed. RESULTS: A total of 19 studies from 8 countries were included. The population varied from first to fourth-year students in relation to the duration of the undergraduate nursing program across the various countries. Most of the students were females. The age of the participants ranged between18 and 56 years. The most common pedagogical strategies were simulation, role playing, and face-to-face lessons. In some cases, studies combined two or three pedagogical strategies in the same intervention. The most effective strategy was simulation, which improved EC, compassion, self-awareness, self-efficacy, empathy, critical thinking, clinical practice skills, and teamwork skills. Furthermore, the combination of lessons, simulation, and literature exploration effectively developed communication skills, and improved students' satisfaction. CONCLUSIONS: Investing in simulation, role-playing activities, and lessons regarding the importance of EI, empathy and compassion, and the role of an emotionally competent nurse leads to improved nursing care and wellbeing.

The development of pre-registration occupational therapy student perceptions of research and evidence-based practice: A Q-methodology study.

BACKGROUND: Pedagogically sound curricula are needed for occupational therapy (OT) students to adopt evidence-based practice (EBP) principles and internalise EBP within their professional identities. Exploring students' perceptions of this knowledge area can contribute to effective curriculum design. AIMS/OBJECTIVES: To explore the evolution of pre-registration OT student perceptions of research and EBP over the course of their engagement with undergraduate teaching and learning. MATERIALS AND METHODS: The Q-sort approach synthesises different viewpoints regarding a sample of statements, using by-person factor analysis (respondents = variables; statements = sample). Final year pre-registration OT students completed the same Q-sort at three timepoints (pre-dissertation [n = 18]; post-dissertation submission [n = 12]; post-student research conference [n = 6]). Q-sort responses were intercorrelated and factor-analysed; extraction of factors with an eigenvalue of ¬>0.9 and varimax rotation identified majority viewpoints. RESULTS: Significant factors were revealed at each timepoint: 1a: 'Evidence-inseparable from OT practice', 1b: 'Research for research's sake-inseparable from the occupational therapy identity', 2: 'Who am I to question the gurus?', 3: 'I can do it with confidence…but so what?' CONCLUSIONS: Opportunities for completing 'authentic' student research projects, with 'ownership' of results, may enhance research and EBP confidence and professional identity. SIGNIFICANCE: Findings expand current knowledge regarding effective use of pre-registration educational opportunities to support future research and EBP.

The Evolution of Active Learning in Response to the Pandemic: The Role of Technology.

Active learning has consistently played a significant role in education. Through interactive tasks, group projects, and a variety of engaging activities, students are encouraged to forge connections with the subject matter. However, the pandemic has necessitated that educators adapt and refine their active learning techniques to accommodate the online environment. This has resulted in stimulating innovations in the field, encompassing virtual simulations, online collaboration tools, and interactive multimedia. The COVID-19 pandemic has rapidly transformed the landscape of teaching and learning, particularly in higher education. One of the most prominent shifts has been the widespread adoption of active learning techniques, which have increased student engagement and fostered deeper learning experiences. In this chapter, we examine the evolution of active learning during the pandemic, emphasizing its advantages and challenges. Furthermore, we delve into the role of advances in artificial intelligence and their potential to enhance the effectiveness of active learning approaches. As we once focused on leveraging the opportunities of remote teaching, we must now shift our attention to harnessing the power of AI responsibly and ethically to benefit our students. Drawing from our expertise in educational innovation, we provide insights and recommendations for educators aiming to maximize the benefits of active learning in the post-pandemic era.

The relationship between technological pedagogical content knowledge and belief among preservice mathematics teachers.

The increasing interest in exploring beliefs about teaching mathematics with technology has led educators to employ belief systems as a framework for understanding the impact of technology on math instruction. However, the complex nature of pre-service teachers' beliefs in teaching mathematics with technology involves various dimensions. This study aims to investigate the predictive relationship between Technological Pedagogical Content Knowledge (TPACK) sub-components and beliefs in teaching mathematics with technology, revealing a statistically significant direct impact. Utilizing a correlational research approach, we collected data from a cohort of 159 Malaysian pre-service teachers with a focus on mathematics education. Structural Equation Modelling (SEM) was employed to analyze the proposed model. The measurement model exhibited a satisfactory fit with the collected data. Notably, technological knowledge (25 %), technological pedagogical content knowledge (69 %), and technological content knowledge (39 %) significantly influence discovery learning, while technological knowledge (24 %), technological pedagogical content knowledge (74 %), and technological content knowledge (30 %) significantly influence multiple representations. This underscores the critical role of TPACK in shaping educators' perspectives and practices, providing a crucial avenue for enhancing technology integration in teaching mathematics.

Culinary Home Empowerment for Food Waste Prevention and Minimization: Feasibility and Efficacy Protocol.

The purpose of this research is to evaluate the feasibility, acceptability, and preliminary efficacy of a household food-waste prevention and minimization intervention, titled the Culinary Home Empowerment for Food Waste Prevention and Minimization (CHEF-WPM), which consists of a culinary education video series for home cooks. The specific aims are to (1) assess the effects of the intervention at a population level across process (feasibility, usage, acceptability, satisfaction) and preliminary efficacy (motivation, opportunity, ability) metrics and (2) assess the effects of the intervention at a community level across process (feasibility, usage, acceptability, satisfaction) and preliminary efficacy (motivation, opportunity, ability, household food waste, sustainable dietary practices) metrics. The intervention includes eight modules, each containing three to five brief videos, as well as downloadable recipes and worksheets. The evaluation will explore the effects of the program through two distinct investigations, namely (1) voluntary access to the intervention content in a population-based setting and (2) intensive delivery of the intervention content as part of a remote class in a community setting. Evaluation of the intervention in the population-based setting will use a single-arm, quasi-experimental post-test only study design. All home cooks who access the videos will be invited to answer a five-question post-video survey about acceptability, satisfaction, and potential implementation of the learning. A separate sample of individuals will be recruited to participate in a more in-depth evaluation (pre- and multiple post-test survey). Evaluation of the community-based intervention will use a mixed methods study design. Findings from the two distinct evaluation studies will be jointly discussed and triangulated to support larger conclusions about the intervention's desirability, impact on motivation, opportunity, ability, and food waste, and the potential directions for further improvement.

Intercultural competence development: A qualitative case study.

AIM: The aim of this study was to explore Bachelor of Science in Nursing (BSN) students' perceptions of the effectiveness of a unique teaching-learning strategy using their results from the Intercultural Development Inventory (IDI), an instrument for the assessment of intercultural competence, with their customized Intercultural Development Plan (IDP) in enhancing their cultural competence development in a nursing senior practicum. The study also examined student insights about how having a plan to develop their intercultural competence will have an impact on their future nursing practice. BACKGROUND: Intercultural competence is vital for providing quality healthcare, yet there is a gap in understanding how educational interventions are designed and implemented to enhance cultural competence among nursing students. This paper describes a strategy for developing intercultural competence. The IDI was administered to Bachelor of Science in Nursing (BSN) students in the fourth semester of a five-semester BSN program. Based on their IDI results, each student received a customized IDP that suggested specific activities and encouraged guided self-reflection to enhance intercultural competence development. In the fifth-semester senior practicum course, the students developed personal intercultural competence development goals based on their IDP. They also kept weekly journals on their intercultural competence development during their practicum. DESIGN: This study used a Qualitative Case Study design. METHODS: This study was conducted from January to July 2021 with 47 senior practicum students in a large BSN program in the Southeastern United States. Data consisted of student written responses to prompts on how the IDI/IDP influenced their intercultural development and its potential effect on their future practice. The data were analyzed through inductive content analysis. RESULTS: Three key themes emerged: self-awareness, recognition of cultural influences and growth goals. Student reflections suggested that they desired to develop intercultural competence so they could provide the best possible nursing care for their patients. Still, most students did not have a plan for how to grow in this area. Many students reported that their IDI/IDP heightened cultural awareness throughout their practicum, guiding their development of intercultural competence and leading to a deeper and broader understanding of culture. Students suggested that this enhanced cultural understanding, along with their IDP, will facilitate their continued development of intercultural competence in their future professional practice. CONCLUSION: This study contributes to existing knowledge about intercultural competence development and effective teaching methods by providing empirical evidence of the positive impact of the IDI/IDP on nursing students' perceived intercultural development. These findings can inform the development and implementation of pedagogical strategies to enhance intercultural competence, which will ultimately improve patient care outcomes in all healthcare settings.

The Effect of Neurocognitive Training on Biomechanical Risk Factors Related to Anterior Cruciate Ligament Injury in Athletes: A Narrative Review.

CONTEXT: The best current evidence supports the effectiveness of neuromuscular training in reducing the risk of injury; however, the rate of anterior cruciate ligament (ACL) injuries is still high. Neurocognitive training (NT) has successfully improved biomechanical risk factors, but they have been considered in only a few studies. OBJECTIVE: To review the literature to determine the effect of NT on biomechanical risk factors related to ACL injury in athletes. EVIDENCE ACQUISITION: We searched PubMed, Google Scholar, Scopus, Science Direct, and the Physiotherapy Evidence Database from inception to August 2011. We included randomized controlled trials that used motor learning approaches and injury prevention programs to investigate kinematic and kinetic risk factors related to ACL injury. The quality of each clinical trial study was evaluated by the Physiotherapy Evidence Database scale. The eligibility criteria were checked based on the PICOS (population, intervention, comparison, outcome, and study type) framework. EVIDENCE SYNTHESIS: A total of 9 studies were included in the final analysis. Motor learning approaches include internal and external focus of attention, dual tasks, visual motor training, self-control feedback, differential learning, and linear and nonlinear pedagogy, combined with exercise programs. In most of the studies that used NT, a significant decrease in knee valgus; tibial abduction and external rotation; ground reaction force; and an increase in knee-, trunk-, hip-, and knee-flexion moment was observed. CONCLUSION: In classical NT, deviation from the ideal movement pattern especially emphasizing variability and self-discovery processes is functional in injury prevention and may mitigate biomechanical risk factors of ACL injuries in athletes. Practitioners are advised to use sport-specific cognitive tasks in combination with neuromuscular training to simulate loads of the competitive environment. This may improve ACL injury risk reduction and rehabilitation programs.

Re-learning from teaching: a personal reflection on Jeremy Safran's legacy.

Jeremy Safran's pedagogical style was singular in its emphasis on experiential learning through role-plays, use of session video recordings, and his full-hearted embrace of therapists' subjectivity as a tool for therapeutic change. This paper is a personal reflection on the author's experiences as Jeremy Safran's student and how they have translated into her own teaching and supervision. She shares how teaching has been a means of reconnecting with her experiences learning from Jeremy, and the ways in which she tries to carry forward his unique contributions to the next generation of students and trainees.

EMBRACING DISAPPOINTMENT AS PSYCHOANALYTIC PRAXIS.

Psychoanalysis involves studying how people maintain not knowing what they "know." As a result, how psychoanalytic psychotherapists orient toward what their patients may be experiencing but cannot say is at the core of psychoanalytic praxis. Jeremy Safran's unique psychoanalytic sensibilities were a model for how to yield to feeling states and relational dynamics that are at the heart of therapeutic action, but which all too frequently get bypassed. This brief recollection highlights how Safran's commitment to open inquiry and mutuality-not just with his patients but also with his students-continues to impact the field.

"TELL ME WHAT YOU THINK:" A REFLECTION ON JEREMY SAFRAN'S APPROACH TO PEDAGOGY.

The author reflects on how his relationship with Jeremy Safran during graduate school continues to inform his thinking around pedagogy and clinical training. Safran's emphasis on independent inquiry is highlighted, especially regarding the importance of seeking out perspectives and evidence that come into conflict with one's primary orientation. The author argues that Safran's pedagogical stance could be described as inhabiting a state of "pre-judgment," which is essential in both clinical and pedagogical contexts in the psychoanalytic field.

Effects of pecha kucha presentation pedagogy on nursing students' presentation skills: a quasi-experimental study in Tanzania.

INTRODUCTION: Ineffective and non-interactive learning among nursing students limits opportunities for students' classroom presentation skills, creativity, and innovation upon completion of their classroom learning activities. Pecha Kucha presentation is the new promising pedagogy that engages students in learning and improves students' speaking skills and other survival skills. It involves the use of 20 slides, each covering 20 seconds of its presentation. The current study examined the effect of Pecha Kucha's presentation pedagogy on presentation skills among nursing students in Tanzania. OBJECTIVES: The aim of this study was to establish comparative nursing student's presentation skills between exposure to the traditional PowerPoint presentations and Pecha Kucha presentations. METHODS: The study employed an uncontrolled quasi-experimental design (pre-post) using a quantitative research approach among 230 randomly selected nursing students at the respective training institution. An interviewer-administered structured questionnaire adopted from previous studies to measure presentation skills between June and July 2023 was used. The study involved the training of research assistants, pre-assessment of presentation skills, training of participants, assigning topics to participants, classroom presentations, and post-intervention assessment. A linear regression analysis model was used to determine the effect of the intervention on nursing students' presentation skills using Statistical Package for Social Solution (SPSS) version 26, set at a 95% confidence interval and 5% significance level. RESULTS: Findings revealed that 63 (70.87%) participants were aged ≤ 23 years, of which 151 (65.65%) and 189 (82.17%) of them were males and undergraduate students, respectively. Post-test findings showed a significant mean score change in participants' presentation skills between baseline (M = 4.07 ± SD = 0.56) and end-line (M = 4.54 ± SD = 0.59) that accounted for 0.4717 ± 0.7793; p < .0001(95%CI) presentation skills mean score change with a medium effect size of 0.78. An increase in participants' knowledge of Pecha Kucha presentation was associated with a 0.0239 (p < .0001) increase in presentation skills. CONCLUSION: Pecha Kucha presentations have a significant effect on nursing students' presentation skills as they enhance inquiry and mastery of their learning content before classroom presentations. The pedagogical approach appeared to enhance nursing students' confidence during the classroom presentation. Therefore, there is a need to incorporate Pecha Kucha presentation pedagogy into nursing curricula and nursing education at large to promote student-centered teaching and learning activities and the development of survival skills. TRIAL REGISTRATION: It was not applicable as it was a quasi-experimental study.

"Hope is being stirred up": Critical consciousness in gender-based violence interventions.

Gender-based violence (GBV) research in public health has historically paid close attention to gender as a system of oppression, with less attention paid to the intersections between gender and other oppressive systems such as colonialism, white supremacy, and capitalism. In 2019, we adapted and pilot-tested an individual-level evidence-based sexual violence resistance intervention for university-attending women in Eswatini. We conducted a qualitative assessment of our adapted intervention's acceptability and feasibility using a critical pedagogy lens to explore how power operated in delivering an empowerment intervention, using in-depth interviews with intervention participants and facilitators. We analyzed interview transcripts thematically guided by a critical pedagogy framework and organized emergent themes into a concept map with two primary axes: participant-researcher-driven power and proximal-distal determinants. We located participant experiences with the intervention within three quadrants defined by these axes: 1) "Prescriptive," in which the researcher or facilitator primarily controls the content and delivery, with a principal focus on proximal risk reduction strategies; 2) "Solidarity," which emphasizes fostering critical consciousness among facilitators and intervention participants through dialogue, building collective power through participant-driven discussions of individual experiences; and 3) "Liberation," in which participants critically examined the power structures that underpinned their lived experiences, and expressed a desire to transform these in ways the intervention was not designed to address. These three quadrants suggest the existence of a fourth quadrant, "paternalistic," - in which the interventionist seeks to didactically educate participants about structural drivers of their own experience. Our analysis highlights a fundamental tension in the epistemology of GBV research: While there is a clear consensus that 'empowerment' is a necessary component of successful GBV interventions, "liberatory" approaches that cede power to participants are inherently antithetical to the scripted approach typically required for consistent replication in randomized control trials or other 'gold-standard' approaches for post-positivist evidence generation.

"Striving Toward Equity for All": Social Work Faculty and Staff Define Social Justice.

PURPOSE: The guiding documents of the social work profession establish social justice as central to the discipline and practice of social work, yet there is little consensus on the meaning of the term. Therefore, the goal of this study was to examine how faculty and staff in one school of social work defined social justice. METHODS: Data for this study were drawn from a school climate survey distributed within one school of social work with an explicitly stated commitment to social justice. Ninety-three staves and faculty responded to the open-ended question: How do you define social justice? FINDINGS: Three themes were identified in how participants defined social justice as a form of evidence-based meaning making: (1) equality, (2) equity, and (3) advocacy and action. DISCUSSION: We conclude this article by discussing implications for how social workers can incorporate a critical approach to defining social justice that extends beyond equality and equity. Specifically, we recommend that the profession work toward a common, evidenced-based understanding of social justice to effectively educate current and future social workers to dismantle systems of oppression at all levels of social work.