Exploring students' perception of subjective food literacy: A model of educational practice.

Introduction: Latest research showed that lower levels of food literacy led to poorer health outcomes and highlighted the importance of nutrition education to improve food literacy for the population. Although evidence at the global level exists, the scientific literature on food literacy in Romania is scarce; therefore, this article aims to explore the perception of subjective food literacy as an outcome of an educational model in a sample of university students from Romania. Methods: The present study used a qualitative inductive approach using focus groups to explore the results from an educational "learning-by-doing" model regarding the perception of subjective food literacy. The sample consisted of 64 second-year students who participated in a class taught by one of the authors between October 2019 and February 2020 and later agreed to participate in the focus groups. All focus groups were audiotaped following participants' permission and transcribed verbatim. Data was analyzed with the QSR Nvivo 12 Pro software package using an inductive thematic analysis. Results: Several themes and sub-themes emerged from the focus groups discussing prior information of participants regarding nutrition, change in nutrition knowledge (information about plant protein, information about soy and soy products, information about sugar and its effects on health, and additional nutrition information), modified perception of nutrition and food, dietary habits, short-term behavior changes, and aspects that helped them to have more information about nutrition (construction of the health campaign, pre-testing materials, and support offered by the professors). All participants reported acquiring new information about food and nutrition, modified perceptions about nutritional habits, and even reported short-term behavioral change as an outcome of the educational model. Conclusions: Educational models using a learning-by-doing approach and combining formal and non-formal education can potentially affect students' subjective food literacy. Future research should explore university students' food literacy using evidence-based educational models.

Educational Model and Prevention on Prediabetes: A Systematic Review.

BACKGROUND: Prediabetes is a reversible condition before the onset of Type 2 Diabetes Mellitus. Untreated condition of prediabetes will develop into diabetes and its complications. The prevalence of prediabetes has been emerging worldwide and has a considerable socioeconomic impact. The current study reviews the roles of early detection, educational models, life modification, and prophylaxis of individuals with prediabetes in preventing the progression of prediabetes into Type 2 Diabetes Mellitus and complications in the future. METHODS: This study included published articles from several electronic databases. The obtained articles were limited to March 2023. Articles that were not open access and not in Indonesian or English were excluded. The protocol for this study used the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) 2020. RESULTS: Of 39627 articles, 39601 were excluded due to duplication and did not meet the eligibility criteria. At the final, there were 26 articles that were eligible for systematic review. CONCLUSION: Prevention of the development of prediabetes into diabetes is essential. A comprehensive understanding and training on intensive lifestyle modification protocols from local and national experts in diabetes prevention through digital-based education models and linguistically and culturally approach can be considered. Intensive lifestyle modification and pharmacological approaches may improve the outcome. Regular monitoring of glycemic control is also important for early diagnosis of diabetes, especially in patients with special conditions.

A digital literacy model to narrow the digital literacy skills gap.

The concept of digital literacy is increasingly prevalent in the 21st century. Growing demands from the work sector for individuals to be digitally literate has prompted targeted interventions and innovations from the education sector to instil digital skills into the future workforce. However, despite efforts the digital skills gap remains visible globally. This paper explores the prominent educational frameworks and models, their advantages and limitations in 21st-century learning and teaching. Furthermore, a new innovative digital literacy model has been proposed to be integrated into the existing and future education frameworks and models to assist educationists in narrowing the digital skills gaps and preparing graduates for the work sector. The digital literacy model consists of two components: (1) the digital literacy framework- South Pacific Digital Literacy Framework (SPDLF) and (2) the digital literacy tool. The SPDLF reflects six major literacies identified for the 21st-century while the digital literacy tool--digilitFJ consists of a digital literacy measuring scale and an online intervention program. The exploratory factor analysis showed that the SPDLF was valid. On the other hand, heuristics, student attitude, and satisfaction and effectiveness of the digital literacy tool were also evaluated from the student's perspective to reflect its usefulness. The survey results also showed a positive attitude and perception of the use of the tool. Additionally, Cohen's d value showed that the digital literacy tool was effective. Therefore, if the tool is implemented and adopted, it can narrow the existing digital skills gap in the South Pacific.

The 6P4C model: An instructional design conceptual model for delivery of e-learning.

The 6P4C conceptual model incorporates instructional design and delivery considerations through a practical set of guiding questions and heuristics. It can be applied in multiple e-learning contexts including academia, staff development and interprofessional practice environments. The model helps guide academic nurse educators in particular through the expansive options of web-based applications, digital tools and learning platforms while also helping to humanize e-learning through the 4C's; deliberate fostering of civility, communication, collaboration and community-building. These connective principles interweave the six key design and delivery considerations the 6P's which include: the participants (learners), platforms used for teaching/learning, a well-developed teaching plan, safe spaces for intellectual play, engaging and inclusive presentations and regular checking of the pulse of learners and the tools being used. By building on similar guiding frameworks including the SAMR, ADDIE and ASSURE models, the 6P4C model further supports nurse educators in designing high-impact and significant e-learning experiences.

Public first aid education model design study based on user experience.

Background: Presently, China's first aid penetration rate remains relatively low, leaving ample room for improvement in the existing first aid education model. Given its role as a service for the general public, public first aid education must thoroughly consider the learning needs and experiences of the public when designing the teaching mode. Methods: Semi-structured interviews were employed to gather detailed insights into participants' experiences in the first aid learning process. Subsequently, NVivo was utilized to analyze the interviews and identify specific design strategies. Additionally, a 7-point scale questionnaire was employed to assess the intervention effects of music familiarity and the simulation of teaching aids on users' willingness and confidence in learning. Building upon the design strategy, a "feedback device + app" approach was proposed. Finally, user satisfaction was evaluated through a scale questionnaire. Results: The use of familiar music had a significant positive effect on participants' willingness and confidence to learn, while users' fear of teaching aids had no effect on willingness and confidence. The user experience-based first aid education model can better meet the public's learning needs for first aid knowledge and skills. Conclusion: This study proposes a first aid education model based on user experience design methodology, which optimizes the public's self-learning experience by evoking positive emotions while circumventing negative emotions. The educational model was recognized by users in terms of design concepts and is expected to help increase first aid prevalence in the future.

Modelos pedagógicos en Docentes de Ciencias Clínicas de la Universidad Tecnológica de Pereira-UTP, Colombia / Pedagogical models in Professors of Clinical Sciences of the Universidad Tecnológica de Pereira-UTP, Colombia

Resumen Objetivo: Caracterizar los modelos pedagógicos utilizados por los docentes de ciencias clínicas del programa de medicina de la Universidad Tecnológica de Pereira. Materiales y métodos: Investigación de tipo cualitativo, descriptivo. Se tomaron cuarenta docentes vinculados bajo cualquier modalidad (planta, transitorio o catedrático) que llevaran tres años o más realizando su actividad pedagógica. Se les realizó una entrevista semi-estructurada que fue avalada por el Comité de Bioética de la Universidad Tecnológica de Pereira. Resultados: El 55% de los docentes tienen formación en educación o docencia universitasirta. El 45% de los docentes aducen emplear el modelo problematizador, el 37,5% no conocen el modelo que emplean, el 12,5% creen utilizar el modelo tecnológico y por último el 5%, invocan el modelo tradicional. En cuanto al material didáctico utilizado no hubo diferencias entre los grupos de docentes, todos privilegiaron las ayudas audiovisuales tipo presentaciones en power point y expógrafo; tampoco hubo diferencias en cuanto a la metodología didáctica ya que la mayoría utilizaron rondas académicas, casos clínicos y revisiones de tema; en cuanto a la evaluación todos privilegiaron el examen escrito. Conclusión: La mayoría de los profesores tienen algún grado de formación en educación; todos utilizan un modelo pedagógico y aunque la mayoría lo identifican como modelo problematizador, se encontró que, con base en el material didáctico utilizado, la forma de transmitir la información, de motivar y evaluar al estudiante facilitar la formación, la tendencia es a usar una mezcla de los modelos, predominando el modelo tecnológico, seguido por los modelos tradicional y problematizador.

Abstract Objective: To characterize the pedagogical models used by the university professors of clinical sciences of the medicine program of the of the Universidad Tecnológica de Pereira. Materials and methods: Qualitative, descriptive research. Forty teachers linked under any modality (plant, transitory or for hours) who had been carrying out their pedagogical activity for three years or more were selected. A semi-structured interview was conducted, which was endorsed by the Bioethics Committee of the Universidad Tecnológica de Pereira. Results: 55% of professors have training in education or university teaching. 45% of teachers claim to use the problematization model, 37.5% do not know the model they use, 12.5% ​​believe they use the technological model and finally 5% invoke the traditional model. Regarding the didactic material used, there were no differences between the groups of teachers, all of whom favored audiovisual aids, such as power point presentations and whiteboard. There were also no differences regarding the didactic methodology since the majority used academic rounds, clinical cases, and topic reviews. And at the time of the evaluation, everyone favored the written exam. Conclusion: Most of the teachers have some degree of training in education; All of them use a pedagogical model and although the majority identify it as a problematization model, it was found that, based on the didactic material used, the way of transmitting information, motivating and evaluating the student and how it facilitates training, the tendency is to use a mixture of models, with the technological model predominating, followed by the traditional and problematization models.

The management of allergic rhinitis by pharmacists in public services: a proposed PhaRmacISt-led Education Model (AR-PRISE).

Allergic rhinitis has been identified as a major respiratory disease that places a significant burden on patients and the healthcare system. Nevertheless, the management of allergic rhinitis is challenging for both patients and practitioners. Pharmacists have been recognised as strategic in providing advice for allergic avoidance, disease information, and pharmacological care for allergic rhinitis management. This role has been underutilised in the public health service sector in Malaysia due to variation in practice, regulation, and health system structures when compared to the international guidelines. This article proposed a PhaRmacISt-led Education Model (AR-PRISE) that includes explicit patient education materials and an algorithm for structured counselling by pharmacists in the management of patients with allergic rhinitis.

Proposal of Design and Innovation in the Creation of the Internet of Medical Things Based on the CDIO Model through the Methodology of Problem-Based Learning.

The educational framework-Conceive, Design, Implement, and Operate-is part of an international proposal to improve education in the field of engineering, emphasizing how to teach engineering comprehensively, which allows the standardization of skills in professionals as a model for teaching engineering. Moreover, problem-based learning allows students to experiment with challenging situations through cases that simulate natural contexts with their profession. The integration of these two education strategies applied to the Internet of Things (IoT) Education for Industry 4.0 has promoted the generation of teaching challenges. Our education strategy proposes the synergy between laboratory guides and the classroom with the following actions: the content of the topic is presented, followed by the presentation of an issue focused into a realistic context, with practical exercises integrating software and hardware for the deployment of the solution to be reported as a final project. Moreover, undergraduate students in the biomedical engineering area acquired new knowledge about IoT, but at the same time, they may develop skills in the field of programming and structuring different architectures to solve real-world problems. Finally, traditional models of education require new teaching initiatives in the field of biomedical engineering concerning the current challenges and needs of the labor market.

Designing the competency-based training model of Iranian medical tourism.

BACKGROUND: Despite the great comparative advantage of Iran in terms of infrastructure, technology, and human resources as well as the significance of medical tourism in the tourist industry, in practice, the quality of human resources has received less attention. Consequently, this study was conducted to design a model of competency-based training for Iranian medical tourism. MATERIALS AND METHODS: This study was an exploratory mix, and the Delphi method and semi-structured interviews were used for the qualitative part of this study. In the second part, the analytical method was utilized for the quantitative part of this study. RESULTS: The results indicated the main components of medical tourism to be public interactions and private interactions and seven subcomponents. Medical Tourism's Competency includes three main components and seven subcomponents. CONCLUSION: Although some training separated and scattered is present in Iran's medical tourism. However, Iran requires a comprehensive training model of which its design was explained in this paper.

Piloting a constructive feedback model for problem-based learning in medical education.

PURPOSE: Constructive feedback is key to successful teaching and learning. The unique characteristics of problem-based learning (PBL) tutorials require a unique feedback intervention. Based on the review of existing literature, we developed a feedback model for PBL tutorials, as an extension of the feedback facilitator guide of Mubuuke and his colleagues. This study was aimed to examine the perceptions of students and tutors on the feedback model that was piloted in PBL tutorials. METHODS: This study employed a qualitative research design. The model was tested in nine online PBL sessions, selected using the maximum variation sampling strategy based on tutors' characteristics. All sessions were observed by the researcher. Afterwards, tutors and students in the PBL sessions were interviewed to explore their perceptions of the model. RESULTS: Three themes were identified based on the perceptions of the tutors and students: cognitive changes, behavioral changes, and challenges of the use of the feedback model. Both tutors and students benefited from improved cognition and behavior. However, the use of the feedback model still encountered some challenges, such as limited sources of feedback data, flexibility and adaptability of the model, content of feedback delivered, students' characteristics and performance, tutors' characteristics and self-perceptions, and supportive infrastructure. CONCLUSION: The model can be used as a reference for tutors to deliver constructive feedback during PBL tutorials. The challenges identified in using the constructive feedback model include the need for synchronized guidelines, ample time to adapt to the model, and skills training for tutors.

Transferring the sandwich principle to instructional videos: is it worth the effort?

BACKGROUND: The sandwich principle is an educational concept that regularly alternates between collective and individual learning phases within one learning unit. Applying sandwich principle to lectures has proven to be more effective for learning outcomes than classical lectures. Supposedly, this teaching format also leads to a beneficial knowledge transfer when applied to other teaching formats. Therefore, the aim of this study was to investigate the effect of the sandwich principle on instructional videos and how its use was evaluated by students. METHODS: Participants (n = 51) were randomly allocated into two groups. Both groups were given a test to assess the baseline level of knowledge. Afterwards, the control group watched the normal instructional video on cleft lips and palates, while the sandwich group watched the same video modified according to the sandwich principle. The participants then had to answer 30 single-choice questions to assess their knowledge gain and evaluate the instructional video. Long-term retention of the knowledge was tested again 6 months later using the same test questions. The unpaired t-test and ANOVA were used to compare the results. RESULTS: Comparison of the pre-test and post-test results of both groups showed significantly increased test scores (p < 0.0001). Regarding long-term retention, the mean test scores were still significantly higher in both groups than before watching the video (p < 0.0001). For all test results, there was no significant difference between the groups (p > 0.05). The evaluation showed that the students highly appreciated the modified video and found the interruptions for repetition of previously learned knowledge useful. CONCLUSION: The hypothesis that the modification of instructional videos according to the sandwich principle would lead to an improved learning outcome could not be proved subjectively or objectively. Nevertheless, the teaching format was highly appreciated by the students and may have increased their motivation to learn with instructional videos.

The Effect of Applying the Information-Motivation-Behavioral Skills Model on Treatment Adherence in Patients with Cardiovascular Disease: A Quasi-Experimental Study.

BACKGROUND: Non-adherence complicates the management of patients with cardiovascular disease. This study aimed to determine the effect of applying the information-motivation-behavioral skills (IMB) model on the treatment adherence among these patients. METHODS: This quasi-experimental study was conducted on 112 patients with cardiovascular disease in Nemazee and Al-zahra hospitals in Shiraz, Iran, from October 2019 to July 2020. Eligible patients were selected and divided into intervention and control groups. The intervention was based on an integration of IMB model constructs and included 10 motivational-educational sessions for three months, followed by telephone consultations for six months. Data were collected before, and three and six months after the end of the motivational-educational sessions using adherence questionnaire in patients with chronic diseases, and adherence in chronic disease scale for medication adherence. Data were analyzed using SPSS 22, and descriptive statistics, chi-square, independent t-test, and repeated measure ANOVA were performed. P<0.05 was considered significant. RESULTS: The intervention and control groups were homogenous based on demographic characteristics. Repeated measure ANOVA findings revealed an increasing trend in the mean scores of the intervention group in treatment adherence from 51.10±3.20 at baseline to 66.40±5.50 three months and 73.80±6.80 six months after the end of the intervention (P<0.001). Furthermore, based on repeated measure ANOVA findings, the mean score of the intervention group in medication adherence significantly increased from 20.10+3 at baseline to 24.10+2.40 three months and 24.50+3.20 six months after the end of the intervention (P<0.001). CONCLUSION: Applying the IMB model promoted adherence to treatment and medication among patients with cardiovascular disease. Therefore, such interventions are recommended for these patients.

Educational needs, perception, and perspectives of oncologists regarding compassionate use programs in Asia.

OBJECTIVE: This study was conducted to capture the educational needs, perceptions, and perspectives of oncologists towards Compassionate Use Programs (CUPs) in Asia, with the aim of gathering insights related to unmet needs for physician and patient assistance. METHODS: The participants responded to a voluntary, self-administered, closed-ended questionnaire through an online platform between 29 April 2020 and 17 June 2020. RESULTS: A total of 111 oncologists provided informed consent to participate in the study. Of these, 102 respondents fully completed the questionnaire and were included in the analyses. Maximum respondents (35.3%) had 10-20 years of experience after specialization with 19.6, 23.5, and 21.6% respondents having <5, 5-10, and ≥20 years of experience, respectively. Practice type plays a statistically significant role in the awareness of the existing compassionate program (p = .0066). While many respondents seem clear on the application process for CUP set in place by pharmaceutical companies, a higher number of respondents are unclear about the country regulations and processes for applying to CUPs set in place by regulatory authorities. Most respondents (75.5%) reported that there are no resources or training provided to them regarding CUPs. There was a significant association between the clarity of the application process for CUP set in place by the sponsors and the number of applications submitted (p = .0321). CONCLUSIONS: Our study brings light on various issues faced by physicians in accessing CUPs especially related to the lack of education and training on utilizing CUPs. There are significant unmet needs related to improving the clarity for the application process, providing resources and related training, particularly for oncologists who do not have previous experience with CUPs.

Análisis comparativo de modelos educativos para la educación superior virtual y sostenible / Comparative analysis of educational models for virtual and sustainable higher education / Análise comparativa de modelos educativos para o ensino superior virtual e sustentável

RESUMEN Se analizan diferentes modelos educativos, propuestos en educación superior: La finalidad de este análisis es identificar las ventajas y desventajas en cuanto a formación integral, mediación por las Tecnologías de la Información y las Comunicaciones (TIC) y aporte al desarrollo sostenible. Lo anterior porque en situaciones se incorporan tecnologías en los procesos de enseñanza-aprendizaje, pero se siguen empleando modelos educativos tradicionales que poco aportan al descubrimiento de soluciones humanísticas y dignificantes para resolver los problemas de una región. En este estudio se emplea un protocolo de revisión sistemática; además, se integran la investigación, la innovación, la proyección social y promoción de los Objetivos de Desarrollo Sostenible (ODS). Se consideran como categorías del análisis comparativo: el enfoque pedagógico, reconociendo las bondades de aquellos modelos constructivistas; la presencia de lo dialógico, como forma de relación entre el estudiante y el docente; la formación para el desarrollo sostenible; el desarrollo del pensamiento crítico y social, entre otras. El resultado de este análisis permite identificar aspectos a considerar en la construcción de un modelo educativo para la educación superior mediado por las TIC.

ABSTRACT Some educational models proposed in higher education are analyzed. The objective of this analysis is to identify the advantages and disadvantages in terms of comprehensive training, mediation by Information and Communication Technologies (ICT) and contribution to sustainable development. This, because in situations, technologies are incorporated into the teaching-learning processes, but traditional educational models continue to be used, contributing little to the discovery of humanistic and dignifying solutions for solving the problems of a region. In this study, a systematic review protocol is used and includes research, innovation, social projection to promote the achievement of Sustainable Development Goals (SDG).The following are considered as categories of comparative analysis: the pedagogical approach, recognizing the benefits of those constructivist models; the presence of the dialogical, as a form of relationship between the student and the teacher training for sustainable development, the development of critical and social thinking, among others. The result of this analysis allows us to identify aspects to consider in the construction of an educational model for higher education mediated by ICT

RESUMO Os diferentes modelos educacionais propostos no ensino superior são analisados. O objectivo desta análise é identificar as vantagens e desvantagens em termos de formação abrangente, mediação por Tecnologias de Informação e Comunicação (TIC) e contribuição para o desenvolvimento sustentável. O acima exposto, porque nas situações em que as tecnologias são incorporadas nos processos de ensino-aprendizagem, mas ainda são utilizados modelos educativos tradicionais que contribuem pouco para a descoberta de soluções humanistas e dignas para resolver os problemas de uma região. Neste estudo, é utilizado um protocolo de revisão sistemática; além disso, a investigação, inovação, projecção social e promoção dos Objectivos de Desenvolvimento Sustentável (ODS) são integrados. São consideradas como categorias da análise comparativa: a abordagem pedagógica, reconhecendo os benefícios dos modelos construtivistas; a presença do dialógico, como forma de relação entre o aluno e o professor; a formação para o desenvolvimento sustentável; o desenvolvimento do pensamento crítico e social, entre outros. O resultado desta análise permite identificar aspectos a considerar na construção de um modelo educacional para o ensino superior, mediado pelas TIC.

Inclusión educativa de niños con síndrome Down en educación inicial regular, Perú / Educational inclusion of children with Down syndrome in Regular Initial Education, Peru

Introducción: Este estudio desarrolla una propuesta metodológica de inclusión de tres niños con síndrome Down en colegios de educación inicial Regular, Perú; cuyo proceso se desarrolló atendiendo a las inteligencias múltiples. Objetivo: Diseñar una estrategia didáctica que responda a la diversidad a fin de potenciar las inteligencias múltiples de niños del nivel de educación inicial. Métodos: Fue una investigación cuantitativa: diseño preexperimental y cualitativo. Se aplicó el test sobre inteligencias múltiples, cuyos resultados permitieron diversificar las estrategias metodológicas y la evaluación de los aprendizajes. Conclusiones: Los niños con síndrome de Down desarrollan formas de pensamiento lógico, creativo, demuestran poseer una memoria y buen nivel de socialización. Se logró mejoras significativas en el 58 porciento de las inteligencias múltiples de los niños participantes en el estudio(AU)

Introduction: This study develops a methodological proposal of inclusion of three children with Down syndrome in regular initial education schools, whose process was developed according to multiple intelligences. Methods: It was a quantitative research: pre-experimental and qualitative design. The test was applied on multiple intelligences, whose results allowed to diversify the methodological strategies and the evaluation of the learning. Conclusions: Children with Down syndrome develop logical, creative thinking, demonstrate a memory and a good level of socialization. Significant improvements were achieved in 58 percent of the children's multiple intelligences(AU)

Validated specialty-specific models for multi-disciplinary microsurgery training laboratories: a systematic review.

BACKGROUND: Laboratory simulation is increasingly important for teaching microsurgical skills. Training microsurgeons of different specialties within the same simulation laboratory increases efficiency of resource use. For maximal benefit, simulations should be available for trainees to practice specialty-specific, higher-order skills. Selection of appropriate simulations requires knowledge of the efficacy and validity of the numerous described laboratory models. Here we present a systematic review of validated training models that may serve as useful adjuncts to achieving competency in specialty elements of microsurgery, and appraise the evidence behind them. METHODS: In setting up a multi-disciplinary microsurgery training course, we performed a systematic review according to preferred reporting items for systematic reviews and meta-analyses guidelines. EMBASE, MEDLINE, Cochrane and PubMed databases were searched for studies describing validated, microscope-based, specialty-specific simulations, and awarded a level of evidence and level of recommendation based on a modified Oxford Centre for Evidence-Based Medicine classification. RESULTS: A total of 141 papers describing specialty-specific microsimulation models were identified, 49 of which included evidence of validation. Eleven were in the field of neurosurgery, 21 in otolaryngology/head and neck surgery, two in urology/gynaecology and 15 plastic and reconstructive surgery. These papers described synthetic models in 19 cases, cadaveric animals in 10 cases, live animals in 12 cases and human cadaveric material in 10 cases. CONCLUSION: Numerous specialty-specific models for use in the microscope laboratory are available, but the quality of evidence for them is poor. Provision of models that span numerous specialties may encourage use of a microscope lab whilst still enabling more specific skills training over a 'one-size-fits-all' approach.

Developing an empathy educational model (EEM) for undergraduate nursing students: A Delphi Technique.

Despite the growing benefits of empathy education for medical students, there is still a lack of formal empathy courses in the Chinese context. To develop an empathy educational model for undergraduate nursing students, the Delphi technique was used in this study. Experts were selected from different regions of China and invited to participate in the three rounds of consultation, via email. The final empathy educational model was comprised of nine themes and 44 subthemes. The nine themes included: a. Bring the learner to the empathic world; b. Introduce the basic knowledge of empathy; c. Master empathy skills; d. Practice empathy; e. Evaluate empathy ability; f. Follow-up support; g. Distribution of educational hours for teaching empathy; h. Forms of empathy training; and i. Student reflection on empathy education. Consensus was achieved among the experts on empathy educational content, using the Delphi Technique, which can provide a reference for the empathy training of university medical students. It is necessary to have the empathy educational model further applied and evaluated, in conjunction with intervention studies, in the future.

Implementing a psycho-educational model to increase university lecturers' effectiveness to constructively manage experienced aggression.

BACKGROUND: The authors developed a psycho-educational model as a conceptual framework of reference for university lecturers to facilitate the constructive management of experienced aggression. The model must be implemented in a workshop and in practice to confirm the if the model is effective. AIM: This article describes the implementation of a psycho-educational model in a workshop and in practice, as well as the evaluation of the effectiveness of the psychoeducational model. SETTING: This study was conducted in a specific college at a university in Johannesburg in South Africa. METHOD: This study followed a qualitative, exploratory, descriptive, contextual and theory-generating research design. The psycho-educational model was implemented in three phases during a workshop and then for three months in practice by university lecturers. A purposive sample of university lecturers was applied. The effectiveness of the psycho-educational model was evaluated during and directly after the workshop, 1 week after the workshop and 3 months journal entries. Final evaluation was in a focus group after 3 months of implementation of the model in the workplace. RESULTS: The participating university lecturers found the implementation of the psycho-educational model, as a conceptual framework of reference to constructively manage experiences of aggression, effective, helpful and important. The model increased their understanding of aggression in their places of work and increased their effectiveness to constructively manage experiences of aggression in their workplace. CONCLUSION: The implementation and evaluation of the psycho-educational model underscored the need for affective and effective facilitative support for university lecturers to be able to constructively manage experienced aggression.

Cultural Conceptions of Teachers on the Educational Model of a Public University of Ecuador / Concepciones culturales de los docentes sobre el modelo educativo de una universidad pública de ecuador

RESUMEN El objetivo del estudio fue indagar los significados culturales del concepto "modelo educativo" con la exploración de dimensiones cognitivas y el consenso cultural en docentes de una universidad pública ecuatoriana. Se aplicaron el diseño cualitativo, descriptivo y exploratorio enmarcados en la antropología cognitiva, así como las técnicas listados libres y sorteo por montones en fases sucesivas, la primera de 20 docentes y la segunda de 18 docentes cada vez, basados en el modelo de Romney, Weller y Batchelder. Se obtuvieron niveles del consenso cultural a razón de 5,213 y promedio de competencia cultural de 3,196, que demostraron acuerdo grupal. Se identificaron componentes principales, intermedios y secundarios. La jerarquización temática del discurso permitió agrupar en un modelo epistemológico, curricular y pedagógico. Se concluye que los participantes piensan en forma homogénea y los significados culturales del modelo educativo se ajustaron al consenso, sin variación cultural entre docentes.

ABSTRACT The objective of the study was to investigate the cultural meanings of the Educational Model concept, through the exploration of cognitive dimensions and the cultural consensus in teachers at an Ecuadorian public university. Methodology: Qualitative, descriptive, exploratory design; framed in Cognitive Anthropology. Free listing techniques were applied, and lots were drawn in successive phases; the first of 20 teachers, and the second of 18 teachers each time; based on the Romney, Weller, and Batchelder Model. Results: Cultural consensus levels in a ratio of 5,213, and cultural competence average of 3,196, showed agreement within the group. Main, intermediate, and secondary components were identified. The Thematic hierarchization of the discourse allowed for grouping in an epistemological, curricular, and pedagogical model. Conclusions: The participants think homogeneously, the cultural meanings of the educational model were adjusted to consensus, without cultural variation among teachers.

A psycho-educational model for university lecturers to facilitate the constructive management of aggression.

BACKGROUND: Experienced workplace aggression is a lingering phenomenon and comprises an extensive body of knowledge. Experiences of workplace aggression require constructive intervention and support. These interventions and support must aim to assist university lecturers to constructively manage experiences of aggression. AIM: The aim of this article is to describe the process followed to develop, describe and evaluate a psycho-educational model for university lecturers that could be used as a conceptual framework of reference to facilitate the constructive management of experienced aggression. SETTING: The model is applicable in universities where the university lecturers work and experience aggression. This study was conducted in a specific college at a university in Johannesburg in South Africa. METHOD: A theory-generating, qualitative, exploratory, descriptive and contextual design was applied to develop a psycho-educational model. The process included four steps: concept analysis, relationship statements, description of the model and evaluation of the developed model. The criteria of clarity, simplicity, generality, accessibility and importance were used during the evaluation of the model. RESULTS: The central concept in this study was to facilitate constructive management. The psycho-educational model as the conceptual framework of reference for facilitating the constructive management of experienced aggression was described and evaluated. University lecturers' destructive management of experienced aggression formed the basis for the psycho-educational model. CONCLUSION: The psycho-educational model provides a conceptual framework of reference for university lecturers that may assist them to constructively manage experiences of aggression in their places of work.