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Objective. To identify the presence of cognitive apprenticeship themes in the layered learning practice model (LLPM). Methods. Attending pharmacists who had implemented an LLPM completed an individual 90-minute face-to-face semi-structured interview. Three researchers independently reviewed transcripts to identify cognitive apprenticeship themes according to the framework’s dimensions and sub-dimensions. Results. Of 25 eligible attending pharmacists, 24 (96%) agreed to participate. All core dimensions of the cognitive apprenticeship framework emerged during the interviews; however, preceptors varied in how they used the framework in the training of pharmacy learners at different levels. This variability was especially apparent within the sub-dimensions of the content and method domains. Conclusion. This study demonstrates that all four cognitive apprenticeship principles are being used in the clinical environments operationalizing the LLPM. These findings suggest that cognitive apprenticeship is an applicable and relevant educational framework when engaging multiple learners in clinical education environments.

The study aimed to identify the effectiveness of cognitive apprenticeship (CA) via the Internet in developing mathematical prowess (MP) among academically outstanding (AC) high school students. The research sample consisted of 32 first-year secondary students at the 10th of Ramadan School, Suez Governorate, Egypt, who exceled academically in the middle school certificate. The sample was randomly divided into two equal groups, each consisting of 16 students. The control group studied in the usual way, while the experimental group studied using the CA strategy via the Internet. The quasi-experimental design was used, and the research tools (mathematical prowess test & productive desire scale) applied pre- and post-intervention to the research groups. The most important results concluded the effectiveness of CA via the Internet in developing MP among AC high school students. The study recommended providing technical support and training for teachers to employ CA in teaching mathematics to students in general and CA students in particular.

Psychological safety is a feeling that individuals are comfortable expressing and being themselves, as well as comfortable sharing concerns and mistakes without fear of embarrassment, shame, ridicule, or retribution. It has long been recognized as part of successful patient safety and quality improvement processes. However, in the realm of medical education, psychological safety is a relatively unknown concept to many educators and learners alike. Learners, whether students or postgraduate trainees, are in a phase of cognitive apprenticeship whereby they learn not only skills and knowledge from teachers as part of an explicit and formal curriculum. At the same time, a hidden curriculum is also part of the learning environment in the form of norms, values, and behaviors exhibited by teachers. These norms, values, and behaviors become part of the culture of the clinical learning environment. The vulnerability of learners in this environment is magnified by the hierarchal nature of medicine, and the complexity, uncertainty, and the ambiguity inherent to medical conditions. This is especially true of cognitive specialties such as rheumatology. Educators who engage in unprofessional behaviors that result in learner humiliation and shame may serve to dampen productive discourse and scientific dialog. Therefore, educators must embrace psychological safety to foster learning and facilitate high-performing teams in the clinical learning environment.Key Points• Psychological safety improves communication and teamwork by allowing individuals to be comfortable expressing and being themselves, as well as comfortable sharing concerns and mistakes without fear of embarrassment, shame, ridicule, or retribution.• Commonly studied in the context of patient safety and quality improvement, psychological safety should extend towards medical education particularly in the context of allowing medical students and postgraduate trainees to be able to voice clinical reasoning in the face of ambiguity.• Educators take on a leadership role when having learners under their supervision; as leaders, educators are the prime movers of psychological safety• Learners in the process of developing their self-identity in the context of their chosen profession adopt not only knowledge and skills within the framework of an explicit and formal curriculum but also norms and values from daily behavior and language educators present in the clinical learning environment of learners; these norms and values are collectively part of the hidden curriculum.

Cognitive apprenticeship theory emphasizes the process of making expert thinking “visible” to students and fostering the cognitive and meta-cognitive processes required for expertise. The purpose of this review was to evaluate the use of cognitive apprenticeship theory with the primary aim of understanding how and to what extent the theory has been applied to the design, implementation, and analysis of education in the health sciences. The initial search yielded 149 articles, with 45 excluded because they contained the term “cognitive apprenticeship” only in reference list. The remaining 104 articles were categorized using a theory talk coding scheme. An in depth qualitative synthesis and review was conducted for the 26 articles falling into the major theory talk category. Application of cognitive apprenticeship theory tended to focus on the methods dimension (e.g., coaching, mentoring, scaffolding), with some consideration for the content and sociology dimensions. Cognitive apprenticeship was applied in various disciplines (e.g., nursing, medicine, veterinary) and educational settings (e.g., clinical, simulations, online). Health sciences education researchers often used cognitive apprenticeship to inform instructional design and instrument development. Major recommendations from the literature included consideration for contextual influences, providing faculty development, and expanding application of the theory to improve instructional design and student outcomes. This body of research provides critical insight into cognitive apprenticeship theory and extends our understanding of how to develop expert thinking in health sciences students. New research directions should apply the theory into additional aspects of health sciences educational research, such as classroom learning and interprofessional education.

This study investigated the impact of designing an online learning environment based on cognitive apprenticeship on students’ critical thinking and interaction in CSCL. The one group pretest-posttest quasi-experimental design was used in this study. A questionnaire was used to measure students’ critical thinking and social network analysis (SNA) was used to analyse students’ interaction. The study found that students’ critical thinking improved after engaging in an online learning environment based on cognitive apprenticeship. SNA showed that students’ network size and inter- and intragroup interaction increased during the engagement in the online environment designed by incorporating cognitive apprenticeship. This study provides recommendations for designing an online learning environment and more specifically, stimulating students’ critical thinking and engaging students in CSCL.

Shaoting Feng,1,* Daya Yang,1,* Kunsong Zhang,1,* Gang Yuan,1 Hao Tang,1 Denise Findlay,2 Adam R Thomas,2 Lewis S MacKinnon,2 Ming Kuang,1 Haipeng Xiao,1 Dan Xu1,2 1First Affiliated Hospital, Sun Yat-Sen University, Guangzhou, People’s Republic of China; 2Curtin Medical School, Faculty of Health Sciences, Curtin University, Perth, Australia*These authors contributed equally to this workCorrespondence: Dan Xu, Email daniel.xu@curtin.edu.au Ming Kuang, Email kuangm@mail.sysu.edu.cnBackground: General practice (GP) placement teaching can be challenging because of time constraints, ineffective teaching models, and a lack of consensus approaches. GP clinics are more frequently used for undergraduate students’ learning to translate theoretical knowledge into clinical practice. Evidence suggests that a learner-centred approach is essential for facilitating deeper learning. “Student-led consultation under supervision” is one such learner-centred teaching model applied during GP placement, engaging both trainers and trainees in applying the core values of clinical thinking. This qualitative study intends to explore students’ learning outcomes when implementing the innovative teaching model “Student-led consultation under supervision during GP clinical placement” for potential quantitative introduction as a formal GP placement curriculum.Methods: A convergent mixed-method approach was applied using validated surveys and pre-designed questionnaires for individual reflection when implementing innovative teaching models in medical students’ GP placements. Thirty-five medical students from China and Australia participated in the study. Survey and reflection data were collected for descriptive and semantic analysis.Results: “Student-led consultation under supervision in a consultant’s chair with discussion” was the students’ most highly rated teaching model. Students’ reflections on the use of these teaching models were semantically analysed using a validated questionnaire. The students’ reflections highlighted the perceived academic benefits with identifying the enablers of and barriers to developing the formal GP placement curriculum.Conclusion: This study shows that “Student-led consultation under supervision in a consultant’s chair with discussion” is innovative in GP teaching. The demonstrated innovation embraces the concept of cognitive apprenticeship for improving learning outcomes. These teaching models incorporate students’ reflection in curriculum design and extend the definitions of “cognitive apprenticeship” and “transfer of learning” in modern clinical teaching to improve trainees’ placement learning. The identified enablers of and barriers to implementing these innovative teaching models will pave the way for future studies to confirm the practicality of implementing them in real-life clinical practice.Keywords: innovative training methods, general practice placement teaching, clinical thinking, clinical education, cognitive apprenticeship, action learning

This study presents a new blended learning model that combines a computer-assisted learning system called Cognitive Apprenticeship Programming Learning System (CAPLS) with instructor co-teaching in an introductory programming course. CAPLS, as its unique aspect, functions as a master in cognitive apprenticeship, guiding learners throughout their learning while also assessing their progress. In contrast, the instructor in physical class settings serves a supportive role, monitoring progress and articulating as needed to fill knowledge gaps. To investigate the impact of this learning model on students' motivation, we used the Motivated Strategies for Learning Questionnaire (MSLQ) at the beginning and end of the semester. College Entrance Math score, midterm and final exams were also used to assess student learning outcomes. The study was conducted with first-year students in the Department of Information and Computer Engineering, and two key findings emerged. First, students' programming proficiency was strongly correlated with their College Entrance Math scores. While math ability impacted programming learning, all students improved their final scores compared to their midterms, with high-scoring math students outperforming their peers. Second, the proposed blended cognitive teaching strategy significantly reduced students' extrinsic goal and self-efficacy levels, but their learning outcomes still significantly improved. This suggests that the proposed teaching model promotes more conscious learning. These results can be used as a reference for improving student learning outcomes and experiences with computer-assisted learning systems.

Health professions schools in the United States and internationally have engaged in curricular changes to better prepare students for the future of health care. However, designing or selecting evidence-based teaching activities can be a challenge. Research suggests the Cognitive Apprenticeship theory is an effective framework for the health professions to inform instruction design, yet these studies have mainly focused on the clinical setting and not the didactic learning environment. This study used qualitative methods to explore the Cognitive Apprenticeship framework in the didactic learning environment and the teaching practices that pharmacy faculty used to explicate their expert thinking to students. Faculty were observed using all four Cognitive Apprenticeship dimensions (ie, Content, Sequencing, Methods, Sociology) in their teaching practice. Patterns were observed in the data revealing complex, short and sometimes spontaneous teaching practices that faculty used to promote learning.

Inspired by the apprenticeship model of teaching and learning, two instructors report on their efforts to place current events at the center of a semester-long media and information literacy course. They discuss strategies to harness curiosity about contemporary topics (e.g., misinformation, climate change, algorithms, right-to-repair, blockchain, artificial intelligence, etc.), and create engagement-driven course content. The paper provides concrete examples of activities and assignments used to situate learning in real-world contexts and build students' confidence in navigating information independently. This case study offers insights for other educators seeking to apply cognitive apprenticeship principles to media and information literacy instruction.

Background The importance of motivation regulation in medical students is highly significant due to their unique educational circumstances, such as clinical exposure. However, the role of clinical exposure in learning motivational self-regulation skills in students has not been explored thus far. This current study aims to investigate the role of clinical exposure on motivational self-regulation skills in medical students based on cognitive apprenticeship model. Method This study was descriptive-analytical research conducted in 2022 on medical students. Data collection involved two questionnaires including Meta motivational Strategies in Medical Students Questionnaire and Maastricht Clinical Teaching Questionnaire. The research comprised two stages including measuring motivational self-regulation strategies in students before entering the clinical exposure phase, and simultaneous measurement of clinical exposure based on the student’s viewpoint and their motivational self-regulation strategies at the end of the first term of clinical exposure. Results The results revealed a significant relationship between six dimensions of the cognitive apprenticeship model, including modeling, coaching, scaffolding, reflection, exploration, and learning environment, with motivational self-regulation strategies. However, there was no significant relationship between the articulation dimension of the cognitive apprenticeship model and motivational self-regulation strategies. Conclusion Clinical exposure indirectly enhances students’ metacognitive skills. Observing the behavior of clinical faculty in the clinical exposure setting leads to the improvement of motivational self-regulation strategies in medical students.