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All modern nation-states have periods of difficult history that teachers fail to address or address inadequately. The authors present a framework for defining difficult histories and understanding what makes them difficult. These events 1) are central to a nation’s history, 2) contradict accepted histories or values, 3) connect with present problems, 4) involve violence enacted by the state or large groups of citizens, and 5) create disequilibria that require changes to historical understandings that may carry a personal or social cost.

Today, the scientific and medical study of these substances is expanding rapidly as increasing numbers of pre-clinical and clinical studies demonstrate that psychedelic therapies hold promise across a range of mental health and neuropsychiatric conditions [2, 3, 4, 5–6]. [...]increasing numbers of researchers, clinicians, and mental health professional trainees are becoming interested in the field and seeking related training and education. To meet the growing need to educate mental health providers, trainees, and researchers about psychedelic science and medicine, a range of private organizations are offering psychedelic education and training programs but at substantial cost to trainees. The class consisted mainly of medical students, psychiatry residents, and mental health clinicians, but also included university faculty members and others from fields outside of healthcare, including religious studies and law.

Background The current objective of preventive medicine reform is to guarantee that clinical medical students possess a comprehensive understanding of preventive medicine concepts, knowledge, and skills. Previously, case-based learning (CBL) was mostly employed to reform the clinical medicine curriculum, but there was a lack of reform in preventive medicine for clinical students in Sino-foreign joint training programs. The aim of this study was to investigate the impact of case-based learning in the Sino-foreign joint program of preventive medicine. Methods A total of 79 clinical medical students from the Sino-foreign joint program at Wenzhou Medical University were selected as participants to engage in 10 case-based learning sessions. The effectiveness of the instruction was assessed by analyzing the final exam scores and questionnaire responses, which encompassed instructor evaluation, self-assessment, and course learning effectiveness evaluation (CLEE). Results In contrast to the traditional approach, which yielded a final score of 69.2, the case-based students achieved an average of 77.62. The results of instructor evaluation showed that students’ academic performance, problem-solving capabilities, research cooperation and communication, and learning attitude all improved significantly following case-based learning ( P  < 0.05). The self-assessment scores for all five case discussion courses exceeded 75 points, suggesting that students believed their overall competence had increased significantly. The CLEE demonstrated that CBL had a positive impact on students’ learning and was highly advantageous for students. Conclusions It is deserving of active promotion in medical education reform that case-based learning can enhance students’ comprehensive quality and classroom participation. Further research is required to ascertain whether it can replace traditional teaching methods. Trial registration Not clinical trial.

Introductory undergraduate courses in American politics often center the Constitution and focus on fundamental principles, structures, and processes. Unfortunately, this focus allows less space to discuss the role that norms play in supporting formal rules and institutions in the American political system. As a political science professor teaching an introductory course on American politics in 2019 and 2020, I became acutely aware of the limitations of this course design. This context showcased the ways in which many of these norms are taken for granted by many, including American politics scholars. Moreover, it sparked conversations among my colleagues about whether we should adapt to the moment and update our instruction to place greater emphasis on norms to contextualize the present political moment for our students. My answer was yes. However, doing so requires instructors to be attentive to issues of objectivity, authority, and partisanship. This article shares strategies that I plan to implement when I teach this course again. In particular, I discuss three guiding pedagogical principles when teaching about presidential norms. I then provide discussion questions that instructors can use to spark conversations about the relationship between adherence to presidential norms and the stability of American political institutions.

Sociology curricula often house a variety of “hot button” or contentious topics (e.g., race relations, crime and deviance, personal freedoms/choice, gender). While departments may be giving more attention to ensuring that these topics are included in their curriculum, here I argue that we also need to engage students in reflection about their gut reaction to these divisive topics. How students take in the material will affect their ability to successfully meet the learning outcomes throughout their program. This research was guided by past work categorizing student reactions into three categories: resistance, paralysis, and rage. Preliminary results are presented, and a fourth reaction, paralysis by proxy, is also proposed. Last is a discussion of how we as educators can integrate research on student reactions into course design/implementation, thus setting students up for success.

Dealing with controversial issues is one of the most important tasks teachers perform. In this article, the author presents a few core concepts and research findings that are essential for understanding what teaching controversial issues is all about and why it is so important to develop capability in this methodology.

Teaching topics that implicate student identities, traumas, and/or activism is challenging because students often come with very personal attachments to curricular and extracurricular topics, such as in courses on sexualities, race, gender, and/or social movements. These classes may be described as “wobbly,” responding to outside events and occasionally tipping over. Wobbly classes present an opportunity, however, to meet students where they are while achieving broader course and learning objectives. This teaching note presents a curricular innovation, Beyond the Book (BtB). BtB directs students to articulate a personal learning goal and groups students into collaborative teams to peer teach peer-reviewed scholarship on common themes in scaffolded sessions. This framework allows students to develop their personal learning goals in the context of shared course materials, fosters collaboration and trust, develops their research and presentation skills, and exposes learners to a broad range of research relevant to them.

Developing student engagement online necessitates creating a specifically designed online site to foster interaction alongside regularly structured academic requirements. By creating this deliberative opportunity, students share and discuss varied perspectives on current and controversial issues. Using data from a spring 2023 collaboration course across the two geographically dispersed universities in New York and Texas, student engagement forms were assessed for their academic educational outcomes. Significant findings revealed that students challenged and clarified their varied perspectives across the institutions. In addition, their interaction and engagement resulted in greater satisfaction with their course work while lessening their learner isolation during our social distancing protocols.

The study explores how multicultural education instructors use transformational leadership to establish “brave space” as a foundation for critical conversations about identity. Establishing brave space within education courses is essential to facilitating pre-service teachers’ understanding of social justice; yet, little research exists regarding the use of transformational classroom leadership to achieve this. This qualitative study is comprised of semi-structured interviews with three instructors through a lens of transformational classroom leadership. Our findings suggest that transformational leadership practices such as modelling the way, challenging the process, encouraging the heart, etc. facilitate students’ understanding of identity, relational trust, and their tacit values.

Evidence presented to the Parliamentary Education Committee, chaired by Mr Latham, was largely ignored and its final report fails to recognise and understand teachers' professional standards, curriculum, policy requirements and the legislative frameworks within which teachers teach. Mr Gavrielatos said: \"Paradoxically, or quite deliberately, while the Department's Controversial Issues in Schools Policy states that teaching should 'allow students to explore a range of viewpoints and not advance the interest of any particular group', the One Nation amendments to the Education Act would enshrine a political party's ideological views on schools. \"If a student confides in a teacher - remembering teachers are mandatory reporters and therefore any physical or psychological harm must be reported - we must be able to continue to ensure that those students have faith in their teachers to be able to continue those relationships of trust so that that child may disclose information that is intrinsic to their safety,\" he said.