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[5] Although lecturing facilitates the sharing of information with a large audience of students transmitting effective factual information,[4] it exposes the students merely to content, leading to passive reception of information, whereas it is the active processing of information that leads to learning[4,6-8] and in which students are encouraged to involve in the building and testing their own mental models from information that they attain. According to Table 5, the students responded that this ITP helped to analyze the topic clinically and guided them how to approach the patient. [22] The most common method of instruction in ITP is also lecture, at last leading to passive reception of integrated information. [...]to engage the senses of the students and result in active learning, patient-based ITP was conceived along with inclusion of cognitive, psychomotor, and affective domains and a real case of nephrotic syndrome. In the closed-ended responses in feedback, majority of the students agreed that teaching aids were adequately used (72%), learning objectives were identified (64%), lectures were in logical sequence (49% agreed, 42% strongly agreed), helped in understanding the concept of the topic (48% agreed, 37% strongly agreed), adequate discussion occurred (20% strongly agreed, 65% agreed), incorporation of psychomotor skills was helpful (66%), doctor-patient relationship was better understood (60% strongly agreed), and summarization was useful (53%).

Background: Problem-based learning (PBL) is introduced in Indian medical schools as it is an appropriate educational strategy inclined to the SPICES model. Though feedback is taken after PBL sessions, it is mostly quantitative. Aims and Objective: To obtain a qualitative approach and in-depth introspection regarding perception toward PBL. Materials and Methods: This descriptive study with convenient sampling (n = 45) was conducted in Department of Physiology, Jawaharlal Nehru Medical College, Datta Meghe Institute of Medical Sciences, Maharashtra, India, using focus group discussion (FGD). Three FGDs were conducted till saturation using the FGD guide and the results were expressed as per COREQ (Consolidated Criteria for Reporting Qualitative Studies). Result: Students opined that PBL, as a part of curriculum, was a better learning tool and helped them in conceptual learning. They suggested that PBL to be taken after every system of Physiology. Conclusion: The overall attitude of students regarding PBL was positive with some relevant contextual recommendations with regard to Indian settings. [Natl J Physiol Pharm Pharmacol 2015; 5(4.000): 291-295]

This study draws attention to the upcoming changes within sustainable value chains and manufacturing environments caused by the digital transformation. With a special focus on Industry 4.0 (I4.0), the presented study explores the scientific progress within this research field. A systematic literature review approach using a set of predefined keywords and with several exclusion criteria was adopted in order to identify the literature that is related to sustainability in I4.0 and its impact in the area of production and operations management (P&OM). A total of 89 papers from the period 2010–2020 were identified, which were then examined along the lines of the most influential journals, key topics of the selected literature, geographical distribution, and sustainability dimensions. The analysis was executed via bibliometric and text mapping tools, namely NVivo and BibExcel. Furthermore, a focus group discussion with experts from European semiconductor manufacturing companies and researchers from several academic institutions was conducted to derive practical insights. The results of this study will contribute to the evaluation of sustainable I4.0 innovations from the past 10 years. The key issues and research gaps identified in this article will provide a reference point to encourage and guide interested researchers for future studies, thus supporting both theoretical and practical progress in this research area.

We introduce and discuss “World Café” (WC), a participatory assessment tool widely used in community development and organizational change processes, as additional qualitative research method. We propose WC as a participatory method of data collection for a large group of participants, discussing its strengths and weaknesses in comparison to semistructured interviews and focus groups, two well-established methods in qualitative research. As a research method, we find that WC complements other methods in important ways. When there are many participants, it helps guide the exploration and verification of themes. Integrating the method into the research design may help increase both the reference sample and the level of participation. Furthermore, as a participatory method, it not only produces data for the researchers but also has the potential to benefit the participants, as it facilitates dialogue and mutual learning, thus motivating their participation and responses.

The focus group (FG) technique has been recently rediscovered by social scientists. It has become the subject of important methodological discussions and it is now considered a very innovative research method. However, such a widespread use of FG seems to have become a fashionable research technique. The impression is that FG is often adopted without any prior consideration of whether it really is the most suitable research technique for achieving the cognitive goals of the research. At the same time, it seems that the FG is often adopted only because it is considered an easy-to-organise and inexpensive technique. The goal of this paper is to evaluate the nature of the FG, analyse its advantages and disadvantages and identify the cognitive problems that it helps to face. In order to discuss these two points, I will focus on the two main characteristics that differentiate the FG from other techniques of information gathering in social research. Firstly, in FGs the informative source is a group. Secondly, the heuristic value of this technique lies in the kind of interaction that emerges during the debate. Several researchers have indicated these two aspects as the main characteristics of FG; but only few authors have translated these comments into serious epistemological and methodological knowledge, thus allowing the FG to give its best results.

To support the transition to a more plant-based diet, it is necessary to better understand flexitarians, i.e., individuals who curtail their meat intake by abstaining from eating meat occasionally without fully abandoning meat. Much of the research about eating (less) meat thus far has focused on motivations. However, a dietary shift toward less meat consumption also demands that capabilities and opportunities be taken into account. The present study explores the capability and opportunity variables in terms of enablers and barriers to reduced meat consumption. Focus group discussions (Study 1) and a survey study (Study 2) were conducted. Study 1 provides an overview of what food consumers perceive as capabilities and opportunities in the context of limiting meat consumption. Study 2 quantifies the aspects of capabilities and opportunities with a special focus on enabling and constraining aspects regarding plant-based meat substitutes. Both studies examine what Dutch flexitarians designate as capabilities and opportunities in transitioning to eating less meat in everyday life. More insight into this helps to find and facilitate food choices that make the flexitarian choice an easier and more obvious one and consequently contribute to flexitarians as food innovators for a healthy planet.

Following the Digital Revolution, we are witnessing an increase in the number of manipulated sources of information. For this reason, virtual environments can be a breeding ground for the proliferation of prejudices and stereotypes, resulting from the spread of racial fallacious news, known as ‘racial hoaxes’. Adolescents may be more susceptible due to the tense and complicated relationship between their experience with digital platforms and the development of their relatively limited critical thinking. In this landscape, in order to explore the features of disinformation in adolescence, the research involved 41 Italian adolescents between 13 and 16 years old, balanced by gender and school education. The teenagers took part in the focus group discussions on the topic of online information preferences, fake news and racial hoaxes, which were analyzed by means of content analysis. The answers given by participants show a so-called adolescents’ perception of ‘misinformation invulnerability’ that can influence their credulity in fake news, since they are aware of fake news but they are not so able to recognize or remember it.

This study aimed to explore barriers and facilitators of the provision of dairy and plant-based dairy alternatives (PBDA) by parents of preschool-age children, a previously unexplored area of research. Five focus groups of parents were conducted and audio-recorded. Verbatim transcripts were analysed using thematic analysis. University of Guelph, in Guelph, ON, Canada in 2019. Thirty-two (n 19 mothers, 13 fathers) parents of preschool-age children. Most (59 %) were university or college educated. Facilitators common to both dairy and PBDA provision included perceived nutritional benefits, such as dairy's Ca, protein and fat content, and PBDA's protein content, and the perception that PBDA adds variety to the diet. Facilitators unique to dairy v. PBDA provision included the taste of, familiarity with, and greater variety and accessibility of dairy products, specifically child-friendly products. A facilitator unique to PBDA v. dairy provision was ethical concerns regarding dairy farming practices. Barriers common to both dairy and PBDA provision included perceived cost, concerns regarding the environmental impact of production, and high sugar content. Barriers specific to dairy included use of antibiotics and hormones in dairy production. A barrier specific to PBDA was the use of pesticides. Behaviour change messages targeting parents of preschoolers can emphasise the nutrition non-equivalence of dairy and some PBDA and can educate parents on sources of affordable, unsweetened dairy and PBDA.

This study examined parent perspectives on digital play-based learning for early literacy development in non-formal educational settings in Pakistan and Bangladesh, where access to quality education remains limited for marginalized communities. Drawing on neo-ecological theory as a guiding framework, we conducted a qualitative focus group study in which we analysed discussions with 40 parents whose children participated in a three-month digital play-based literacy intervention implemented through community learning centres and refugee camps. The parents reported significant improvements in their children's English language capabilities and digital literacies, often describing instances that reversed traditional knowledge hierarchies within families, with children teaching their parents English pronunciation and digital navigation. However, the parents simultaneously expressed concerns about traditional writing skill development and future educational transitions. The intervention affected parent–child engagement in education, with many parents reporting increased school visits and children showing a newfound enthusiasm for attending classes. Notable variations emerged between communities with different levels of prior educational access, with refugee parents in Bangladesh showing greater enthusiasm for digital interventions than those with previous exposure to conventional education. The study demonstrated how parents in marginalized communities carefully evaluated digital play through contextual lenses, and challenged simplistic narratives about technology adoption in resource-constrained environments. The parents’ perspectives highlight both the transformative potential of digital play for early literacy and the importance of contextually responsive approaches to implementing interventions.