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History and social sciences educators have been charged with ensuring that our students are quantitatively literate. The internet contains a treasure trove of valid and reliable sources of quantitative data that history and social sciences teachers can easily use to satisfy the quantitative literacy requirements of the National Common Core Standards. This book contains lesson ideas, websites, numerical critical thinking questions to incorporate numerical literacy skills into class activities and assignments. Also contains lists of best practices and examples for interpreting, visualizing, and displaying quantitative data.

Virtual reality (VR) simulation has transformative potential in medical education by allowing risk-free practice of clinical procedures in anatomically accurate, immersive environments. This study aimed to evaluate the effectiveness of a virtual reality simulation teaching model for cataract surgery in undergraduate medical education, compared to traditional teaching methods. A prospective study was conducted with 71 undergraduate students majoring in ophthalmology and optometry at Nanjing Medical University, divided into an experimental group ( n  = 35) and a control group ( n  = 36). The experimental group received practical training using a VR simulation model, while the control group received traditional offline practical training. Teaching effectiveness was assessed in three modules—clinical reasoning competency, clinical diagnostic proficiency, and surgical technical skills—through dual-mode assessments based on both the VR simulation platform and traditional methods. Results showed that the experimental group scored significantly higher in both traditional and VR assessments ( P  < 0.05). In the traditional assessment, the experimental group scored higher in Total Score (82.22 ± 4.34 vs. 76.83 ± 5.14), Clinical Reasoning Competency (12.61 ± 0.81 vs. 12.01 ± 0.81), Clinical Diagnostic Proficiency (48.98 ± 3.33 vs. 46.03 ± 3.96), and Surgical Technical Skills (20.64 ± 0.79 vs. 18.79 ± 1.67). This advantage was even more pronounced in the VR assessment, with the experimental group showing substantial superiority in Total Score (84.06 ± 4.85 vs. 71.06 ± 6.84), Clinical Reasoning Competency (10.57 ± 2.19 vs. 9.08 ± 2.06), Clinical Diagnostic Proficiency (52.17 ± 2.83 vs. 43.36 ± 4.01), and Surgical Technical Skills (21.31 ± 2.19 vs. 18.61 ± 2.93). The virtual reality simulation teaching model significantly enhanced medical students’ clinical thinking, clinical diagnosis, and surgical operation skills, outperforming traditional teaching methods.

Background With increasing emphasis on the education of medical interns, more and more attention was paid on the teaching situation of interns in university affiliated hospitals. How to integrate the medicine and education is the key to improve the quality of clinical internship. Methods One hundred and twenty two fifth-year medical interns who interned in the urological department of the Second Affiliated Hospital of Anhui Medical University between March 2025 and August 2025 were randomly assigned to an experimental group (combined PBL and Mini-CEX approach) or a control group (traditional teaching). All interns were assessed using theoretical tests, Mini-CEX evaluations of clinical skills before and after the two-week rotation. Furthermore, the teaching feedback evaluation of interns was utilized for investigating interns’ feedback with the teaching models via a questionnaire survey. Results The experimental group scored significantly higher than the control group on post-rotation theoretical tests and across all Mini-CEX components, including medical history-taking, physical examination, and clinical judgment (all p  < 0.05). Interns in the experimental group also reported greater improvements in self-learning, literature retrieval skills, learning initiative and motivation, teamwork ability, and satisfaction (all p  < 0.05). Discussion The combined PBL and Mini-CEX approach is a highly effective teaching model for urological internships, enhancing both theoretical knowledge and practical clinical skills. Further multi-center studies are recommended to confirm its broader applicability.

[...]others wanted to revisit the rollercoaster ride that was the period of dual authority, while some felt a sense of recency bias, figuring they must get it after spending the previous week on this final topic. At the start of the next session, I wrote the broadest question I could think of in the middle of the board relating to the Area of Study: 'What caused the Russian Revolution?' Generating Ideas I gave students 5-10 minutes to silently write everything they could possibly think of when they saw the prompt. Providing poster paper to each group with 'Causes of the Russian Revolution' in the middle, students had to collaboratively work through the ideas on the board and evaluate them based on their significance. All of the students' responses were highly valid and informative, providing me with some great evidence of learning, feedback on how students' thinking changed as a result of the routines, and guidance on the type of thinking these routines elicited for students.

Twenty-first-century biology rejects genetic determinism, yet an exaggerated view of the power of genes in the making of bodies and minds remains a problem. What accounts for such tenacity? This article reports an exploratory study suggesting that the common reliance on Mendelian examples and concepts at the start of teaching in basic genetics is an eliminable source of support for determinism. Undergraduate students who attended a standard ‘Mendelian approach’ university course in introductory genetics on average showed no change in their determinist views about genes. By contrast, students who attended an alternative course which, inspired by the work of a critic of early Mendelism, W. F. R. Weldon (1860–1906), replaced an emphasis on Mendel’s peas with an emphasis on developmental contexts and their role in bringing about phenotypic variability, were less determinist about genes by the end of teaching. Improvements in both the new Weldonian curriculum and the study design are in view for the future.

Background Medical students are the future doctors and play an essential role in the management of health issues. Their understanding of Alzheimer's disease (AD) is not only required but also necessary to provide the best possible care to patients. The present study aimed to assess medical students' knowledge about AD within the context of the recent reform of the Egyptian medical educational system, which switched to competency-based instead of outcome-based education since 2017. Methods A descriptive cross-sectional study was conducted among medical students in public and private Egyptian medical schools. Between August and November 2024, an anonymous self-administered questionnaire was uploaded to Google Forms and distributed online through commonly used social media platforms. The Alzheimer's Disease Knowledge Scale (ADKS), a validated and reliable tool, was used for the measurement of AD-related knowledge. Univariate and multivariable logistic regression models were used to determine the factors associated with having good or poor knowledge about AD among participants. Results In total, 1100 medical students were included through convenience and snowball sampling methods; their mean age was 20.9 ± 1.9 years, 55.5% were males, 59.6% were in their clinical years, and 15.6% had a positive family history of AD. The students' mean knowledge score was 19.10 ± 2.96 out of 30, representing 63.7% of answers correct, with a range of scores between 9 and 29. About 70.8% of the sample had good knowledge. The highest percentage of correct answers was for the treatment and management domain (76.5%), while the lowest percentage was for the caregiving domain (52.2%). Predictors of good knowledge were females [adjusted odds ratio (aOR) = 1.33 (95% confidence interval (CI): 1.01–1.76, p  = 0.043], attending a public university [aOR = 1.62 (95% CI: 1.09–2.41), p  = 0.015), clinical year students [aOR = 1.53 (95% CI: 1.07–2.16), p  = 0.018], living in an urban area [(aOR = 1.67 (95% CI: 1.23–2.25), p  < 0.001], and having higher family monthly income [aOR = 1.75 (95% CI: 1.13–2.72), p  = 0.012]. Conclusions The study highlights gaps in Egyptian medical students' knowledge of AD. Knowledge gaps were found in domains of caregiving and risk factors, urging educators and policymakers to enhance curricula, particularly preclinical curricula, with a specific focus on some socio-economic determinants.

To investigate how implementing the PHsHIT framework within a mind map concept and instructional approach could enhance learning experience, leading to enhanced self-perceived clinical reasoning abilities, self-confidence, and clinical decision-making skills among nursing students, while also reducing their levels of anxiety. Nursing graduates face challenges in applying clinical reasoning proficiently within their initial year of practice. This study employed a quasi-experimental pretest-posttest design. Purposive sampling involving a total of 125 nursing students. The intervention group (n = 67) attended a 2-hour tutorial class using the PHsHIT framework, whereas the control group (n = 58) attended a standard tutorial class using conventional methods. Descriptive statistics, chi-square test, parametric between-participants and within-participants analyses of variance were conducted to compare the self-perceived clinical-reasoning ability, self-confidence and anxiety levels, and clinical decision-making ability of the two groups. At the post-training time point, a significant difference was observed between the two groups in terms of their clinical decision-making ability (MD = 1.18, SE = 0.35, p = 0.001), which suggested that the PHsHIT framework had a short-term training effect. The PHsHIT framework exhibited short-term benefits for improving students’ clinical decision-making ability, and participants welcomed the method. •Nursing students lack clinical reasoning.•Nursing students lack effective learning strategies.•Nursing students are not able to apply knowledge into clinical practice.•Using learning in teaching exhibited short-term benefits for improving clinical decision-making.•Mnemonic PHsHIT can be used in classroom and clinical learning to develop clinical reasoning.

Background. Type 2 Diabetes Mellitus (T2DM) and menopause are associated with vitamin D status. Oestrogen decline during menopausal stages promotes hypovitaminosis D. However, the interplay between vitamin D, menopause, lifestyle, and T2DM cannot be overlooked. This study assessed vitamin D status among pre- and postmenopausal T2DM women and determined its association with glycemic control and influence of lifestyle habits on hypovitaminosis D. Methods. This cross-sectional study was conducted at the Komfo Anokye Teaching Hospital, Kumasi, Ghana. Structured questionnaires were administered to 192 T2DM women; blood samples were collected for estimation of 25(OH) D and insulin using ELISA. Fasting blood glucose (FBG), lipid profile, glycated haemoglobin (HbA1c), and calcium were measured. Statistical analyses were performed using Graphpad Prism 6. Results. The prevalence of vitamin D inadequacy was 92.2%. Hypovitaminosis D was more prevalent among the postmenopausal T2DM women (63.8% versus 58.2%). Hypovitaminosis D significantly associated with insulin [R2=0.01760, p=0.0008], HbA1c [R2=0.3709, p=<0.0001], and FBG [R2=0.3465, p=0.0001] in only the postmenopausal women. Conclusion. Vitamin D deficiency is prevalent in pre- and postmenopausal T2DM but higher among postmenopausal women. Adequate vitamin D levels in both groups were associated with improved glucose control while hypovitaminosis D in the postmenopausal women was related to poorer glucose control. Vitamin D screening should be incorporated into management plan for T2DM to serve as an early tool for prevention of vitamin D deficiency.

Early last year, the initial excitement surrounding the release of ChatGPT was tempered by concerns about what it was going to mean for academic endeavours. It was feared that the ability of the software to instantly synthesise any form of writing was going to devalue written expression and lead to epic cheating among students.

The present study examined the effectiveness of the oral history approach with respect to students' historical competence. A total of 35 ninth-grade classes (N = 900) in Germany were randomly assigned to one of four conditions - live, video, text, or a (nontreated) control group - in a pretest, posttest, and follow-up design. Comparing the three intervention groups with the control group, the intervention groups scored better on four of the five achievement tests. Comparing the live group with the video and text groups, students in the live condition were more convinced of their learning progress at both measurement points. However, they scored lower than the video/text group on two achievement measures and higher on one at the posttest. (Orig.).