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Recent research indicates that traditional academic structures may not effectively promote self‐directed learning. We investigated whether an experiential interdisciplinary projects program, called the Global Studies Program, increased readiness for self‐directed learning (SDL) and life‐long learning (LLL) using three methods: a nationally recognized course evaluation system called the Individual Development and Educational Assessment system (IDEA); an internal student project quality assessment protocol; and the Self‐Directed Learning Readiness Scale (SDLRS). Student self‐assessments through the IDEA system showed Global Studies Program students reported much greater progress in LLL‐related skills than did national and local comparison groups. Similarly, review of student projects by independent faculty teams found Global Studies Program students consistently outscored on‐campus project students in LLL‐related measures by wide margins. The SDLRS also showed a positive, but less emphatic increase in SDL readiness among a Global Studies Program cohort. The research demonstrates the success of one experiential learning environment in promoting SDL/LLL, while raising interesting issues regarding alternative methods of measuring potential benefits.

Background: The innovativeness of founders and their heirs and family businesses (FBs) is a relatively unexplored field of research, and its understanding is incomplete and inconsistent. Objectives: The goal is to compare the founders' innovativeness and investigate the relationship of life-long learning with the innovativeness of heirs in FBs. Methods/Approach: The paper is based on research, including a survey on FBs in Slovenia. The differences in the innovativeness of the two groups - founders and heirs are compared, and the strength of the dependence of the life-long learning and innovativeness through the external training of heirs determined. Results: The innovativeness of founders and heirs in FBs, measured by the number of new product and service lines and by the number of new processes that founders and heirs in FBs have developed or started marketing in the last five years, shows higher results for the founders. Life-long learning through external training correlates positively with the innovativeness of heirs. Conclusions: An appropriate culture for innovation needs to be created in FBs to foster innovativeness among heirs, which can be supported by life-long learning.

Metalearning attracted considerable interest in the machine learning community in the last years. Yet, some disagreement remains on what does or what does not constitute a metalearning problem and in which contexts the term is used in. This survey aims at giving an all-encompassing overview of the research directions pursued under the umbrella of metalearning, reconciling different definitions given in scientific literature, listing the choices involved when designing a metalearning system and identifying some of the future research challenges in this domain.

Introduction: With couples' increasing postponement of pregnancy to later in life and the associated rising infertility rates, healthcare professionals need to be proactive in  counselling on the risk factors affecting reproduction. To do so, they need specific counselling skills and evidence-based information. The aim of this study was to assess and compare participants' knowledge of fertility issues before and after an educational intervention on preconception health care. Methods: A cross-sectional observational study was conducted, using the same questionnaire to assess the pre- and post-intervention status. The questionnaire was developed on the basis of a literature review on infertility risk factors. The survey was conducted in a conference  setting. Participation in the survey was voluntary and confidentiality was assured to all participants (midwives, nurses and healthcare students). The differences in participants' pre- and post-intervention knowledge were calculated using the Wilcoxon signed rank test. Results: The results of our study show an improvement in participants' overall knowledge on infertility risk factors. These improvements were statistically significant in the sections of 'Age and Fertility' and 'Environmental Hazards', while in the sections 'Pre-existing Medical Conditions' and 'Lifestyle Factors Affecting Fertility', participants already possessed comprehensive knowledge prior to the educational intervention. Discussion and conclusion: Health professionals can  improve their knowledge on preconception health through continuous education. Further studies need to test the long-term effects of different educational approaches.

Systematically synthesize research about factors that influence CPD over a nursing career. Continuing professional development (CPD) in nursing is defined as ‘a life-long process of active participation in learning activities that assist in developing and maintaining continuing competences, enhancing professional practice and supporting achievement of career goals’. Research has shown that inability to access resources and activities for CPD influences quality of care and adversely affects nurses’ satisfaction, recruitment and retention. Although more and more research regarding CPD is done, a comprehensive overview about the needs of nurses for successful CPD is missing. Scoping review, using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews ensuring all quality standards are met. Between February and April 2020 the electronic databases CINAHL, PubMed, Scopus, Psychinfo and Eric were searched as well as reference lists of included papers. Papers published in peer-reviewed journals were included without restrictions on publication date, design or setting. Thematic analysis was done to synthesize the data. The search yielded 2673 papers of which 60 papers were included. Analyses showed that factors that influence CPD differ over a nursing career, which led to the identification of three groups: newly graduated nurses; experienced nurses; and experienced nurses with ambitions for advanced roles. Furthermore, analyses showed that factors for all three groups are related to personal and contextual facilitators and barriers. Newly graduated nurses find it important to be an accepted member of the team. They experience barriers when integrating into the nursing profession, where they for instance experience workplace incivility. Experienced nurses experience contextual barriers related to a lack of supportive structures and inaccessibility of CPD resources. There is limited time and availability of role models and a lack of support from managers and other colleagues. Moreover, the clinical care dynamics influence their ability to pursue CPD. For the experienced nurses with ambitions for advanced roles, an important barrier is that nursing culture emphasizes direct patient care. Often it is unclear what the value is of new nursing roles which makes it difficult for them to develop these. All nurses strive for CPD. However, organizations need to recognize nurses' personal goals and unique strategies as this leads to different needs in CPD. In addition, resources must be made available and accessible before CPD can be successfully pursued by all nurses. Factors that influence Continuing Professional Development differ over a nursing career and are related to personal and contextual facilitators and barriers. All nurses pursue CPD, but all have personal goals, use unique strategies and therefore have different needs.

Objective. To investigate students’ metacognitive skills to distinguish what they know from what they do not know, to assess students’ prediction of performance on a summative examination, and to compare student-identified incorrect questions with actual examination performance in order to improve exam quality. Methods. Students completed a test-taking questionnaire identifying items perceived to be incorrect and rating their test-taking ability. Results. Higher performing students evidenced better metacognitive skills by more accurately identifying incorrect items on the exam. Most students (86%) underpredicted their performance on the summative examination (actual=73.6±7.1 versus predicted=63.7 ± 10.5, p<0.05). Student responses helped refine items and resulted in examination changes. Conclusion. Metacognition is important to the development of life-long learning in pharmacy students. Students able to monitor what they know and what they do not know can improve their performance.

Life‑long learning is currently being embraced as a central process that could disrupt traditional educational paths. Apparently, the (ideal) type of learning often promoted is deep and meaningful learning, though it is not always required to be so. Deep learning goes beyond superficial knowledge assimilation of unlinked facts; it aims at developing deep disciplinary understanding, transformative knowledge, personal meaning, emotional intelligence, critical thinking, creativity and metacognitive skills. Meaningful learning occurs when learning is active, constructive, intentional, authentic, and cooperative. Technology enhanced teaching and learning methods should prove their potential to transform life‑long learning provision and facilitate the achievement of deep and meaningful learning. In the context of distance education in life‑long learning, one important challenge is the design of versatile quality assurance strategies for e‑training. Based on the experiences in distance lifelong learning programmes in the University of Patras’ Educational Center for Life‑Long Learning (KEDIVIM) the authors present how the principles and attributes of deep and meaningful learning can be combined with project management in practice and be incorporated in an e‑Learning quality strategy. We present i) the methods used to assess the quality of the e‑Learning programmes, ii) key findings of the evaluation process and iii) first research evaluation results on the quality of learning. This research study on learning process quality was conducted by using an online questionnaire, which aimed at estimating the level of participants’ satisfaction while using interactive learning methods such as collaborative learning. Some results of the evaluation indicate that the e‑Learning quality strategy led to e‑Learning programmes that used active learning methods to achieve high learners’ satisfaction towards deep and meaningful learning.

Continuous professional development (CPD) is crucial for physicians to maintain and enhance their skills. In response to the changing context of CPD and health care, this study applied a design thinking approach to transform and modernise the Royal College of Physicians and Surgeons of Canada's Maintenance of Certification (MOC) Program. A member-wide survey and co-design sessions with physicians, CPD leaders, and patient representatives were conducted, emphasising the importance of their insights and experiences. The data revealed key themes for the programme such as fostering meaningful learning, addressing barriers to CPD, supporting collaboration, and responding to the need for modern, flexible CPD delivery methods. Using \"empathy\", \"define\", \"ideate\", \"prototype\", and \"test\" phases, we continuously refined the MOC framework of CPD activities based on comprehensive user experiences and needs insights. The revised framework was iteratively prototyped and validated to ensure it was user-friendly and aligned with professional and regulatory requirements. The findings underscore the effectiveness of the design thinking approach in creating a dynamic, responsive MOC framework that supports CPD and meets the evolving needs of medical professionals. This approach not only demonstrates the effectiveness of design thinking but also the importance of engaging users in the development process, making them feel valued and integral to the transformation of the MOC Program.