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Explores the lives and careers of physical education teachers from two perspectives. Firstly, teachers' life-stories illustrate how eight teachers became involved with sport, how they entered the physical education profession, why they developed particular teaching philosophies, and how they have tried to progress in their teaching careers. Secondly, a broader thematic analysis identifies issues which arise throughout the teachers' stories and locates them within the wider international research literature. Low status is identified as an enduring concern, and it is argued that this stems from a lack of empirical research into the educational outcomes which are claimed for physical education.

Explores the careers of physical education teachers from two perspectives, firstly teachers' life-stories illustrate how eight teachers became involved with sport, and secondly, from a broader thematic analysis.

Forensic clinical medicine examines injuries in living individuals and plays a critical role in criminal violence cases, trauma compensation, and judicial rulings. In China, this field contributes substantially to upholding social justice. Current educational approaches struggle to bridge the gap between theory and practice, largely due to privacy constraints during forensic examinations, leaving students ill-prepared to assess real cases and identify key evaluation criteria. Scenario-based simulation training presents a promising alternative to conventional case-based teaching. We compared the efficacy of traditional case-based teaching with scenario-based simulation in a forensic clinical medicine course. Two cohorts of undergraduate forensic science students from consecutive academic years underwent each teaching method. Post-course assessments included theoretical examinations and practical evaluations as quantitative measures of knowledge acquisition. Professional instructors graded students' performance, while self-evaluation surveys captured learning experiences. Scenario-based simulation teaching yielded superior learning outcomes. The simulation group (2020 cohort) achieved higher scores than the traditional group (2019 cohort) in both theoretical (*p < 0.05) and practical assessments, with notably better knowledge retention (subjective questions: **p < 0.01; objective questions: *p < 0.05). The simulation group also demonstrated stronger theory-practice integration (r = 0.9622 vs. 0.9115). Instructor evaluations (n = 11) demonstrated that scenario-based simulation teaching improved students' learning motivation (81.8%), theoretical application (72.7%), communication skills (81.8%), analytical abilities (63.6%), and teamwork competencies (54.5%). All instructors reported enhanced professional image, with 90.9% noting increased teaching motivation. Student self-assessments reinforced these results: over 80% of the simulation group reported gains in theoretical learning effectiveness, analytical/operational capabilities, and professional self-assurance, versus ≤31.9% in the traditional group. Classroom metrics favored the simulation group (self-study interest: 65% vs. 45.5%; engagement: 90% vs. 45.5%; collaboration: 80% vs. 36.4%), though 10% cited challenges with preparatory workload. Scenario-based simulation teaching significantly enhances forensic clinical education by strengthening the connection between theory and practice while improving student competencies. Addressing teaching costs and adapting to student needs will further refine its effectiveness.

Background Endocrine and metabolic diseases exhibit considerable diversity, with clinical manifestations affecting virtually all body systems. Consequently, teaching in this field is highly specialized, posing significant challenges for students to master. It is worthwhile to discuss approaches to improving the teaching quality in endocrinology and metabolism. This study investigates the impact of integrating clinical pathway with representative cases studies on resident education in the department of endocrinology and metabolism. Methods From January 2021 to January 2022, a total of 87 residents who received standardized training in the department of endocrinology and metabolism at our hospital were randomly assigned to either the traditional teaching method group or the clinical pathway combined with case-based teaching group. Upon joining the department, all students training in teaching methodologies, and their professional knowledge was systematically assessed and evaluated. At the conclusion of the four-week training program, students underwent a comprehensive reassessment, evaluation, and survey. Results This study demonstrated that, compared with the traditional teaching method, the integration of clinical pathway and case-based teaching significantly improved students’ theoretical examination scores ( p  < 0.001) and Mini-CEX assessment scores ( p  < 0.001), as well as enhanced trainees’ overall satisfaction with their instructors ( p  < 0.01). Additionally, students in the group integrating clinical pathway and case-based teaching methods reported higher satisfaction with the teaching approach compared to those in the traditional teaching group ( p  = 0.000). Furthermore, the integration of clinical pathway and case-based teaching method has significantly enhanced students’ satisfaction with instruction (χ 2  = 7.85, p  = 0.005). Conclusion It is suggested that the integration of clinical pathway with case-based teaching appears to be more beneficial and effective than traditional teaching method in enhancing the academic performance and clinical competencies of residents undergoing standardized training, while also yielding higher levels of students’ satisfaction.

Demand for data science education is surging and traditional courses offered by statistics departments are not meeting the needs of those seeking training. This has led to a number of opinion pieces advocating for an update to the Statistics curriculum. The unifying recommendation is that computing should play a more prominent role. We strongly agree with this recommendation, but advocate the main priority is to bring applications to the forefront as proposed by Nolan and Speed in 1999. We also argue that the individuals tasked with developing data science courses should not only have statistical training, but also have experience analyzing data with the main objective of solving real-world problems. Here, we share a set of general principles and offer a detailed guide derived from our successful experience developing and teaching a graduate-level, introductory data science course centered entirely on case studies. We argue for the importance of statistical thinking, as defined by Wild and Pfannkuch in 1999 and describe how our approach teaches students three key skills needed to succeed in data science, which we refer to as creating, connecting, and computing. This guide can also be used for statisticians wanting to gain more practical knowledge about data science before embarking on teaching an introductory course. Supplementary materials for this article are available online.

This intervention study investigates the effects of teacher autonomy support on basic psychological needs, self-determined motivation for giving physical education classes and satisfaction from engaging in physical activity. The sample consisted of 61 students (32 in the experimental group and 29 in the control group), aged 12 to 14 years. Two physical education teachers were part of the group, one who was trained to give autonomy-support classes and the other used the usual class model. The experimental group teacher gave classes based on the autonomy support style, while his control group counterpart did not follow any model. The students, assessed before and after the 8-month intervention, were measured for perception of interpersonal teaching style, basic psychological needs, self-determined motivation and satisfaction from engaging in physical activity. The results showed that the experimental group exhibited higher indices for autonomy, competence and relatedness, self-determined motivation and satisfaction from engaging in physical activity, when compared to the control group. The study provides evidence of the effectiveness of programs that support autonomy in physical education classes, emphasizing the importance of pedagogical strategies and educational programs that promote the development of basic psychological needs, self-determined motivation and its positive consequences in relation to physical education classes.

Background Case-Based Learning (CBL) and Problem-Based Learning (PBL) are popular methods in medical education. However, we do not fully understand how they affect the clinical thinking skills of Assistant General Practitioner (AGP) trainees. This randomised controlled trial aimed to assess the effectiveness of combining CBL and PBL and compare their impact on the clinical thinking skills of AGP trainees with that of traditional lecture-based learning (LBL). Methods This randomised controlled trial involved 70 second-year AGP trainees who were randomly assigned to either the CBL-PBL group or the LBL group using a simple randomisation method. The CBL-PBL group engaged in a curriculum that integrated case-based and problem-based learning, whereas the LBL group followed a traditional lecture-based format, as described in the syllabus. To evaluate clinical thinking skills, the participants were assessed using the Clinical Thinking Skills Evaluation Scale (CTSES) and an assistant general practitioner’s professional knowledge test. In addition, this study analysed various factors that influence clinical thinking skills. Results Compared with the LBL group, the CBL-PBL group showed significantly improved performance in all domains assessed by the CTSES in post-course tests ( p  < 0.001). Specifically, the mean scores for critical, systematic, and evidence-based thinking showed notable improvement in the CBL-PBL group. Additionally, the scores on the professional knowledge test reflected a substantial increase in this group. Furthermore, multiple linear regression analysis showed that both CBL-PBL curriculum performance scores and number of weekly article readings significantly influenced the development of clinical thinking skills. Conclusion The CBL-PBL teaching method positively influenced the clinical thinking skills of assistant general practitioner trainees, with a positive correlation between these skills and course performance in the CBL-PBL curriculum. Trial registration Not applicable.

Background Recent assessments of Ukraine’s wartime health and rehabilitation systems highlight critical shortages in trained rehabilitation personnel. In response, Ukraine has undergone rapid expansion of rehabilitation services through health system reform. These changes created an urgent need to strengthen physical therapy education and align curricula with national and international competency standards. Despite urgent workforce needs, limited evidence exists describing structured, competency-based program reform models for health professions education in active conflict settings. This study provides a feasible framework for reflective educational reform in crisis-affected contexts. Methods This multiple-case design with cross-case synthesis describes implementation of the Academic Program Reflection Tool (APRT) across four Ukrainian universities offering physical therapy education. Program leadership teams engaged in a two-year reflective review process involving self-assessment, curriculum mapping, mentoring, and in-person workshops. Two members of each leadership team attended the in-person workshops. Data sources included institutional self-assessments, revised program documents, worksheets, and workshop transcripts. Findings were analyzed descriptively to identify themes related to curriculum development, assessment practices, faculty capacity, student progression, and resource constraints. Results Institutions reported improved clarity in program philosophy, learning outcomes, and alignment with competency frameworks. Curriculum mapping revealed gaps in areas such as treatment for conflict-related injuries, global health, and continuing professional development. Participants identified limitations in assessment validity, reliance on lecture-based teaching, variability in clinical education practices, faculty shortages, and constrained institutional resources. The APRT process supported development of quality improvement plans and strengthened local leadership capacity for ongoing program reform. Conclusions This case study demonstrates the feasibility and educational value of structured program review in strengthening physical therapy education within a low-resource, conflict-affected setting. The APRT provided a framework for aligning curricula with competency-based education principles while supporting local ownership of reform. Findings may inform efforts in rehabilitation and health professions education in other low resource countries.