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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.

\"Digital role-playing games such as Rift, Diablo III, and Kingdoms of Amalur: Reckoning help players develop skills in critical thinking, problem solving, digital literacy and engagement. The author examines both the benefits and the drawbacks of role-playing games and their application to real-world teaching techniques\"-- Provided by publisher.

Since Sundqvist introduced the term “extramural English” in 2009, empirical research on extramural language learning has continued to expand. However, the expanding empirical research has yet yielded incommensurate review studies. To present a timely picture of the field of extramural language learning, this study conducts a review of 33 relevant articles retrieved from Scopus and Web of Science databases. The results showed the five types of target languages frequently investigated in this field (i.e., English, German, French, Chinese, and Japanese) and seven main types of extramural learning activities (i.e., playing digital games, watching videos, reading, listening to audios, having technology-enhanced socialisation, having face-to-face socialisation, and writing compositions). People’s engagement in extramural language learning was overall high, especially listening to audios and playing digital games, mediated by the relationship between the difficulty of the activities and people’s target language proficiency levels, gender, and the interactive environment. Extramural language learning was overall effective for language development and enhancing affective states in language learning. The effectiveness may be influenced by the involvement of language inputs and outputs and the amount of engagement time. Implications for practitioners were suggested concerning encouraging digital gameplay, emphasising formal language instruction, and creating positive interactive environments for extramural language learning.

As medical education evolves, Problem-Based Learning (PBL) and Case-Based Learning (CBL) methodologies have emerged as vital pedagogical tools. This study aims to delve into the application and effectiveness of a hybrid PBL-CBL approach in clinical teaching for vascular surgery. By conducting a comparative analysis through concrete teaching practices, this research evaluates the impact on students’ clinical knowledge retention, advancement in clinical reasoning skills, and proficiency in resolving real-world clinical challenges. The findings reveal that the integrated PBL-CBL methodology substantially enhances learning outcomes in vascular surgery clinical teaching, ultimately fostering significant development in students’ comprehensive clinical abilities.

Modern dental education necessitates dynamic methodologies to foster critical thinking and teamwork skills, which might include case-based learning (CBL) and role play (RP). To evaluate the impact of the combined CBL and RP (CBL-RP) approaches on critical thinking and teamwork skills among dental students by comparing pre- and post-RP evaluation scores. This pre-post intervention study was conducted at the Faculty of Dentistry, King Abdulaziz University, Jeddah, Saudi Arabia. The study involved all 193 third-year dental students, who were organized into groups of 7-9 members to participate in four CBL sessions. Each CBL session consisted of a detailed case scenario, a pre-RP presentation preparation, a CBL-RP session facilitated by a trained instructor, and a post-RP presentation. Case scenarios included demographic data, chief complaints, medical and dental histories, social history, clinical images, radiographs, caries assessment, periodontal charts, and questions targeting specific intended learning outcomes and social factors impacting oral health. Students' performances were evaluated pre- and post-RP using a standardized rubric focused on critical thinking and teamwork, with outcomes assessed through individual and collective scores. Outcomes were analysed using paired samples t-tests and repeated measures ANOVA. The study revealed significant improvements in total scores, combining critical thinking and teamwork, from pre- to post-RP evaluations across four sessions. Mean scores consistently increased post-RP (P < 0.001 for all sessions). Session scores, calculated as the averages of pre- and post-RP evaluations, showed a progressive increase from session 1 to session 4, indicating significant overall improvement (F = 16.8, P < 0.001). Pairwise comparisons identified session 4 as having significantly higher scores than the earlier sessions. Both teamwork and critical thinking scores showed significant increases from pre- to post-RP evaluations in each session (P < 0.001), with an upward trend in mean scores across sessions. This interventional study demonstrates the effectiveness of integrating RP into CBL sessions in enhancing critical thinking and teamwork skills among dental students. This integration supports the efficacy of active learning and integrated educational strategies in engaging students and enhancing clinical learning outcomes.

The field of AI carries inherent risks such as algorithmic biases, security vulnerabilities, and ethical concerns related to privacy and data protection. Despite these risks, AI holds significant promise for social good, with applications ranging from improved healthcare diagnostics to enhanced education strategies. Teaching AI ethics in postsecondary settings has emerged as one of the strategies to mitigate AI-related harms. The objectives of this review are to (1) synthesize existing research related to teaching postsecondary students about the principles and practice of ethics and AI, and (2) identify how educators are evaluating changes in student knowledge, skills, attitudes, and behaviors. This scoping review will follow the first five steps articulated by Arksey and O’Malley. A structured search strategy developed by an academic librarian incorporates three primary concept groups related to education, AI, and ethics. Database search strategies emphasize sensitivity rather than precision, given that a supervised machine learning tool will be used to assist in the identification of relevant abstracts. Searches will be conducted in the following academic databases: PubMed, Embase, Scopus, ERIC, LISTA, IEEE Xplore, APA PsycInfo, and ProQuest Dissertations and Theses. Results will include an up-to-date synthesis of the current state of AI ethics education in postsecondary curricula, evaluated teaching strategies, and potential outcomes associated with AI ethics education. Search results will be reported according to the PRISMA-ScR checklist. Data charting will focus on AI ethics pedagogy. This review will inform future research, policy development, and teaching practices, offering valuable insights for educators, policymakers, and researchers working towards responsible AI integration. Findings will contribute to enhanced understandings of the complexities of AI ethics education and have the potential to shape the ways trainees in multiple disciplines learn about the ethical dimensions of AI in practice.

How do you get students to engage in a historical episode or era? How do you bring the immediacy and contingency of history to life? Michael A. Barnhart shares the secret to his award-winning success in the classroom with Can You Beat Churchill?, which encourages role-playing for immersive teaching and learning. Combating the declining enrollment in humanities classes, this innovative approach reminds us how critical learning skills are transmitted to students: by reactivating their curiosity and problem-solving abilities. Barnhart provides advice and procedures, both for the use of off-the-shelf commercial simulations and for the instructor who wishes to custom design a simulation from scratch. These reenactments allow students to step into the past, requiring them to think and act in ways historical figures might have. Students must make crucial or dramatic decisions, though these decisions need not align with the historical record. In doing so, they learn, through action and strategic consideration, the impact of real individuals and groups of people on the course of history. There is a quiet revolution underway in how history is taught to undergraduates. Can You Beat Churchill? hopes to make it a noisy one.

Background Verbal and non-verbal communication, as well as empathy are central to patient-doctor interactions and have been associated with patients’ satisfaction. Non-verbal communication tends to override verbal messages. The aim of this study was to analyze how medical students use verbal and non-verbal communication using two different educational approaches, student role play (SRP) and actor simulated patient (ASP), and whether the non-verbal behaviour is different in the two different poses. Methods Three raters evaluated 20 students playing the doctor role, 10 in the SRP group and 10 in the ASP group. The videos were analyzed with the Calgary-Cambridge Referenced Observation Guide (CCG) and, for a more accurate evaluation of non-verbal communication, we also evaluated signs of nervousness, and posture. Empathy was rated with the CARE questionnaire. Independent Mann Whitney U tests and Qhi square tests were performed for statistical analysis. Results From the 6 main tasks of the CCG score, we obtained higher scores in the ASP group for the task ‘Gathering information’ ( p  = 0.0008). Concerning the 17 descriptors of the CCG, the ASP group obtained significantly better scores for ‘Exploration of the patients’ problems to discover the biomedical perspective’ ( p  = 0.007), ‘Exploration of the patients’ problems to discover background information and context’ ( p  = 0.0004) and for ‘Closing the session – Forward planning’ ( p  = 0.02). With respect to non-verbal behaviour items, nervousness was significantly higher in the ASP group compared to the SRP group ( p  < 0.0001). Concerning empathy, no differences were found between the SRP and ASP groups. Conclusions Medical students displayed differentiated verbal and non-verbal communication behaviour during the two communication skills training methodologies. These results show that both methodologies have certain advantages and that more explicit non-verbal communication training might be necessary in order to raise students’ awareness for this type of communication and increase doctor-patient interaction effectiveness.

The use of effective teaching strategies should be developed from teachers’ reflections on educational needs. This study has a twofold objective: to identify needs in teaching-learning processes in the university setting as well as to present and examine the effectiveness of four psychodramatic techniques: psychodramatic images, soliloquy, role-playing and roda viva. A qualitative design using thematic analysis was followed. All 128 teachers participating in the Training in Teaching Skills: Educational Psychodrama (nine courses) were evaluated. Teachers (62.5% women) were from different disciplines. Two semi-structured group interviews were conducted using the focus group procedure. Focus groups were held at the beginning and end of each course (18 in total). The phases of thematic analysis were used as discourse analysis strategies. Teachers reported the need to develop active teaching practices with large groups, strategies to motivate students and skills for conflict resolution with students. Concerning psychodramatic techniques, emphasis was placed on the psychodramatic images to promote active learning and group construction of contents, exploring previous ideas and as an evaluation resource. In addition, the structured use of role-playing was positively assessed. These results identify specific teaching needs and support the use of psychodramatic techniques as a valuable educational resource in higher education.