This review presents a brief and non-comprehensive overview of a representative sampling of some of the broad array of toxicology-related learning, tutorial and information resources now becoming widely available to educators, health professionals, students and the general public in digital media and/or via the Internet. A broad variety of useful learning and reference resources in the general fields of toxicology and the environmental health sciences is provided to introduce the reader to the diverse types of information currently available. The sources and Internet links contained in this review will hopefully constitute a useful resource of basic toxicology information that should be readily accessible to most if not all readers.

The COVID-19 pandemic caused changes in higher education institutions, mainly due to the temporary closure of face-to-face activities in universities worldwide. The transformation from face-to-face to online education was one of the emerging solutions to this crisis. This research aims to analyse and describe the adaptation process from face-to-face to online education and the perceptions of faculty and students during the pandemic in a literature review study. We developed this study following the methodology supported by the PRISMA statement and the PICoS strategy, retrieving scientific literature from Web of Science, Scopus, ERIC and PsycINFO. Of the 241 studies that the search yielded, 29 have been included. The results showed that online education was an enabling alternative for the development of higher education, but numerous weaknesses in the transition to online education were identified. The study concludes that online learning is a future direction in higher education. Therefore, institutions should invest more in online education platforms and improve faculty training plans.

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Arguably, Medical School curricula are deficient in learning opportunities related to the safe and effective use of medicines, in particular antimicrobials. Infection management is complex and multidisciplinary, and learning opportunities should reflect these principles. Aligned to the complexity of the subject matter, simulation and interprofessional based teaching are methods that can foster the collaborative skills required of future healthcare professionals. There have been calls to develop these methods in the teaching of safe prescribing and the management of infections; however, reports of such studies are limited.

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The overarching purpose of this study is to examine the current trends in interprofessional education (IPE) within graduate medical education in the Unites States.

Physical education (PE) is a key channel that impacts children's decisions and behaviors for healthful living. This study evaluated the effects of a concept-based PE (CBPE) instructional unit, featured by energy balance (EB) education, on students' knowledge learning, situational interest, cognitive, and physical engagements as well as teachers' perceptions.

This study evaluates the impact of game-based learning (GBL) and Service-Learning on the flow and engagement of teacher education students. A quasi-experimental between-group comparison design with pre-test and post-test measures was conducted with a sample of 113 students majoring in childhood education. The results indicate that the experimental group statistically significantly improved their flow and engagement scores compared to the control group. It is concluded that the GBL and SL methodology in initial teacher training allows students to learn about inclusive education in a motivating way and to design different strategies and resources that they will be able to use in their professional future.

Recent education-related research has raised concerns about the persistent exclusion of vulnerable learners in Uganda. The Revised Primary Teacher Education Curriculum of 2013 marked an ambitious yet inconclusive attempt to advance the implementation of inclusive education but has encountered deeply entrenched sociocultural exclusionary practices among education experts.

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The European Tertiary Education Register (ETER) is the reference dataset on European Higher Education Institutions (HEIs). ETER provides data on nearly 3,500 HEIs in about 40 European countries, including descriptive information, geographical information, students and graduates (with various breakdowns), revenues and expenditures, personnel, and research activities; as of March 2023, data cover the years from 2011-2020. ETER complies with OECD-UNESCO-EUROSTAT standards for educational statistics; most data are collected from National Statistical Authorities (NSAs) or ministries of participating countries and are subject to extensive checks and harmonization. The development of ETER has been funded by the European Commission and is part of the current efforts to establish a European Higher Education Sector Observatory; it is closely connected to the establishment of a broader data infrastructure in the field of science and innovation studies (RISIS). The ETER dataset is widely used in the scholarly literature on higher education and science policy, as well as for policy reports and analyses.

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Disciplines differ in their authorship and citation practices, thus discipline-specific h-index norms are desirable. Thus the goal of this study was to examine the relationship between the h-index and academic rank in the field of medical education, and the differences in the h-index between MD's and PhD's in this field.

Competency education has grown in importance as a component of music education in teachers' colleges in the modern era. This essay conducts a thorough investigation into the evolution of college music education and the reform of music education at teachers' universities based on the notion of competency education. This essay highlights the crucial role that music education plays in competence education, with aesthetics at its center. It also examines the crucial part that music education plays in developing college students' all-round abilities. This study evaluates the reform process and current state of the music education curriculum system in teachers' universities based on these factors as well as the development trend of modern music curriculum reform, and it suggests various reform avenues. Additionally, a model for assessing the degree of music instruction is built in this research using the NN (Neural network) technique. This work employs MATLAB for empirical research in order to validate the validity of the method. According to experimental findings, this algorithm's evaluation accuracy can reach 96.11%, which is almost 13% greater than that of the conventional NN technique. The outcomes demonstrate the accuracy and dependability of this methodology. This study is intended to serve as a reference for the advancement of collegiate music education as well as the reform and innovation of music in teacher education programs.

Studies have shown that a good number of students admitted into Agricultural Science Education program in Nigerian universities exhibit irrational career interest which affects their perceptions, feelings, and academic behaviors. This study, therefore, explored the effect of rational emotive career education on irrational career beliefs among students enrolled in agricultural education program in federal universities in Enugu state. Three null hypotheses guided the study.

The Teaching Games for Understanding (TGfU) and Sport Education (SE) pedagogical models share several objectives and pedagogical processes. Despite this seemingly uncanny relationship, few studies have examined the efficacy of a hybrid TGfU/SE pedagogical model, particularly how a teacher's utilization of such a model impacts on student motivation. The purpose of the current study was to investigate the effect a hybrid TGfU/SE unit, in comparison to direct instruction, on students' perceptions of various aspects of their motivation to engage in physical education (autonomous motivation, basic psychological needs, enjoyment and intention to be physically active). A crossover design was utilized, using the technique of counterbalancing. One group experienced a hybrid SE/TGfU unit first, followed by a unit of direct instruction. A second group experienced the units in the opposite order. Participants were 55 students. The intervention was conducted over a total of 16 lessons. The hybrid unit was designed according to the characteristics of SE by using seasons, roles, persistent teams, etc. Learning tasks set by the teacher during individual lessons, however, were designed according to the pedagogical principles of TGfU. Student motivation data was generated using validated questionnaires. Results showed that regardless of the order of intervention, the two groups showed significant improvements in autonomy, competence and enjoyment when they were taught using the hybrid model. Instead, in the variables autonomous motivation, relatedness and intention to be physically active there were no significant improvements in one group. These results demonstrate that it is possible to design varied learning situations in which affiliation, leadership and trust are fostered, while tasks are adapted to the characteristics of the students. All this can cause greater autonomous motivation, and consequently, perceived competence in the student, a positive image of the sport to practice, and therefore greater enjoyment and to be physically active.

To evaluate the cost-effectiveness of clinical education models for undergraduate nursing programs.

To map the experiences of Interprofessional Education (IPE) in Health at the São Paulo campus of the University of São Paulo.