Results 291 to 300 of about 1,507,379 (350)

Professional learning to support social and emotional skills in the preschool classroom: A randomized controlled trial of Sesame Street’s Building a Connected Community online course

Danielle Riser, Leanne Elliott, Tina Ryznar, Chanel Brown, David Cohen, Antonio L. Freitas, Katie Dahlke   +6 more
openalex   +1 more source

From cramming to binge‐watching: Integrating documentary‐based assessment into a pharmacology and toxicology curriculum—a qualitative study

British Journal of Clinical Pharmacology, EarlyView.
Abstract Aims In the context of pharmacology and toxicology education, there is a growing shift toward programmatic assessment models that prioritize longitudinal learning, reflection and development of higher‐order cognitive skills. As part of this transition, we are exploring alternative and more meaningful forms of assessment. This qualitative study
Narin Akrawi, Heleen van der Sijs, Floor van Rosse   +2 more
wiley   +1 more source

Cultural Adaptation of an Educator Social-Emotional Learning Program to Support Indigenous Students. [PDF]

School Psych Rev
Goforth AN, Nichols LM, Sun J, Violante A, Brooke E, Kusumaningsih S, Howlett R, Hogenson D, Graham N.   +8 more
europepmc   +1 more source

Academic Resiliency, Social and Emotional Learning, and Intercultural Communication of Students: A Structural Equation Model on Interpersonal Communicative Competence

Ian Jay Sunio, Marilou Y. Limpot
openalex   +1 more source

Student perspectives on AI‐supported formative assessment in pharmacology

British Journal of Clinical Pharmacology, EarlyView.
Abstract Aims High‐quality feedback is crucial for helping medical students understand and apply core concepts of pharmacology, yet personalized feedback is resource‐intensive to produce. Artificial intelligence (AI) offers a potential solution, but little is known about students' perspectives on AI‐generated feedback.
Jon Andsnes Berg, Øyvind Repstad, Trond Trætteberg Serkland, Tiril Egset Mork, Christian Bru, Olav Tenstad, Monika Kvernenes   +6 more
wiley   +1 more source

Evidence to support integrating feedback best practice for computer‐based assessment in pharmacology education

British Journal of Clinical Pharmacology, EarlyView.
Feedback is the most powerful driver of learning, but it can afford variable effects depending on the method used. The design of feedback for computer‐based assessment—now increasingly prevalent in higher education—remains relatively underexplored, particularly for pharmacology education.
Claire Y. Hepburn
wiley   +1 more source

Digital diagnostics, biomarkers and therapeutics in an evolving healthcare system: From promise to practice

British Journal of Clinical Pharmacology, EarlyView.
Abstract Health care is shifting towards a digital‐guided system, integrating digital diagnostics, biomarkers and therapeutics in many care pathways. However, despite rapid technological advancement and preliminary adoption accelerated by the COVID‐19 pandemic, a significant implementation gap persists. This narrative review explores the causes of this
Mees H. P. Stoop, Gertjan J. A. Driessen, Adam F. Cohen, Matthijs D. Kruizinga   +3 more
wiley   +1 more source

INTEGRATING EMOTIONAL INTELLIGENCE INTO SOCIAL LEARNING THEORY: A CONCEPTUAL FRAMEWORK FOR BEHAVIOURAL ADAPTATION IN MODERN EDUCATION

Ms. Maumita Kundu Dr. Uttiya Basu
openalex   +1 more source

DEVELOPMENT OF AN ANTI-BULLYING E-MODULE BASED ON SOCIAL-EMOTIONAL LEARNING IN THE VALUES OF SIRI’ NA PACCE

Herdiana Bin Herwan, Akhmad Harum, Zulfikri Zulfikri   +2 more
openalex   +2 more sources

Achenbach System of Empirically Based Assessment: A multiple applications Tool in a Social Emotional Learning Intervention

Leonidou Pagona, Kartasidou Lefkothea
openalex   +1 more source