Seminars in Medical Writing and Education
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Ethics in the Management of Information for Patients with Locally Advanced Breast Cancer
Full text linkIntroduction: Making medical decisions for oncology patients, especially those in critical conditions, inherently involves both clinical and ethical challenges. Clearly, no medical act in any specialty is devoid of an ethical component; however, "the ethical dilemmas that arise in the care of any patient become more pronounced with a cancer diagnosis." The diagnosis and treatment of locally advanced breast cancer imply, for these women, the loss of the symbolic role of their breasts, changes in their relationship with their partner, sexual life, and the reaction of their partner/family to anger. In this case, cancer is perceived by women as a risk and a threat to life, and the removal of the breast primarily affects the identity of the female body. The ethical management of this disease poses a challenge for healthcare professionals.Objective: To describe the ethical aspects related to handling information about locally advanced breast cancer and to present strategies that may improve the training of healthcare professionals in this regard.Method: A literature review was conducted using databases such as Scielo, PubMed, ScienceDirect, Redalyc, and Google Scholar. The references included updated articles published in the last five years, selecting the most relevant aspects of the topic.Conclusions: Proper communication of information to patients with breast cancer and the expertise of healthcare professionals in conveying it positively influence treatment adherence
Training informational competencies in Health Technology students from the curriculum
Full text linkIntroduction: The formation of informational competencies from the curriculum in university students is a frequent topic of analysis by various researchers. The search for excellence in the education and training of competent information professionals are premises for higher education worldwide, an aspect from which Cuba is not exempt. In this context, the authors developed a research with the objective of characterizing the formation of informational competencies in Health Technology students from the curriculum. Methods: A descriptive cross-sectional study was carried out at the Faculty of Health Technology of the University of Medical Sciences of Havana during the year 2024. In the research, a critical analysis of the teaching programs that are related to training was developed of informational competencies from the Health Technology curriculum. An observation guide was applied in which the inclusion of topics that contribute to the formation of informational competencies in Health Technology students was evaluated. Among the results obtained, it stands out that 70.8% of the components evaluated globally in the four teaching programs do not fully contribute to the formation of informational competencies. Conclusions: it is essential to take into consideration the growing tendency to link the information literacy process within the university curriculum for the formation of information competencies and, consequently, design teaching programs that contribute to this end
A Bibliometric Overview of Global Studies on Sexual Violence Against Children
Full text linkSexual violence against children is any form of sexual behavior or action carried out by an adult or an older child toward a child, whether through coercion, manipulation, or threats. Worldwide studies on child sexual violence have revealed a steadily increasing trend in terms of complexity, prevalence, and worldwide attention. This study aims to trace global trends in the problem of sexual violence against children. Global research patterns on child sexual violence, especially among children in elementary school, are mapped via the bibliometric analysis approach. Bibliographic information was gathered from Scopus database. Journal articles, literature reviews, and conference proceedings were among the publications examined. Software such as VOSviewer, Bibliometrix, and CiteSpace were then used to analyze the data to assess temporal patterns, author-institution links, and the discovery of recurrent research themes. A total of 9,038 documents were selected from an initial dataset of 12,463 and analyzed using VOSviewer and Publish or Perish (PoP). While there have been fluctuations in recent years, the overall number of publications increased by 18.94% between 2020 and 2024. Network analysis of research topics identified six distinct clusters, each encompassing interconnected themes. The most frequently addressed topics include sexual violence, violence against women, child sexual abuse, trauma from domestic violence, and pedophilia. The United States and the United Kingdom remain the top contributors, while countries such as Indonesia, Pakistan, and Bangladesh also play significant roles. Topics with potential for further research include major depressive disorder, asylum seekers, and drug use. These findings provide valuable insights for researchers, practitioners, and policymakers, offering opportunities to contribute to the prevention of child sexual violence and the creation of a safe and supportive environment for children
The assessment strategies in the classroom and their teaching in teacher education
Full text linkTo identify the achievement of competencies, assessment must refer to the results, which requires the use of various tools and evaluation strategies. Alongside the reflection on results, this allows for the continuous improvement of the resources used. The research has aimed to provide a description of classroom assessment and how it is taught in teacher education. A quantitative study was conducted using a Likert-type scale, with Cronbach\u27s alpha for validation and the KMO measure for factor analysis. It is emphasized that the development of classroom assessment enables learning and understanding of how assessment is linked to teaching as part of a continuos improvement process
Implementing a Collaborative-Inquiry learning Model to Foster 21st Century Critical Thinking: A Validity and Practicality Study for Sustainable Human Development
Full text linkIntroduction: Critical thinking skills are core competencies of the 21st century for individuals to solve complex problems, make data-based decisions, and adapt to rapid social, technological, and environmental changes. This condition indicates the need for innovative learning models to encourage active student involvement and develop critical thinking in a meaningful collaborative context. This study aims to evaluate the validity and practicality of the Collaborative-Inquiry Learning (Collin) model in developing 21st century critical thinking skills, which contribute to sustainable human development in the era of digital transformation.Method: The study was conducted in stages: preliminary study, prototype design, and formative evaluation. The products developed include model books, student’s book, and teacher’s book designed to support collaborative inquiry learning. Validation was carried out by education experts, colleagues, and practitioners, while the practicality test was obtained from teachers and students’ feedback.Results: The validation results showed a very high level of validity with an average score: model book (0.85), teacher’s book (0.85), and student’s book (0.82). The practicality from teachers resulted in a score of 89.27 for teacher’s and student’s book. The practicality from students resulted a score of 94.82 for student’s book. All instruments were declared feasible and relevant to be applied in 21st century learning.Conclusion: The Collaborative-Inquiry learning model is declared valid and practical to be applied in learning, especially in developing students’ critical thinking skills. This model supports active and reflective learning needed to form human resources that are adaptive, collaborative, and ready to face global challenges sustainably
Comparative analysis of institutional accreditation systems in higher education: Paraguay, Argentina and Chile
Full text linkIntroduction: Institutional accreditation is an important mechanism for ensuring quality in higher education. Objective: The objective of this research was to analyze, from a comparative perspective, the institutional accreditation systems in higher education in Paraguay, Argentina, and Chile in accordance with the regulations in force for the year 2024. Methodology: The study adopted a qualitative, documentary-comparative approach based on the analysis of national laws, institutional portals of accrediting agencies, and 18 recent academic studies. Results: The results showed that Paraguay prioritizes social relevance under voluntary schemes; Argentina implements mandatory evaluations with regulatory rigidity; Chile stands out for its progressive model, although with biases in accreditation decisions and disciplinary rigidity. The three countries share challenges such as the gap between administrative compliance and tangible results. Conclusion: It is concluded that, despite advances in institutional structures, the systems require reforms that balance standardization with flexibility and transparency with autonomy
Explaining VR/AR Learning in Medical Education: A Comparative PLS-SEM Analysis of TAM, SDT, TTF, and Flow Theory
Full text linkIntroduction: Virtual Reality (VR) and Augmented Reality (AR) are increasingly integrated into medical education, offering immersive and interactive environments for safe clinical training. Several theoretical frameworks—Technology Acceptance Model (TAM), Self-Determination Theory (SDT), Task-Technology Fit (TTF), and Flow Theory—can explain technology adoption and learning effectiveness. However, no comprehensive empirical comparison has been conducted within the context of VR/AR-based medical education.
Methods: A cross-sectional survey was conducted with 329 undergraduate medical and health sciences students who had prior experience using VR/AR for learning activities. Validated instruments representing each theoretical framework were employed. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to evaluate reliability, validity, and structural relationships, followed by a comparative assessment using R², Q², f², and path coefficients.
Results: Flow Theory demonstrated the strongest explanatory power (R² up to 0.72), with immersion and engagement as critical predictors of learning outcomes. SDT also showed high predictive strength (R² up to 0.63), emphasizing the role of intrinsic motivation. TTF was effective in predicting task-related learning effectiveness (R² = 0.67), whereas TAM provided only moderate explanatory power (R² ≈ 0.41–0.46).
Conclusions: Flow Theory and SDT offer the most comprehensive explanations of student engagement and learning outcomes in VR/AR medical education. TTF remains valuable for task-specific alignment, while TAM primarily captures initial usability perceptions. Overall, immersive and motivational factors are key drivers of effective VR/AR learning, providing guidance for both theoretical development and instructional design in medical trainin
Linking Teachers’ Universal Sport Values to Students’ Moral Decision-Making in Youth Sport: A Multilevel Analysis
Full text linkIntroduction: this study investigated the relationship between teachers’ universal sport values (UVS) and students’ attitudes toward moral decision-making in youth sport (AMDYS). Although teachers are widely recognized as central agents in values education, little empirical evidence exists on how their personal orientations shape students’ ethical reasoning. This study aims to provide empirical insights into how value orientations at the teacher level may shape students’ ethical reasoning in sport, thereby offering practical implications for strengthening values education in physical education curricula. Methods: a multilevel design was employed with data from 10 physical education teachers and 205 students in Bandung, Indonesia. Instruments included the Universal Values in Sport (UVS) questionnaire and the Attitudes to Moral Decision-Making in Youth Sport Questionnaire-2 (AMDYSQ-2). Linear Mixed Models (LMM) were used to account for the hierarchical structure of students nested within teachers, with random intercepts specified at the teacher level.Results: the analysis revealed significant between-teacher variance (Intercept variance = 14,87, Wald Z = 2,88, p = 0,004), with an intraclass correlation coefficient (ICC) of 0,33, indicating that one-third of the variance in AMDYS was attributable to teacher-level differences. Fixed effects analysis showed that student gender (F = 4.14, p = .043) and teachers’ years of teaching experience (F = 9,74, p = 0,004) significantly predicted AMDYS. Male students reported higher AMDYS scores than females (Mean Difference = 1,65, 95 % CI [0,05, 3,25]), reflecting greater acceptance of cheating and gamesmanship. Students taught by moderately experienced teachers demonstrated stronger moral decision-making compared to those taught by novice or senior teachers. In contrast, teachers’ UVS dimensions, employment status, and school type were not significant predictors.Conclusions: the findings underscore that teacher experience and student gender exert stronger influences on students’ moral decision-making than teachers’ personal value orientations. Possessing sport values alone was insufficient unless they were intentionally and systematically embedded in pedagogical practice. The study emphasizes the significance of professional development programs in equipping teachers with structured strategies for integrating values education into physical education curricula
AI-Based Pattern Recognition Model for Enhancing Student Engagement and Supporting Academic Planning
Full text linkWith the increase in online education, maintaining student engagement and real-time monitoring has become a significant challenge. Manual monitoring is labour-intensive and ineffective in dynamic virtual learning environments. The purpose of this research is to develop an artificial intelligence (AI)-based pattern recognition model to improve student engagement tracking and academic planning utilizing the PPDAC (Problem, Plan, Data, Analysis, Conclusion) framework. The problem is ineffective engagement monitoring in online situations. The plan entails incorporating AI for emotion and behavior analysis. The data consists of facial expressions and student activity. The analysis uses deep learning (DL) to interpret engagement, and the conclusion supports adaptive, tailored training. Data are collected from Student Engagement and Emotion Recognition Dataset. Use Gaussian blur and Histogram Equalization (HE) to smooth facial images, improve image contrast, and help in low-light situations. Texture-based features are used to recognize expressions using Local Binary Patterns (LBP). This research proposed a novel 3D Convo Flying fox Neural Network (3D-CFNN) model for student engagement monitoring and academic planning. A hybrid proposed model combining a 3D Convolutional Neural Network (3D CNN) for emotion recognition and Flying Fox Optimization (FFO) for parameter tuning was employed. The proposed 3D-CFNN method achieved higher accuracy (0.995), precision (0.988), recall (0.980), and F1-score (0.994) in student identification and emotional state classification, outperforming conventional methods. The proposed AI-based pattern recognition model enables automated, real-time engagement tracking and supports personalized academic planning, leading to improved learning outcomes in virtual environments.
Cultural Pretend Play with Minangkabau Songs to Enhance Mother Tongue and Character in Early Childhood: A SEM-PLS Analysis
Full text linkThis study examines the integration of cultural pretend play and Minangkabau-themed animated songs as a pedagogical model to foster mother tongue acquisition and character development in early childhood. The research involved 60 kindergarten students aged 5–6 years in West Sumatra, Indonesia. Learning activities combined local animated songs with structured pretend play reflecting cultural values. A quantitative design using Structural Equation Modeling–Partial Least Squares (SEM-PLS) was applied to test the relationship between cultural play, language development, and character formation. Findings show that cultural play and localized musical content significantly enhance children’s mother tongue skills, which in turn positively influence character development. The study highlights that incorporating traditional cultural elements into early learning can create meaningful and engaging experiences, particularly in multilingual and multicultural contexts. This model contributes to the literature on culturally responsive, play-based learning and offers implications for educators, curriculum developers, and policymakers in promoting language preservation and holistic child development