According to reports, Internet users spend an average of 8 h online per day, with a significant portion of this time dedicated to social media platforms such as YouTube. Among content creators on YouTube, eduTubers produce educational content. Students are increasingly using digital social media platforms as a supplement and support to education. Although certain educators question the validity of such educational videos, only limited studies have examined the scientific and academic rigor of eduTubers. This study identifies the underlying theoretical principles in the practices of eduTubers through qualitative research that employs digital methods and ethnographic tools. This study examined 13 eduTubers and analyzed 196 videos and more than 7500 comments from their channels. The results reveal four categories of practices, namely, pedagogical strategies, content management, resource management, and communication strategies. These practices unconsciously incorporate principles from various learning (e.g., cognitive theory of multimedia learning or the theory of meaningful learning) and communication (e.g., inverted pyramid theory or the temptation of teacher prophecy) theories. Educators could benefit from familiarizing themselves with and adopting the practices of eduTubers to enhance students\' perception about learning in classrooms.

This study presents a design-based research approach involving five iterations (semester) of implementing design thinking for engaged learning (DTEL) in an animal science capstone course. DTEL scaffolds design thinking into 10 stages for collaborative project-based learning to foster skills like problem solving and teamwork. Across five semesters (spring 2021 to spring 2023), student reflections (n = 276) were analyzed to identify aspects that worked well or were challenging. Network analysis visualized relationships (P < 0.05; Q > 0.4) between codes representing strengths, struggles, and alignment with principles from learning theories. Utilizing the relationships between strengths and theory-based principles to address struggles, resulted in changes to the design of the capstone course each iteration (time that the course was taught). The complexity of maps increased over iterations. Initially, struggles were prominent but decreased as responsive design refinements were made. Alignment of student experiences with principles from learning theories grew substantially from the first iteration to the last (theory-related nodes representing 11.4% vs. 24.4% in each network map, respectively), with learning theories also occupying more central positions in the last map (iteration five) compared to earlier ones (iterations one through four). These changes suggest student experiences increasingly aligned with principles of cognitive constructivism, social constructivism, constructionism, situated learning, and transformative learning. Design principles derived from the five-iteration study include: (1) allocating most time to hands-on lab work vs. lecture, (2) designating a coordinator faculty, (3) scaffolding for instructors unfamiliar with DTEL, (4) emphasizing consistency in processes over grades, and (5) intentionally developing teamwork skills. The study demonstrates the value of design-based research for iteratively refining and studying learning experiences to foster critical skills for undergraduate students in animal science.

Description Learning theories are necessary to help inform teaching strategies and promote successful educational outcomes. Having an in-depth knowledge about learning theories and their applicability to teaching and educating healthcare professionals will help support and promote excellence in medical education. Demonstrating an understanding of effective learning theories in the classroom will benefit both educators and trainees, while supporting a collaborative mentor-mentee relationship.

UNASSIGNED: Gamification is the process of game thinking and game mechanics to attract learners and solve problems. It is a unique growing phenomenon in education and training programs. Educational games, by application of game design and game elements in learning environments, motivate students to learn and improve the teaching and learning process. Herein, this scoping review presents an overview of the theoretical underpinnings of gamification that is crucial in understanding the theoretical pillar of successful educational games.
UNASSIGNED: This scoping review follows Arksey and O\'Malley\'s stages of scoping review. In this review, the gamification in medical education articles that implicitly or explicitly presented underpinning learning theories of gamification in medical education was retrieved. So, keywords such as gamification, learning theories, higher education, and medical education were searched in Scopus, PubMed, WEB OF SCIENCE, EMBASE, ERIC, and Cochrane Library from 1998 to March 2019.
UNASSIGNED: The search indicated 5416 articles which were narrowed down by title and abstract relatedness. 464 articles entered the second phase of the study and after reviewing their full text, finally, 10 articles which were explicitly and implicitly reported the underpinning learning theories remained.
UNASSIGNED: Gamification is a strategy using game design techniques for non-game experiences for more effective learning and provides a more attractive environment for teaching and learning. Designing gamification based on learning theories (behavioral, cognitive, and constructivist), makes them more efficient, and the application of learning theories in designing gamification is recommended.

Therapeutic reasoning is when the purpose, task, or goal for engaging in reasoning is to determine the patient\'s management plan. As the field\'s understanding of the process of therapeutic reasoning is less well understood, we focused on studies that collected data on the process of therapeutic reasoning. To synthesize previous studies of therapeutic reasoning characteristics, methodological approaches, theoretical underpinnings, and results. We conducted a scoping review with systematic searching for English language articles with no date limits. Databases included MEDLINE, CINAHL Plus, Scopus, Embase, Proquest Dissertations and Theses Global, and ERIC. Search terms captured therapeutic reasoning in health professions education research. Initial search yielded 5450 articles. The title and abstract screening yielded 180 articles. After full-text review, 87 studies were included in this review. Articles were excluded if they were outside health professions education, did not collect data on the process of therapeutic reasoning, were not empirical studies, or not focused on therapeutic reasoning. We analyzed the included articles according to scoping questions using qualitative content analysis. 87 articles dated from 1987 to 2019 were included. Several study designs were employed including think-aloud protocol, interview and written documentation. More than half of the articles analyzed the data using qualitative coding. Authors often utilized several middle-range theories to explain therapeutic reasoning processes. The hypothetico-deductive model was most frequently mentioned. The included articles rarely built off the results from previous studies. Six key result categories were found: identifying themes, characterizing and testing previous local theory, exploring factors, developing new local theory, testing tools, and testing hypothesis. Despite the cast body of therapeutic reasoning research, individual study results remain isolated from previous studies. Our future recommendations include synthesizing pre-existing models, developing novel methodologies, and investigating other aspects of therapeutic reasoning.

Phenomena studied within health professions education are often complex and multifaceted. This article describes a complexity science-informed theoretical framework that was developed for exploring how electronic consultations support learning among primary care providers, as well as within the larger organizations or systems in which they practice. This framework enables researchers to investigate learning occurring simultaneously at multiple levels (including individuals and social groups), without simplistically conflating levels or theories. The various levels of learning and associated theories are illustrated using examples from electronic consultations. This complexity science-inspired framework can be used for studying learning in complex, multilayered systems.

Increased demand in services, workforce pressures and continued financial constraints has resulted in a significant expansion in advanced clinical practice roles in the United Kingdom. This article will describe the personal experience of a perioperative Advanced Clinical Practitioner in the design and implementation of a training programme to achieve competence in ultrasound-guided lower limb peripheral nerve blockade. Three specific lower limb peripheral nerve blockade were included in the training programme, namely sciatic nerve block at the popliteal fossa, saphenous nerve block, and femoral nerve block. Key service drivers underpinning development, rationale for Advanced Clinical Practitioner involvement in lower limb peripheral nerve blockade and governance will also be discussed.

OBJECTIVE: To identify how social participation facilitates pre-registration student nurses learning and professional development using social media.
METHODS: A social survey using thematic analysis to explore Caribbean student nurses\' views of social media usage from an open-ended question in a survey.
METHODS: A qualitative analysis of student nurses from Jamaica and Trinidad and Tobago, who completed an open-ended question in a survey. Data were analysed using thematic analysis.
RESULTS: The three themes identified were: (1) Social media and communication; (2) Social media and self-care; and (3) Social media and learning.
CONCLUSIONS: This paper used qualitative evidence to identify and report a new way of viewing SoMe in nursing education as a student-centred educational learning tool. SoMe can improve the effectiveness of student nurses learning, while developing fundamental skills (open-mindedness, critical thinking, professionalism and decision-making) for nursing practice. Social participation and connectivism theory are embedded in student nurses\' learning journey. However, it has been used by student nurses outside the traditional university teaching and their capacity to own their personal learning. To meet the new generation of student nurses\' learning needs, it is important that higher education institutions develop guidance, support and use of social media for learning to support student nurses in their education as students and also future professionals.
CONCLUSIONS: This study addresses how social participation is used in social media to contribute to Caribbean student nurses\' education. The main finding is the introduction of a new learning theory supporting learning using social media. This study has an impact on using social media for learning.
UNASSIGNED: No patient or public contribution.

This study examines the use of individual development plans (IDPs) in a structured mentoring program as an effective mechanism for reducing identity-related anxiety for underrepresented trainees and increasing their learner agency. Social cognitive theory served to provide the theoretical framework for our implementation of IDPs and our investigation of the effects of completing IDPs on trainees attaining academic goals and subsequent success in enrolling in competitive PhD programs. Results suggest that IDPs are also an effective tool that can allow faculty mentors to provide the social support necessary for trainees to persist in accomplishing their short- and long-term learning goals. Additionally, trainee self-agency, in the use of the IDP and mentoring, seemed to provide an alternative narrative to ability as a sole predictor of STEM achievement. We also found that IDPs helped foster social support networks, providing stability, predictability, and a sense of belonging. Specifically, IDPs helped foster the emotional and informational support necessary for trainees to persist, despite obstacles, as they strived to attain their learning goals.

Communication skills are the vital basis for patient-doctor interactions in undergraduate medical education. With excellent patient-physician interaction and communication, patients will likely build better rapport and trust with the physician. This allows all the necessary information to be divulged with the reassurance of confidentiality and devise appropriate investigations and treatment plans that patients would be more inclined to follow. The most common and effective ways of teaching communication skills to medical students are by using simulated patients and volunteer outpatients. However, which types of patients to use for better development of practical communication skills training. Establishing the demonstrable difference between using two kinds of patients would refine the training scheme for students. This would produce doctors that have practical communication skills and enhance their care to assist patients on their road to recovery or palliative care. This review compares and establishes the effectiveness of medical students\' communication skills training using simulated patients and volunteer outpatients about the adult learning theories. This research is carried out following a critical review of internationally reputed guidelines from the World Health Organisation (WHO) and the General Medical Council (GMC). Several search terms were used on various online databases such as Medline (Ovid), PubMed, and Academic Medicine. A thorough selection process was applied using the inclusion and exclusion criteria to narrow the search. Four studies related to this review\'s aim were collected and critically analyzed. The methods of obtaining the studies were structured using the PRISMA guidelines. The studies showed that one study favored volunteer outpatients while the other preferred having simulated patients. Another study showed that students considered both types of patients essential for communication skills training. All the studies presented the strengths and weaknesses of both simulated and volunteer outpatients. Discussion of the validity of all analyses was based on the CASP criteria. Study design, sample selection, and biases were scrutinized for each study. Various adult learning theories were used to correlate the effects of the communication skills training. In conclusion, simulated patients are more useful for pre-clinical years, intimate examination, and giving instructions about the physical examination. Whereas volunteer outpatients are put to better use in clinical years to incorporate more medical aspects such as obtaining a differential diagnosis, management of illness, and procedural techniques. Introducing different types of patients based on their study progression and topic of discussion could be adapted.