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Previous research has raised challenges in teaching gender theory in sociology courses. While many students appreciate such theories, some students resist sociological approaches to gender, sexualities, and social inequalities. There is a growing body of research that has recognized and explored pedagogical tools aiming to help students engage with sociological insights and concepts related to gender. However, more studies and pedagogical frameworks are needed to guide higher education teachers. Consequently, this perspective article aims to introduce and present how norm-critical design objects can be used as a pedagogical tool to enhance student learning and engagement. The article demonstrates how such objects have been incorporated into sociology courses and provides a springboard for reflective, thorough, and problematizing approaches to gender issues in sociology. Further, the article encourages a broader sociological discussion about the potential of using norm-critical design objects in sociology courses.

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BACKGROUND: In Sweden, population-based targeted health dialogues are an important part of health promotion and disease prevention in primary health care. Targeted health dialogues are performed with a pedagogical approach to allow individuals to reflect over their resources, situation and motivation to change lifestyle habits together with a healthcare professional. AIM: The aim of this study was to explore healthcare professionals' experiences of targeted health dialogues in primary health care. METHODS: Three focus group interviews were conducted with 20 healthcare professionals. The interviews were analysed using qualitative content analysis. RESULTS: The main category A possibility to promote healthy behaviours and prevent disease describes how the targeted health dialogues were experienced as a valuable opportunity to promote health among inhabitants. The significance of the primary healthcare centre's health promotion and prevention strategies was emphasised to enable the targeted health dialogues as a part of the assignment to promote health. These strategies were expressed as shared focus and organisational space and support making it possible for example to reach all socioeconomic groups. The work with targeted health dialogue was described as a complex task requiring extensive competence. Furthermore, the pedagogical tool including the visual health profile was experienced to have an important impact on the dialogue offering direction for actions to promote health and prevent disease. CONCLUSIONS: Targeted health dialogues can be a valuable opportunity for healthcare professionals in primary health care to promote a healthy lifestyle among inhabitants. Certain preconditions at both the meso- and the micro level is however required for this to come about.

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Introduction: A Malaysian Higher Education Provider has applied technology as part of its pedagogical approach, in alignment with Education 4. 0. The use of simulation, which aligns with the principles of Education 4.0, employs digital technologies and supports learning by bridging the classroom and the clinical areas. We reported the effectiveness of learning in our program that utilizes multimodal pedagogy, including interactive lectures, pre-recorded video lectures, simulation, and hands-on supervised clinical sessions, using the program's cumulative assessment data. Methodology: This program evaluation was based on Kirkpatrick's framework. End-points for learning (Kirkpatrick level 2) were analyzed based on improved overall post-test theoretical and clinical assessment performance. Quantitative data analysis of theoretical pre-test, theoretical post-test, clinical assessment, and post-test scores was performed to compare cohorts. Results: The performance of 19 trainees, over six cohorts from 2012 to 2019, were analyzed. All our trainees had equal opportunities to learn using the multimodal pedagogy, including a simulator. The analysis of pre- and post-theoretical test scores showed a significant improvement in the mean scores (pre-test 48.7% (± SD 9), post-test 64.1% (± SD11.5); p ≤ 0.001). Overall, 19 out of 21 trainees completed the clinical assessment and case presentation satisfactorily. Conclusion: The Kirkpatrick framework served as a useful framework to perform the evaluation of the TEE program. The significant improvement in post-test scores, when compared with pre-test scores, suggested that the program is effective with regard to learning. As part of a multimodal pedagogy, simulation has proven to be an added value to our training program, and this was reflected by the improvement in the clinical assessment scores when compared to the pre-test scores. This result aligned with the concept of technology-enhanced learning in Education 4.0, where simulation in TEE training is applicable in the Malaysian context.

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The purpose of the present study was to explore the effectiveness of the Voice Performance Chart (VPCH) as a pedagogical training tool to enhance vocal expressive ability of 1st year acting students. Forty recorded audio samples were perceptually assessed by six blinded raters, using a five-points Likert scale for each of the dependent variables observed. Results showed that loudness, pitch, and speech rate variations significantly differ when comparing the vocal condition before and after a 11 weeks training period. That suggests that VPCH can be an effective pedagogical tool to develop vocal expressive capabilities of acting students, by enhancing their expressive nuances level, according to the text content. Additionally, it might be argued that VPCH is an effective pedagogical tool not only for acting students, but also for individuals from any discipline requiring the use of the spoken voice in a professional context and/or in an expressive sense.

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INTRODUCTION: Pedicled flaps and free-tissue transfer flaps are used routinely to reconstruct hard and soft tissue defects in head and neck, limb, hand, thoracic and abdominopelvic reconstructive surgery. But failure remains a constant concern, particularly in free-tissue transfers. Usually failure is due to blood supply compromise. Indocyanine green (ICG), a fluorescent dye is a suitable tracer for vessel perfusion. The objective of this study is to evaluate the fluorescent indocyanine green angiography (FA ICG) in free flaps procedures. MATERIEL AND METHODS: Patients who had microsurgical flap reconstruction were included during the study period in a single center. The FA ICG was used at specific times. Intra-veinous injections of 0.1mg/kg of INFRACYANINE® (concentration 2.5mg/mL) were done intraoperatively. The Fluobeam® device programmed on sensitivity and mapping to interpret the data, was used. These different injections allowed to checked skin paddle perforators vessels, osseous perforators vessels, arterial and venous patency after anastomosis and the cutaneous, muscular and osseous perfusion. RESULTS: A total of 12 patients enrolled were 10 males and 1 female. Their mean age was 54.5 years (range 25-75 years). Of the 12 flaps, 8 were free flaps with 4 fibular flaps (3 for mandibular reconstruction and one for femur reconstruction); 2 radial forearm flaps for maxillary reconstruction; one latissimus free flap for tibia skin coverage and one retroauricular fasciocutaneous free flap for thumb skin coverage. We got to modify specific steps during surgery with 8 patients by using the FA ICG to anticipate potential complications: modifying the draw of the skin paddle, recut of this paddle, modifying the osteotomies, re-doing the anastomosis or modifying the position of the pivot point. DISCUSSION: Evaluation of microvascular flap perfusion is still based on subjective clinical features. Clinical monitoring is observer-dependent and does not allow information sharing, test reproducibility, and consistent postoperative follow-up. The successful of salvage rate is linked to the delay between the onset of ischemia and its clinical assessment. FA ICG could be a reliable method for monitoring free-tissue transfers. This technique is objective, non invasive and facilitate a complex reconstructive procedure to augment is liability. This technique may be used such a pedagogical tool for young practitioners in their first microsurgery procedures.

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The study of infectious disease outbreaks is required to train today's epidemiologists. A typical way to introduce and explain key epidemiological concepts is through the analysis of a historical outbreak. There are, however, few training options that explicitly utilise real-time simulated stochastic outbreaks where the participants themselves comprise the dataset they subsequently analyse. In this paper, we present a teaching exercise in which an infectious disease outbreak is simulated over a five-day period and subsequently analysed. We iteratively developed the teaching exercise to offer additional insight into analysing an outbreak. An R package for visualisation, analysis and simulation of the outbreak data was developed to accompany the practical to reinforce learning outcomes. Computer simulations of the outbreak revealed deviations from observed dynamics, highlighting how simplifying assumptions conventionally made in mathematical models often differ from reality. Here we provide a pedagogical tool for others to use and adapt in their own settings.

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Views of specific older adults may differ substantially from views of older adults in general, and such views may influence preconceived notions of aging that students bring into the classroom. Using an in-class activity, the authors tested the hypothesis that grandparents, about whom we know more individuated information, would be characterized by different, and more positive, descriptors than older adults. Following verbal prompts, undergraduates (N = 98) listed terms describing older adults and grandparents. Conventional and directed content analysis with a multistage coding scheme was employed. Results revealed that descriptors were primarily negative (e.g., sick) and emphasized physical characteristics (e.g., wrinkly) for older adults but were more positive (e.g., sweet) and highlighted personality characteristics (e.g., kind) for grandparents. Although mentioned less often for grandparents, health-related and physical characteristics were predominantly negative for both groups. This word-listing exercise highlighted heterogeneity in views of older adults and underscored the value of studying gerontology.

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The day-to-day management and support of patients undergoing a total laryngectomy has led multi-disciplinary nursing teams to create a therapeutic patient education programme aiming to improve the quality of care and the autonomy of these people. In this context, the eb2® dummy is an essential tool.

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Medical images are primarily used to ensure an accurate diagnosis and make treatment possible. They are more rarely used for explanation or information to or education of patients. This study investigates patients' experiences of being shown and given an explanation of their obesity disease using CT images. Twelve patients participated: >30 BMI kg/m(2) , age between 34 and 65, and mixed sexes, seven women and five men. Patients said that seeing their own images made them more aware of and more involved in their disease, enabling them to carry out more active self-care. The deeper involvement offered them a new approach to their body and helped them to make decisions on treatment to reduce their weight.

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