INTRODUCTION: Ethical tensions are routinely encountered by occupational therapists and students in fieldwork and may impact patient care and team morale, and lead to practitioner burnout. Ethics education is a means to reduce ethical tensions in fieldwork. Despite this, however, limited research exists regarding ethical tensions and ethics education amongst students in the South African context. METHODS: The study was conducted to explore South African occupational therapy students' reflections on ethical tensions experienced in fieldwork practice. A qualitative, descriptive design was used to review thirty-five ethics reflective journals by fourth-year occupational therapy students at a university in South Africa. Students identified ethical tensions, reflected on these using Sokol's decision-making framework and Kolb's Cycle of Experiential Learning, and incorporated their learning into practice. Data were analysed thematically. Trustworthiness was ensured through triangulation of researchers, multiple data sources, and an audit trail. FINDINGS: Three central themes emerged: (1) Ethics from the perspective of the student, (2) Ethical tensions experienced during fieldwork, and (3) How students navigated ethical tensions. CONCLUSION: This study provides an insight into the ethical tensions and reflections of fourth-year occupational therapy students during fieldwork. Findings inform healthcare educators and clinicians regarding students' perceptions about ethics education and the tensions experienced during fieldwork. IMPLICATIONS FOR PRACTICE • Students experienced ethical tensions during fieldwork and navigated these ethical tensions by following institutional procedures, acquiring knowledge through research, drawing from the "well" of experience, and reflective practice. • The study offers a narrative for encountering and resolving ethical tension during fieldwork. • The main distinction between the two classifications persists when reviewing the support given to the participant who has been empowered to resolve the ethical tension whilst receiving consultation from their site clinician and the institution. Findings inform healthcare educators and clinicians regarding students' perceptions about ethics education and the tensions experienced during fieldwork.

Abstract: The general purpose of this paper is to offer an integrative framework of the emotional architecture of education and its implications for the design of pertinent educational interventions in the processes of human development. Specifically, the emotional components and mechanisms involved in educational processes that have proven to be effective are examined. To this end, an analytical approach based on a documentary review of scientific and humanistic studies has been applied. The questions that have guided this study have been: What do we mean when we talk about emotion in Educational Sciences? What components and mechanisms define the emotional architecture of educational processes? It is concluded that the emotional architecture of education has a multidimensional character as it concerns organic, psychic, and socio-cultural realities. Furthermore, the essential components for educating and learning have their most important instruments in emotions: these include desire and enthusiasm. The most relevant emotional mechanisms are involvement-of teacher and learner-resonance as well as emotional proximity. The pedagogical implications are support for affective education that integrates the learning of well-being and suffering, and the use of experiential, participatory, and artistic methodologies-especially, performing arts-and support structures for education professionals and students.

Resumen: El propósito general de este estudio es ofrecer un marco de análisis integrador sobre la arquitectura emocional de la educación y sus implicaciones para el diseño de acciones educativas pertinentes en los procesos de formación humana. De modo específico, se analizan los componentes y mecanismos emocionales implicados en los procesos educativos que han probado su efectividad. A tal fin, se ha aplicado un enfoque analítico basado en una revisión documental a partir de estudios científicos y humanísticos. Las preguntas que han guiado este estudio han sido: ¿a qué nos referimos cuando hablamos de emoción en las ciencias de la educación?, ¿qué componentes y mecanismos definen la arquitectura emocional de los procesos educativos? Se infiere que la arquitectura emocional de la educación posee un carácter pluridimensional, pues concierne a realidades orgánicas, psíquicas y socioculturales; asimismo, que los componentes esenciales para educar y aprender tienen en las emociones sus instrumentos más destacados, entre ellos, deseo y entusiasmo. Como mecanismos emocionales más relevantes se encuentran la implicación -del enseñante y el aprendiz- la resonancia y la proximidad emocional. Las implicaciones pedagógicas son apostar por una educación afectiva que integre el aprendizaje del bienestar y del dolor, y la apuesta de metodologías experienciales, participativas y artísticas -especialmente dramáticas o escénicas- y dispositivos de acompañamiento para los profesionales de la educación y los estudiantes.

Resumo O objectivo deste estudo é compreender os factores profissionais, sociais e pessoais envolvidos na experiência universitária dos estudantes adultos da Universidade de Lisboa. Metodologicamente, é realizado um estudo de vários casos através de uma análise narrativa biográfica da experiência académica de nove estudantes com mais de 23 anos de idade. A fim de compreender a genealogia do contexto que envolve o estudo, são consideradas três vertentes contextuais (peritos e pessoas envolvidas, material documental e informação de observação). Os resultados mostram uma narrativa polifónica que enfatiza as estratégias e recursos mobilizados pelos informadores para alcançar os seus objectivos académicos e ultrapassar obstáculos. As conclusões sublinham o valor da idade nos processos formativos como catalisador da aprendizagem experimental, o que facilita a compreensão dos conceitos e a sua aplicação a situações reais anteriormente vividas por aprendentes adultos. profissionais Lisboa Metodologicamente 2 peritos envolvidas observação. observação . observação) obstáculos experimental

Abstract The aim of this study was to understand the professional, social, and personal factors involved in the university experience of adult students at the University of Lisbon. Methodologically, a multi-case study was carried out through a narrative biographical analysis of the academic experience of nine students over 23 years of age. In order to understand the genealogy of the context surrounding the study, three contextual strands (experts and people involved, documentary material and observational information) are considered in turn. The results show a polyphonic narrative that emphasizes the strategies and resources mobilized by the informants to achieve their academic goals and overcome obstacles. The conclusions highlight the value of age in formative processes as a catalyst for experiential learning, which facilitates the understanding of concepts and their application to real situations previously experienced by adult learners. professional social Lisbon Methodologically multicase multi case 2 experts information turn obstacles learning learners

Resumen El objetivo de este estudio es comprender los factores profesionales, sociales y personales que intervienen en la experiencia universitaria de estudiantes adultos de la Universidad de Lisboa. Metodológicamente se realiza un estudio multicaso mediante el análisis biográfico narrativo de la experiencia académica de nueve estudiantes mayores de 23 años. A fin de comprender la genealogía del contexto que envuelve el estudio, se consideran a su vez tres vertientes contextuales (expertos y personas implicadas, material documental e información observacional). Los resultados muestran una narrativa polifónica que enfatiza las estrategias y recursos movilizados por los informantes para el logro de sus objetivos académicos y la superación de obstáculos. Las conclusiones destacan el valor de la edad en los procesos formativos como catalizador del aprendizaje a través de la experiencia, lo que facilita la comprensión de conceptos y la aplicación de los mismos a situaciones reales previamente vividas por los estudiantes adultos. profesionales Lisboa 2 años expertos implicadas observacional. observacional . observacional) obstáculos

BACKGROUND. There is evidence that any learning experience should happen in a safe learning environment as students interact, experiment and construct new knowledge. It is therefore important to investigate a learning environment from student perspectives on what elements will make them feel safe. OBJECTIVE. This study aimed to identify the elements contributing to a safe learning environment for millennial optometry students. METHODS. An intrinsic qualitative case study was undertaken with undergraduate optometry students from the University of the Free State, South Africa (N=68). An open-ended questionnaire was completed after applying nine different teaching-learning methods based on Kolb's experiential learning cycle. To supplement the data, two focus group interviews (N=17) were also conducted. RESULTS. The response rate to the questionnaire was 99.42%, and 15 students participated in the focus group interviews. Students feel safe in an environment where they are familiar with each other, the educators and the surroundings. Peer learning also creates a safe and familiar environment. These elements create an environment where they feel safe to ask questions. Students value an environment where they can learn without influencing their marks or disadvantaging patients. They enjoy learning from their peers but also need personal contact with educators. Elements such as consistency and an achievable objective have also been identified. CONCLUSION. The study findings suggest that to respond to the real learning environment needs of students, insights must be gained into their experiences and perceptions, thereby identifying their needs and suitable learning environment to optimise learning pedagogies.

ABSTRACT The development of the intercultural competence in students of foreign languages is a need today in Cuba. The intercultural competence can be developed in the experiential, but also in the teaching context. This article shows how the use of Caribbean literature, which is content of the subject History of the English-Speaking People´s Culture III contributed to the development of the intercultural competence in students of Foreign Language at the University of Pinar del Río. As theoretical methods were used: the dialectic, the historical, the logic, the systemic and the modelling; as empirical methods were used: the observation, the document analysis, the interview the pre-experiment and the descriptive statistics. A strategy composed by a set of actions focused on the use of literary texts with interactive tasks was proposed. These tasks drew students to the development of the intercultural competence. The strategy was applied with Foreign Language students from fourth year, achieving satisfactory results in terms of interculturality.

RESUMEN El desarrollo de la competencia intercultural en estudiantes de la carrera Lenguas Extranjeras es una necesidad hoy en Cuba. La competencia intercultural se puede desarrollar en la experiencia vivencial pero también en el contexto docente. Este articulo muestra cómo el uso de la literatura caribeña, que forma parte del contenido de la asignatura Historia de la cultura de los pueblos de habla inglesa III contribuyó al desarrollo de la competencia intercultural en los estudiantes de la carrera Lenguas Extranjeras en la Universidad de Pinar del Río. Se utilizaron como métodos del nivel teórico: el dialéctico, el histórico, el lógico, el sistémico y la modelación; como métodos del nivel empírico: la observación, la revisión documental, la entrevista, la prueba pedagógica, el pre-experimento y la estadística descriptiva. Se propuso una estrategia didáctica compuesta por un conjunto de acciones que se centra en la utilización de textos literarios con tareas interactivas para facilitar el desarrollo de la competencia intercultural. La estrategia se empleó en estudiantes de cuarto año de la carrera de Lenguas Extranjeras, logrando resultados satisfactorios en términos de interculturalidad.

RESUMO O desenvolvimento da competência intercultural nos alunos do programa de Línguas Estrangeiras é hoje uma necessidade em Cuba. A competência intercultural pode ser desenvolvida na experiência experiencial, mas também no contexto de ensino. do Rio. Foram utilizados os seguintes métodos no nível teórico: dialético, histórico, lógico, sistêmico e de modelagem; como métodos de nível empírico: observação, revisão documental, entrevista, prova pedagógica, pré-experimento e estatística descritiva. Foi proposta uma estratégia didática composta por um conjunto de ações que foca na utilização de textos literários com tarefas interativas para facilitar o desenvolvimento da competência intercultural. A estratégia foi utilizada em alunos do quarto ano de Línguas Estrangeiras, obtendo resultados satisfatórios em termos de interculturalidade.

Introduction. In the field of engineering education, there is a constant pursuit to enhance pedagogical methods to ensure effective and meaningful learning for students. Objective. To explore the implementation of real-life practical cases based on experiential information as integrative problems in engineering education. Discussion. By presenting the example of vehicle analysis for the structural dynamics course, it is examined how these cases can be adapted and modified using real data as a foundation, enabling students to actively reflect and construct their learning. Conclusions. It is suggested to integrate real-life practical cases into engineering education, allowing students to reflect and construct their learning, thus promoting the fulfillment of competencies and the educational program's profile.

Introducción. En el ámbito de la enseñanza de la ingeniería, se busca constantemente mejorar los métodos pedagógicos para garantizar un aprendizaje efectivo y significativo para los estudiantes. Objetivo. Explorar la aplicación de casos prácticos reales basados en información experiencial como problemas integradores en la enseñanza de la ingeniería. Discusión. Presentando el ejemplo de análisis de un vehículo para la asignatura de dinámica estructural, se examina cómo estos casos pueden ser adaptados y modificados utilizando datos reales como base, permitiendo a los estudiantes reflexionar y construir su aprendizaje de manera activa.Conclusiones. Se sugiere integrar casos prácticos reales en la enseñanza de la ingeniería, permitiendo a los estudiantes reflexionar y construir su aprendizaje, favoreciendo así el cumplimiento de las competencias y el perfil de egreso del programa educativo.

Introdução. No campo do ensino de engenharia, há uma busca constante para melhorar os métodos pedagógicos a fim de garantir uma aprendizagem eficaz e significativa para os estudantes. Objetivo. Explorar a aplicação de casos práticos reais baseados em informações experienciais como problemas integradores no ensino de engenharia. Discussão. Ao apresentar o exemplo de análise de veículo para a disciplina de dinâmica estrutural, examina-se como esses casos podem ser adaptados e modificados utilizando dados reais como base, permitindo que os estudantes reflitam e construam seu aprendizado de forma ativa. Conclusões. Sugere-se integrar casos práticos reais no ensino de engenharia, permitindo que os alunos reflitam e construam seu aprendizado, promovendo assim o cumprimento das competências e do perfil do programa educacional.

BACKGROUND: Entrepreneurship is an important driving force for economic development in emerging economies, traditionally driven by ineffective top-down approaches. A recent bottom-up approach incorporating personal initiative (PI) into action-based interventions offered a more sustainable way to stimulate African entrepreneurial growth. AIM: The study is interested in how these interventions work during training, for whom and in what way. Therefore, a deduced programme theory was constructed from literature and was empirically evaluated. SETTING: The investigation focussed on rural communities in the Mopani region of South Africa near Polokwane and Tzaneen in Limpopo province. Two large central hubs characterise these areas, with several rural villages scattered around them. METHODS: A multiple case study strategy cast in a realist evaluation design was used to investigate two interventions consisting of female entrepreneurs to produce qualitative data that were analysed inductively to make sense of change and the learning in these interventions. Entrepreneurs were selected through case selection, and trustworthiness in the data was established by focussing on post hoc and verification strategies during and after the research process. RESULTS: The findings produced valuable insights visually presented in analytical frameworks that show adjustments to the PI deduced programme theory. CONCLUSION: On an individual level, it showed how unique attitudes guide action-formation, situational and transformational mechanisms that support outcome patterns in the context of these interventions. CONTRIBUTION: Three propositions were developed to be tested in future studies to continue discussing entrepreneurs and their learning behaviours to increase entrepreneurial action and nurture the entrepreneurial mindset.

ABSTRACT Objective: To report on the experience and impressions of the Brazilian orthopedic trauma surgeons attending the Leadership Development Program (LDP) hosted by the Sociedade Brasileira do Trauma Ortopédico (SBTO) in Sao Paulo, Brazil on November 4, 2022. Methods: Forty-eight orthopedic trauma surgeons from five different regions throughout Brazil were provided a link to complete The Big Five Test, a validated online personality assessment. The questionnaire was available in Portuguese and was intended to provide a background on individual personality traits and their influence on interpersonal interactions. The LDP integrated content from literature reviews specific to Latin America, established leadership programs from leading business schools, and various subject matter experts. Prior to the start of the LDP, participants received a pre-course survey evaluating demographic information, a needs assessment, and the prioritization of leadership topics utilizing a 5-point Likert-scale. Attendees participated in the one-day, interactive LDP focusing on the fundamental principles of leadership development, communication, personal development, emotional intelligence and negotiation. Following the LDP, a post-course evaluation was administered to determine the participants’ overall experience, and suggestions for LDP improvement. Results: Forty-one of the forty-eight course participants completed the pre-course evaluation, whereas forty-six of the forty-eight participants completed the post-course evaluations. Overwhelmingly, the lack of opportunity was most prevalently reported as the main obstacle to attending a leadership course, as cited by 56% of respondents. Conclusion: Expanding the accessibility, diversity, and customizability of leadership programs can facilitate the development of personal tools needed to move healthcare forward. Critical topics include emotional intelligence and other differentiating leadership qualities that distinguish true transformational and servant leaders. Advancing leadership skills can stimulate networking, expose learners to experiential learning styles, inspire others to create positive change, and engender creative solutions for systematic improvements and health outcomes. Level of Evidence III; Individual Case-Control Studies. Objective (LDP SBTO (SBTO Paulo 4 2022 Methods Fortyeight Forty eight Test assessment interactions America schools experts precourse pre information 5point point 5 Likertscale. Likertscale Likert scale. scale Likert-scale oneday, oneday one day, day one-day communication negotiation postcourse post improvement Results Fortyone fortyeight forty fortysix six evaluations Overwhelmingly 56 respondents Conclusion accessibility diversity forward leaders networking styles change outcomes III CaseControl Case Control Studies 202 20 2

RESUMO Objetivo: Relatar a experiência e as impressões de cirurgiões de trauma ortopédico brasileiros participantes do Programa de Desenvolvimento de Liderança (PDL), organizado pela Sociedade Brasileira do Trauma Ortopédico (SBTO), em São Paulo, Brasil, em 4 de novembro de 2022. Métodos: Quarenta e oito cirurgiões de trauma ortopédico de cinco regiões diferentes do Brasil receberam um link para preencher o The Big Five Test, uma avaliação de personalidade on-line validada. O questionário estava disponível em português e pretendia fornecer informações básicas sobre traços de personalidade individuais e sua influência nas interações interpessoais. O PDL integrou conteúdo de análises de literatura específicas da América Latina, e programas de liderança estabelecidos pelas principais escolas de negócios e por vários especialistas no assunto. Antes do início do PDL, os participantes receberam uma pesquisa pré-curso solicitando informações demográficas, uma avaliação de necessidades e a priorização de tópicos de liderança utilizando uma escala Likert de 5 pontos. Os participantes participaram do PDL interativo de um dia com foco nos princípios fundamentais de desenvolvimento de liderança, comunicação, desenvolvimento pessoal, inteligência emocional e negociação. Após o PDL, foi realizada uma avaliação pós-curso para determinar a experiência geral dos participantes e sugestões para melhoria do PDL. Resultados: Quarenta e um dos quarenta e oito participantes do curso concluíram a avaliação pré-curso, enquanto quarenta e seis dos quarenta e oito participantes concluíram a avaliação pós-curso. A falta de oportunidade foi relatada com maior prevalência como o principal obstáculo para frequentar um curso de liderança, conforme citado por 56% dos entrevistados. Conclusão: Expandir a acessibilidade, a diversidade e a personalização dos programas de liderança podem facilitar o desenvolvimento de ferramentas pessoais necessárias para fazer avançar os cuidados de saúde. Os tópicos críticos incluem inteligência emocional e outras qualidades de liderança diferenciadas, que distinguem verdadeiros líderes transformacionais e servidores O avanço das competências de liderança pode estimular o networking, expor os alunos a estilos de aprendizagem experiencial, inspirar outros a criar mudanças positivas e gerar soluções criativas para melhorias sistemáticas dos resultados na saúde. Nível de Evidência III; Estudos de caso-controle individuais. Objetivo , (PDL) SBTO, SBTO (SBTO) Paulo 2022 Métodos Test online on line validada interpessoais Latina assunto précurso pré demográficas pontos comunicação pessoal negociação póscurso pós Resultados précurso, curso, póscurso. curso. 56 entrevistados Conclusão acessibilidade saúde diferenciadas networking experiencial III casocontrole caso controle (PDL (SBTO 202 20 2

RESUMEN. El objetivo de este estudio fue comprender los significados atribuidos por los profesionales de los Centros de Atención Psicosocial sobre las terminologías de la Clasificación Internacional para la Seguridad del Paciente (CISP). Estudio de abordaje cualitativo, realizado con 31 profesionales CAPS III de un municipio de la región central de Brasil. La recolección de datos se realizó mediante una técnica grupal, guiada por el ciclo de aprendizaje experiencial. Los datos se sometieron a análisis de contenido con la ayuda del software Atlas.ti. Los resultados permitieron ir más allá del diagnóstico situacional sobre el conocimiento previo de CISP por parte de los profesionales; promovió la conciencia para el reconocimiento de incidencias en las unidades; y constituyó la una estrategia inicial para desarrollar la conciencia de la necesidad de una planificación de la atención segura en la atención psicosocial. Se destacó la necesidad de desarrollar la formación en seguridad del paciente en CAPS, con el fin de promover una atención más segura, en consonancia a los objetivos de los organismos de salud internacionales y nacionales y la necesidad de construir una cultura de seguridad en los servicios de salud mental. RESUMEN CISP. . (CISP) cualitativo 3 Brasil grupal experiencial Atlasti Atlas ti Atlas.ti unidades psicosocial mental (CISP

ABSTRACT. The objective of this study was to understand the meanings attributed by the professionals of the Psychosocial Care Centers about the terminologies of the International Classification for Patient Safety (ICPS). A qualitative study was conducted with 31 PSCC III professionals from a city in the Midwest region of Brazil. Data collection was performed by group technique, guided by the Experiential Learning Cycle. The data were submitted to content analysis using the Atlas.ti software. The results made it possible to go beyond situational diagnosis of prior knowledge of ICPS by professionals; promoted awareness of incident recognition in units; and constituted an initial strategy for developing awareness of the need for safe care planning in psychosocial care. It was highlighted the need to develop training for patient safety in PSCC, in order to promote safer care, in line with the objectives of international and national health organizations and needs to build safety culture in mental health services. ABSTRACT ICPS. . (ICPS) 3 Brazil technique Cycle Atlasti Atlas ti software units services (ICPS

RESUMO. O objetivo deste estudo foi compreender os significados atribuídos pelos profissionais dos Centros de Atenção Psicossocial acerca das terminologias da Classificação Internacional para Segurança do Paciente (CISP). Estudo de abordagem qualitativa, conduzido com 31 profissionais de CAPS III de um município da região Centro-Oeste do Brasil. A coleta de dados foi realizada por técnica de grupo, guiada pelo Ciclo de Aprendizagem Vivencial. Os dados foram submetidos à análise de conteúdo, com auxílio do software Atlas.ti. Os resultados possibilitaram ir além do diagnóstico situacional sobre o conhecimento prévio da CISP pelos profissionais; promoveram a sensibilização para o reconhecimento de incidentes nas unidades; e constituíram estratégia inicial de desenvolvimento de consciência quanto à necessidade do planejamento do cuidado seguro na atenção psicossocial. Destacou-se a necessidade de desenvolver formação para segurança do paciente nos CAPS, a fim de promover uma assistência mais segura, em consonância com os objetivos das organizações internacionais e nacionais de saúde e necessidades de construção da cultura de segurança nos serviços de saúde mental. RESUMO CISP. . (CISP) qualitativa 3 CentroOeste Centro Oeste Brasil grupo Vivencial conteúdo Atlasti Atlas ti Atlas.ti unidades psicossocial Destacouse Destacou se segura mental (CISP

Abstract Purpose: The contributions of individuals in the innovative process and the way they learn are crucial. However, the various entrepreneurial learning modes are neglected in discussions about innovation. That said, innovation is considered to emerge from continuous learning processes and the accumulation and development of knowledge from relationships, experiences, skills, and information. Thus, this work aims to identify how small business entrepreneurs adopt the different learning modes in their innovation actions. Originality/value: The academic contribution of this research is to present initial steps regarding entrepreneurial learning modes in conjunction with innovation. On the other hand, the practical contribution refers to understanding the different forms of learning that can be considered for innovation, which the study will provide to small business entrepreneurs. Design/methodology/approach: The research strategy adopted was multiple case studies and content and cross-case analysis techniques were used for data analysis. Findings: Research results show that experiential, through networks, formal, and vicarious learning are important modes to help entrepreneurs achieve market distinction through innovative solutions. Thus, the knowledge accumulation provided by the different learning modes studied resulted in implementing various innovation actions, mainly in services, in the companies participating in the study. Purpose crucial However said relationships experiences skills information Thus actions Originality/value Originalityvalue Originality value hand Design/methodology/approach Designmethodologyapproach Design methodology approach crosscase cross Findings experiential networks formal solutions services

Resumo Objetivo: As contribuições dos indivíduos no processo inovativo, bem como a forma como eles aprendem são cruciais. Todavia, os diversos modos de aprendizagem dos empreendedores são negligenciados nas discussões acerca da inovação. Dito isso, considera-se que a inovação emerge de processos contínuos de aprendizagem, bem como do acúmulo e desenvolvimento de conhecimentos provenientes de relacionamentos, experiências, habilidades e informações. Destarte, identificar como os diferentes modos de aprendizagem são adotados pelos empreendedores de pequenos negócios em suas ações de inovação é o objetivo do presente trabalho. Originalidade/valor: A contribuição acadêmica desta pesquisa é apresentar passos iniciais a respeito dos modos de aprendizagem empreendedora em conjunto com a inovação. Já a contribuição prática refere-se ao entendimento das diferentes formas de aprendizagem que podem ser consideradas para a inovação, que o estudo proporcionará aos empreendedores de pequenos negócios. Design/metodologia/abordagem: A estratégia de pesquisa adotada foi o estudo de casos múltiplos e, para a análise dos dados, utilizaram-se a análise de conteúdo e a técnica de cross-case analysis. Resultados: Os resultados da pesquisa mostram que as aprendizagens experiencial, por networks, formal e vicária são importantes modos de auxílio aos empreendedores no alcance de distinção mercadológica, mediante soluções inovadoras. Assim, o acúmulo de conhecimento proporcionado pelos diferentes modos de aprendizagem estudados resultou na implementação de variadas ações de inovação, principalmente em serviços, nas empresas participantes do estudo. Objetivo inovativo cruciais Todavia isso considerase considera se relacionamentos experiências informações Destarte trabalho Originalidade/valor Originalidadevalor Originalidade valor referese refere Design/metodologia/abordagem Designmetodologiaabordagem Design metodologia abordagem dados utilizaramse utilizaram crosscase cross case analysis Resultados experiencial networks mercadológica inovadoras Assim serviços

El objetivo de este estudio fue reflexionar sobre el desafío de la formación de la identidad profesional del farmacéutico clínico en un contexto de currículum no integrado y en un ambiente tradicional y especializado. Se desarrolló una investigación cualitativa orientada por las presuposiciones de la perspectiva etnográfica en la educación, utilizándose múltiples métodos de colecta de datos entre abril y julio de 2019. El escenario de la enseñanza experiencial fue una Farmacia Universitaria de la región sur de Brasil. Por medio de una descripción densa y con el uso de la reflexividad teórica e intertextual se presenta una narrativa que utiliza la voz de los participantes como ancla para dar visibilidad al proceso vivido. La ausencia de un estándar para el proceso de cuidado en la profesión farmacéutica, el currículum tradicional y la desarticulación entre teoría y práctica se constituyen en desafíos para que los estudiantes de Farmacia legitimen la práctica profesional farmacéutica centrada en el usuario.

The aim of this study was to reflect on the challenge of forming the professional identity of clinical pharmacists in the context of non-integrated curriculums and a traditional specialized environment. We conducted a qualitative study between April and July 2019 guided by the ethnographic approach to education, employing multiple data collection methods. The experiential learning setting was a university pharmacy in the south of Brazil. By means of a thick description and through the use of theoretical and intertextual reflexivity, we present a narrative using the voice of the participants as an anchor to provided visibility to the experienced process. The absence of a standard for the care process in the pharmacy profession, the traditional curriculum, and the lack of connection between theory and practice are challenges facing pharmacy students in legitimizing patient-centered professional practice.

O objetivo deste estudo foi refletir sobre o desafio da formação de identidade profissional do farmacêutico clínico em um contexto de currículo não integrado e em um ambiente tradicional e especializado. Desenvolveu-se uma pesquisa qualitativa orientada pelos pressupostos da perspectiva etnográfica na educação, empregando-se múltiplos métodos de coleta de dados entre abril e julho de 2019. O cenário de ensino experiencial foi uma Farmácia Universitária da região Sul do Brasil. Por meio de uma descrição densa e com uso da reflexividade teórica e intertextual, é apresentada uma narrativa utilizando a voz dos participantes como âncora para dar visibilidade ao processo vivenciado. A ausência de um padrão para o cuidado na profissão farmacêutica, o currículo tradicional e a desarticulação entre teoria e prática constituem desafios para os estudantes de Farmácia legitimarem a prática profissional farmacêutica centrada no usuário.

Post-digital, as a timeframe set, raises specific concerns for young adults engaged in artistic and cultural activities, seeking to establish a sustainable livelihood within a semi-rural South African context. They grapple with issues such as determining their positionality within a world marked by fading boundaries between the physical and digital. To better understand the post-digital impact on experiential learning opportunities for young adults, the authors explored the specific ways and extent to which active engagement in shortfilm-making contributes to developing critical self-awareness among the participating post-school youth. An assemblage of transformative theories and concepts, rather than pre-determined methodologies, guided this inquiry that extended beyond the development of career and workplace competencies. The strengths of spaciousness and in-between boundary positions provided by the spider's thread metaphor served as a useful methodological tool. Moving beyond the limitations of traditional discourse and content analysis, multimodal discourse analysis in combination with a modified, six-category measuring instrument was used to explore (analyse) the evidence (data) created as products of active participant engagement in a shortfilm-making project, over a 10-month period in 2020. Findings revealed that, for the participants, it was by moving from physical self-centred understandings of reality to experiential creations of authentic reality (shortfilm-productions) and involving an expanded awareness of those alternative possibilities that nurtured their potential transpersonal growth. TRANSDISCIPLINARY CONTRIBUTION: A synthesis of arts-based, post-qualitative and developmental phenomenographic approaches was employed to create, explore and communicate evidence in ways that present a holistic picture of alternative pathways to knowledge production.

This research addresses the scarcity of studies examining how participants in higher education exchange programmes, specifically the Fulbright Foreign Language Teaching Assistant (FLTA) programme, use situated learning experiences to develop professional knowledge. To fill this gap, the study examined how FLTAs construct and reconstruct teaching knowledge during their fellowship. Grounded in situated learning theory and experiential learning, the phenomenological design aligns with interpretive and qualitative traditions. The 2017-2018 cohort, comprising six FLTAs, participated in focused group discussions. Data analysis, utilising grounded theory approach, revealed that FLTAs constructed knowledge through structured programmes and personal-social experiences, employing introspective, retrospective, and prospective reflection practices. Additionally, participants emphasised the impact of accommodating and adapting beliefs, values, and dilemmas in challenging assumptions about higher education teaching and learning. This study contributes to a novel understanding of how planned activities and authentic experiences form the basis for professional knowledge construction across continents. TRANSDISCIPLINARY CONTRIBUTION: The transdisciplinary nature of this study allows for a holistic exploration of the process of teaching knowledge construction. By integrating insights from teacher knowledge construction, cognitive psychology, higher education teaching, inter-cultural practices and continuous professional development, this research provides a comprehensive understanding of how Fulbright FLTAs construct their professional knowledge during their fellowship. The study highlights the complexity of knowledge development, considering the cognitive processes involved, and addresses the context of higher education teaching and inter-cultural experiences. By emphasising the importance of continuous learning and growth, this research contributes to the field of teachers' knowledge development.

O objetivo deste estudo foi refletir sobre o desafio da formação de identidade profissional do farmacêutico clínico em um contexto de currículo não integrado e em um ambiente tradicional e especializado. Desenvolveu-se uma pesquisa qualitativa orientada pelos pressupostos da perspectiva etnográfica na educação, empregando-se múltiplos métodos de coleta de dados entre abril e julho de 2019. O cenário de ensino experiencial foi uma Farmácia Universitária da região Sul do Brasil. Por meio de uma descrição densa e com uso da reflexividade teórica e intertextual, é apresentada uma narrativa utilizando a voz dos participantes como âncora para dar visibilidade ao processo vivenciado. A ausência de um padrão para o cuidado na profissão farmacêutica, o currículo tradicional e a desarticulação entre teoria e prática constituem desafios para os estudantes de Farmácia legitimarem a prática profissional farmacêutica centrada no usuário. especializado Desenvolveuse Desenvolveu se educação empregandose empregando 2019 Brasil intertextual vivenciado usuário 201 20 2

El objetivo de este estudio fue reflexionar sobre el desafío de la formación de la identidad profesional del farmacéutico clínico en un contexto de currículum no integrado y en un ambiente tradicional y especializado. Se desarrolló una investigación cualitativa orientada por las presuposiciones de la perspectiva etnográfica en la educación, utilizándose múltiples métodos de colecta de datos entre abril y julio de 2019. El escenario de la enseñanza experiencial fue una Farmacia Universitaria de la región sur de Brasil. Por medio de una descripción densa y con el uso de la reflexividad teórica e intertextual se presenta una narrativa que utiliza la voz de los participantes como ancla para dar visibilidad al proceso vivido. La ausencia de un estándar para el proceso de cuidado en la profesión farmacéutica, el currículum tradicional y la desarticulación entre teoría y práctica se constituyen en desafíos para que los estudiantes de Farmacia legitimen la práctica profesional farmacéutica centrada en el usuario. especializado educación 2019 Brasil vivido usuario 201 20 2

The aim of this study was to reflect on the challenge of forming the professional identity of clinical pharmacists in the context of non-integrated curriculums and a traditional specialized environment. We conducted a qualitative study between April and July 2019 guided by the ethnographic approach to education, employing multiple data collection methods. The experiential learning setting was a university pharmacy in the south of Brazil. By means of a thick description and through the use of theoretical and intertextual reflexivity, we present a narrative using the voice of the participants as an anchor to provided visibility to the experienced process. The absence of a standard for the care process in the pharmacy profession, the traditional curriculum, and the lack of connection between theory and practice are challenges facing pharmacy students in legitimizing patient-centered professional practice. nonintegrated non integrated environment 201 education methods Brazil reflexivity profession curriculum patientcentered patient centered 20 2

The Nelson Mandela Fidel Castro (NMFC) programme, a government initiative to address healthcare inequities in South Africa, focuses on the training of indigenous students to become competent healthcare practitioners. A collaboration combining training in a Cuban primary care, preventative system with integration in a South African institution within a quadruple disease burdened healthcare system. This article reflects on integration experience at the University of Witwatersrand, a programme pedagogically positioned within a workplace-based, situated learning framework. Since 2022, community-oriented primary care (COPC) projects became part of the integrated primary care and family medicine learning objectives. This article summarises the experience of the 2021-2022 cohort and calls for the strengthening of undergraduate medical education curricula with learning objectives reflective of social accountability. CONTRIBUTION: This article spotlights work in the undergraduate space around teaching and experiential learning of community-oriented primary care in line with the journal's scope