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2. Digital Narrative Photography as a Method to Improve Empathy in Health SciencesJuan M. Leyva, 2025, samostojni znanstveni sestavek ali poglavje v monografski publikaciji Opis: This chapter explores narrative photography in health sciences education, highlighting its effectiveness in addressing the often-overlooked psychosocial needs of patients. Traditionally focused on immediate biological outcomes, healthcare has neglected the importance of empathy and reflective practice. Narrative photography, inspired by Photovoice and reflective practice, involves capturing and reflecting on patients’ real-life narratives through visual and written means. Students create self-made photographs or drawings, articulate their interpretations through short reflective narratives, and engage in group discussions to foster deeper empathy and reflection. Originally dependent on face-to-face interaction, narrative photography has been adapted to hybrid formats with digital tools, enhancing accessibility and cost-effectiveness. This chapter examines the origins, methodologies, technological advancements, and real-world applications of narrative photography, along with variations developed by the author. It also provides recommendations for assessing learning outcomes, evidence of effectiveness, and evaluations of student and faculty satisfaction.
Ključne besede: art-based methods, narrative photography, teaching innovation, active learning, hybrid learning
Objavljeno v RUP: 22.12.2025; Ogledov: 199; Prenosov: 2
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3. Digital technology in healthcare : enhancing education and patient careMateja Lorber, Lucija Gosak, Gregor Štiglic, Adrijana Svenšek, 2025, samostojni znanstveni sestavek ali poglavje v monografski publikaciji Opis: The implementation of digital tools, systems, and technologies in healthcare improves education, lowers the risk of errors, and enables the provision of comprehensive, high-quality care to patients. Our study analyzed healthcare students’ comprehension and viewpoints on the use of digital technologies in their education and practice. We aim to investigate how healthcare students are educated about digital technology’s potential applications during their studies and in clinical practice. Healthcare students provided several practical illustrations of digital technology employment, including e-health records, documentation access, diagnoses, electronic medical records, and mobile health. These examples effectively demonstrate improved communication between healthcare professionals, streamlined data analysis and management, and better patient monitoring. Although digital technology brings significant benefits to healthcare education, students remain mindful of the challenges it poses. We assert that digital technology is essential for improving the quality of healthcare education and providing comprehensive, evidence-based patient care.
Ključne besede: digital technologies, education, healthcare, teaching effectively
Objavljeno v RUP: 22.12.2025; Ogledov: 206; Prenosov: 1
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4. Digital standard for the design of inclusive and effective online courses in higher education : an integrative literature reviewSabina Ličen, Mirko Prosen, 2025, samostojni znanstveni sestavek ali poglavje v monografski publikaciji Opis: This integrative literature review examines models and frameworks for digital education in higher education, synthesizing their key strengths and limitations. By analysing nine existing frameworks covering different aspects of digital education, including pedagogical approaches, technological solutions and assessment mechanisms, the study identifies gaps in the current literature. The findings show that while the individual models provide valuable insights, none of them independently offer a complete approach to the design, implementation and assessment of digital education. Therefore, this study proposes the development of an integrated digital standard that combines theoretical and practical perspectives to promote inclusive and effective online learning. Such a standard could increase the adaptability to students' needs, improve assessment mechanisms and increase the flexibility of digital learning environments. This study contributes to the development of sustainable and adaptable solutions for the future of digital education.
Ključne besede: innovative teaching methods, e-learning, sustainable education, effectiveness of online teaching, digital education
Objavljeno v RUP: 22.12.2025; Ogledov: 212; Prenosov: 2
Celotno besedilo (174,03 KB) |
5. Promoting sustainable medical education through digital competence : a cross-sectional pilot studySabina Ličen, Mirko Prosen, 2025, izvirni znanstveni članek Opis: The increasing digitalisation of medical education requires teachers to have a broad range of competences that go beyond basic technical knowledge. This pilot cross-sectional study assessed the self-perceived digital competence of medical faculty members and examined differences by professional role, experience and gender. Of 298 eligible staff, 48 participated (response rate 16.1%), including 19 women (39.6%) and 29 men (60.4%). The data was collected via an online survey using the validated Digital Competence Scale for University Teachers, which comprises four subscales: digital literacy, digital skills, digital interaction and technology integration. The overall median score indicated a generally high level of self-perceived digital competence, with 95% bootstrap confidence intervals confirming this pattern. Assistant professors achieved higher scores in all subscales than associate and full professors. Self-perceived digital competence was positively correlated with participation in structured training, higher interest and frequency of use of digital tools, while age and teaching experience were negatively correlated. The findings suggest unequal levels of self-perceived digital competence across the academic status and highlight the positive association of self-perceived digital competence with participation in targeted, practical and inclusive training programmes.
Ključne besede: sustainable education, medical education, university teachers, faculty development, digital teaching
Objavljeno v RUP: 28.09.2025; Ogledov: 551; Prenosov: 16
Celotno besedilo (238,18 KB)
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6. Men in educational professionsMitja Krajnčan, Matej Vukovič, Urša Rozman, Katja Vrhunc Pfeifer, 2025, izvirni znanstveni članek Opis: Men have traditionally been underrepresented in the teaching profession, impacting the dynamics of the educational system and gender equality in pedagogical work. This study analyzes the social, cultural, and institutional factors influencing men’s decisions to pursue a teaching career and evaluates their professional experiences. The research is based on quantitative data collected through a survey questionnaire and theoretical frameworks such as Bourdieu’s concept of social habitus and Connell’s theory of masculinity. Findings indicate that men in educational professions often face stereotypes, occupational barriers, and different expectations regarding career advancement compared to their female colleagues. The study provides policy recommendations to promote gender diversity in teaching professions.
Ključne besede: men, teaching profession, gender, women, school
Objavljeno v RUP: 12.08.2025; Ogledov: 516; Prenosov: 11
Celotno besedilo (707,36 KB)
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7. Teaching evidence-based practice to non-native english-speaking undergraduate nursing students : an integrative literature reviewMelita Peršolja, 2025, pregledni znanstveni članek Opis: Aim/objective: To analyse and synthesise current evidence on educational strategies for teaching evidence-based practice (EBP) to undergraduate nursing students, with a specific focus on non-native English-speaking learner populations. Background: Teaching EBP in non-native English-speaking settings presents distinct challenges, including language proficiency barriers, limited access to research literature and variability in pedagogical approaches. Despite the range of educational strategies introduced in the literature, a universally accepted or recommended method has yet to be established. Design: An integrative literature review was conducted to examine peer-reviewed empirical studies on EBP education published between 2015 and 2025, with a focus on educational strategies. The review was carried out in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Methods: Twelve studies met the inclusion criteria. Methodological quality was assessed using the Joanna Briggs Institute Critical Appraisal Tools. An inductive thematic analysis was employed to synthesise the findings. Results: All reviewed studies employed quantitative methodologies with a pre-post or quasi-experimental design. Thematic analysis identified five key categories in teaching EBP: educational methods, technology integration, clinical focus, collaboration, intervention duration and outcomes. The studies showed that various educational methods demonstrated effectiveness in enhancing nursing students’ EBP competencies, as reflected in improved knowledge, attitudes and skills. Conclusions: Diverse and scaffolded teaching methods enhance EBP competencies in non-native English-speaking nursing students. A longitudinal, multimodal and flexible approach emphasising collaboration, integration and practice orientation with technological support, appears most effective. Internationally informed guidelines are needed to ensure consistent development of core EBP competencies globally.
Ključne besede: evidence-based practice, nursing students, nursing education, teaching strategies
Objavljeno v RUP: 05.08.2025; Ogledov: 670; Prenosov: 10
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8. Innovative teaching methods in higher education : the case of University of PrimorskaTina Štemberger, Andreja Klančar, 2025, samostojni znanstveni sestavek ali poglavje v monografski publikaciji Opis: The paper addresses the use of innovative teaching methods in higher education, specifically at the University of Primorska (UP). In the last decades, the use of digital technologies in teaching has undoubtably changed both, teaching and learning process. However, not much research has focused on using innovative teaching methods in higher education settings, so the aims of the study were to (i) determine how frequently higher education professors use different teaching strategies and methods and tools, digital tools and generative AI tools, (ii) what kind of challenges they face in this context and (iii) which competences would they need to better implement innovative teaching methods into their teaching. Data was gathered with questionnaire which was administered in spring 2024. A total of 74 academic staff members of UP participated in the study. The results in general show that higher education professors frequently use as problem-based learning, team-based learning, and scenario-based learning, while gamification, design thinking, and cooperative learning are underutilized. They frequently use Google Drive and YouTube. The major barriers for using more innovative teaching strategies and methods are time constraints, limited access to resources and technology, and lack of pedagogical and digital skills, so they express the need for targeted training in digital tools, AI, and innovative teaching methods, as well as strategies for engaging students and managing large groups.
Ključne besede: higher education, innovative teaching method, challenges, digital tools
Objavljeno v RUP: 30.06.2025; Ogledov: 864; Prenosov: 15
Celotno besedilo (173,36 KB)
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