Open Journal of Educational Research

This study investigates whether the Feedback Literacy Scale (FLS) can be developed and validated to measure student teachers’ feedback literacy in teacher education in Myanmar. Based on the Feedback Literacy Scale (FLS) by Yildiz et al. (2020) [1], the Student Feedback Literacy Scale (SFLS) developed by Liao (2021) [2], and the Student Feedback Literacy (SFL) scale by Woitt et al.... This study investigates whether the Feedback Literacy Scale (FLS) can be developed and validated to measure student teachers’ feedback literacy in teacher education in Myanmar. Based on the Feedback Literacy Scale (FLS) by Yildiz et al. (2020) [1], the Student Feedback Literacy Scale (SFLS) developed by Liao (2021) [2], and the Student Feedback Literacy (SFL) scale by Woitt et al. (2023) [3], the Feedback Literacy Scale was validated. Firstly, the item pool for the feedback literacy scale contained 76 items. The participants of this study were 1550 from 360 first-year, 367 second-year, 378 third-year and 445 fourth-year student teachers. The exploratory factor analysis resulted in a four-factor structure, and the final confirmatory factor analysis indicated acceptable model fit. The final scale demonstrated strong internal consistency and acceptable validity and reliability for use with Myanmar student teachers in teacher education. Therefore, the Feedback Literacy Scale (FLS) was found to be valid and reliable for measuring feedback literacy of student teachers of the teacher education program in Myanmar. This study indeed helps student teachers, school administrators and education policymakers improve their understanding of feedback and application of feedback in their learning for future professional teaching in the Myanmar teacher education program. Read more

This review of research from 2010 to 2025 shows that while interprofessional education (IPE) effectively reshapes how students approach patient safety—boosting both their collaborative attitudes and communication skills—it still struggles to bridge the gap between the classroom and the bedside. While models like high-fidelity simulation show promise, there is a distinct lack of hard evidence linking this training to actual... This review of research from 2010 to 2025 shows that while interprofessional education (IPE) effectively reshapes how students approach patient safety—boosting both their collaborative attitudes and communication skills—it still struggles to bridge the gap between the classroom and the bedside. While models like high-fidelity simulation show promise, there is a distinct lack of hard evidence linking this training to actual changes in clinical behavior or improved patient health. Moving forward, the field needs to overcome practical hurdles like scheduling conflicts and rigid medical hierarchies by shifting focus from student feedback to real-world clinical outcomes, eventually folding IPE into a more standardized, integrated medical curriculum. Read more

Background: In Systemic lupus erythematosus (SLE), a chronic multisystem autoimmune disease, central nervous system infections are uncommon, affecting about 1% of cases. However, diagnosis is often challenging due to overlapping autoimmune and infectious features, nonspecific neurological symptoms, and limited diagnostic specificity, which may delay appropriate treatment and worsen outcomes. Case Report: An 80-year-old male with a five-year history of systemic... Background: In Systemic lupus erythematosus (SLE), a chronic multisystem autoimmune disease, central nervous system infections are uncommon, affecting about 1% of cases. However, diagnosis is often challenging due to overlapping autoimmune and infectious features, nonspecific neurological symptoms, and limited diagnostic specificity, which may delay appropriate treatment and worsen outcomes. Case Report: An 80-year-old male with a five-year history of systemic lupus erythematosus (SLE) presented with a two-day history of generalized weakness that subsequently progressed to recurrent focal seizures and later to generalized seizures accompanied by a profound decline in consciousness. Despite adequate administration of antiepileptic and sedative therapy, persistent seizure activity was observed. Meningitis Panel evaluation confirmed herpes simplex virus type 1 (HSV-1) encephalitis, complicated by severe systemic inflammation, anemia, thrombocytopenia, renal dysfunction, and respiratory acidosis findings indicative of multi-organ failure. Magnetic resonance imaging of the brain revealed bilateral asymmetric hyperintense lesions involving the insular regions, medial temporal lobes, and frontal cortices, consistent with viral encephalitis. The patient underwent comprehensive intensive care management, including intravenous antiviral, antimicrobial, corticosteroid, and supportive therapies. However, his clinical condition progressively deteriorated, culminating in death on the fourth day of hospitalization. Discussion: This case illustrates the diagnostic and therapeutic complexity of herpes simplex virus type 1 (HSV-1) encephalitis in a patient with systemic lupus erythematosus (SLE), a rare but fatal complication. In immunocompromised individuals, atypical clinical and cerebrospinal fluid findings may obscure diagnosis and delay treatment. Immunosuppressive therapy and underlying immune dysregulation further increase vulnerability to opportunistic infections and multi-organ failure. Early recognition of viral encephalitis in SLE patients with acute neurological symptoms is therefore crucial to optimize outcomes. Conclusion: Encephalitis in SLE is a rare but serious complication with overlapping autoimmune and infectious features. Early recognition and timely antiviral immunosuppressive therapy are essential to improve outcomes. Read more

The following study aims to study the evolution, historical and functional dynamics of the German language in Albania, starting from its early phases of confrontation and presentation among Albanians as a language of scientific prestige and elite education, to its contemporary role as a language of certification, study, employment and professional mobility. Based on multifaceted historical sources, press materials, audiovisual... The following study aims to study the evolution, historical and functional dynamics of the German language in Albania, starting from its early phases of confrontation and presentation among Albanians as a language of scientific prestige and elite education, to its contemporary role as a language of certification, study, employment and professional mobility. Based on multifaceted historical sources, press materials, audiovisual media, institutional documents, unpublished interviews, personal archival funds and the narratives of the protagonists or their descendants, the authors argue that German in Albania has managed to maintain a significant weight, although disproportionate in relation to its numerical extent. In its early stages, German was associated almost exclusively with Albanology and with the orientation of the elites towards centres such as Vienna, Graz and Berlin; during socialism it survived in forms of refined state and ideological control, especially in "Radio Tirana", in the field of translation and in specific trajectories of generational formation, while after 1990 it was reformatted as a language of convertible professional and academic capital. The authors' contribution also addresses the current challenges of German studies that are mostly related to student and youth pragmatism, the competition of certification models, the pressure of the labour market and the impact of artificial intelligence on teaching and translation. From this perspective, German in Albania is shown to us today as an almost endemic phenomenon and a truly significant case of the combination between cultural history, education and human mobility. Read more

High-quality collaborative discourse is essential for deep learning in Problem-Based Learning (PBL). However, novice facilitators frequently struggle with topic drift, which occurs when discussions deviate from core learning objectives. Grounded in Cognitive Load Theory and instructional scaffolding, this paper analyzes the cognitive mechanisms behind topic drift in PBL. It identifies three typical deviation patterns: "Premature Resolution" (bypassing mechanistic deduction), "Detail... High-quality collaborative discourse is essential for deep learning in Problem-Based Learning (PBL). However, novice facilitators frequently struggle with topic drift, which occurs when discussions deviate from core learning objectives. Grounded in Cognitive Load Theory and instructional scaffolding, this paper analyzes the cognitive mechanisms behind topic drift in PBL. It identifies three typical deviation patterns: "Premature Resolution" (bypassing mechanistic deduction), "Detail Fixation" (over-engagement with peripheral details), and "Social Avoidance" (stemming from dysfunctional group dynamics). To address these patterns, this paper presents a literature-based facilitation guide offering specific intervention strategies and discursive prompts. These include mechanistic backtracking, metacognitive monitoring, and cognitive visualization. The study argues that effective pedagogical intervention relies on the strategic timing of facilitation rather than the immediate correction of factual errors. Ultimately, built on a foundation of relational trust, this process requires educators to shift their role from "epistemic authorities" to "cognitive coaches." Read more

Background: Within contemporary medical education systems dominated by the biomedical paradigm, medical students commonly experience a decline in empathy alongside uncertainty in professional identity formation. Narrative medicine, as an educational approach designed to bridge objective technical reasoning and subjective human experience, has been proposed as a response to this humanistic crisis. However, the psychological mechanisms underlying its effects, the boundaries... Background: Within contemporary medical education systems dominated by the biomedical paradigm, medical students commonly experience a decline in empathy alongside uncertainty in professional identity formation. Narrative medicine, as an educational approach designed to bridge objective technical reasoning and subjective human experience, has been proposed as a response to this humanistic crisis. However, the psychological mechanisms underlying its effects, the boundaries of existing empirical evidence, and strategies for systematic implementation remain insufficiently clarified. Content: Drawing on a comprehensive review of the literature, this article elucidates two core theoretical mechanisms through which narrative medicine operates. First, through the cycle of attention, representation, and affiliation combined with reflective practice, narrative medicine facilitates the coordinated development of cognitive empathy and emotional resonance. Second, through narrative integration, it supports learners in transforming fragmented clinical experiences into coherent professional identities. A synthesis of empirical studies published over the past decade indicates that well designed narrative medicine curricula can enhance reflective capacity, communication skills, and a sense of professional meaning, although their effectiveness is substantially moderated by curricular intensity, pedagogical modality including digital and multimodal approaches, and cultural context. Conclusion: The integration of narrative medicine currently faces structural barriers, including limited curricular space, the scarcity of standardized assessment tools, and insufficient faculty development. Future efforts should adopt implementation science frameworks to shift from isolated elective offerings toward longitudinal spiral curricula, develop multidimensional evaluation strategies, and explore the use of emerging technologies such as artificial intelligence and virtual reality in narrative pedagogy. These efforts may establish narrative medicine as a foundational pathway for cultivating physicians with core humanistic competencies. Read more