The research, led by Antita Kanjanakaew and colleagues at Mahidol University’s Faculty of Nursing together with nurse educators at Siriraj Hospital, emerged from a pressing global problem. Health systems worldwide face a shortage of qualified nurse-midwifery educators, the specialized faculty members who traditionally supervise students during clinical placements. When there are not enough educators to go around, students can find themselves watching from the sidelines rather than learning by doing. The buddy model was developed as a collaborative response, pairing students with experienced bedside nurse-midwives who act as day-to-day guides within authentic clinical settings, allowing experiential learning to continue even when formal educator supervision is stretched thin.

To understand whether the model works, the researchers turned to the people at its center. Twenty-six nurse-midwifery students participated in online focus group discussions, while fifteen nurse-midwives took part in in-depth individual interviews. Participants were recruited through purposive sampling, a technique that deliberately selects individuals with direct experience of the phenomenon under study. The team then applied qualitative content analysis, a systematic method for identifying patterns and themes within textual data, to distill hundreds of pages of conversation into a coherent account of what the buddy model delivers, and what it demands.

Four major themes emerged from the students’ side of the relationship. The first was apprehension toward interacting with unfamiliar nurses, a reminder that stepping onto a busy maternity ward as a student is an inherently vulnerable act. Students described initial anxiety about approaching nurses they did not know, worrying about being judged or turned away. Yet this apprehension typically gave way to the second theme: hands-on learning. Once relationships formed, students reported that working alongside buddy nurses enhanced their confidence, accelerated their professional identity formation, and helped them integrate classroom theory with the messy, unpredictable realities of patient care. There is a qualitative difference, the students suggested, between reading about labor management and standing beside a woman in labor with a trusted mentor at your shoulder.

The third and fourth themes revealed the model’s internal complexity. Students described a dichotomy between two types of buddies, and correspondingly different challenges of learning from each. Some buddy nurses were engaged, generous teachers who actively created learning opportunities; others were passive, offering little direction and leaving students to fend for themselves. Busy clinical environments compounded the problem, reducing learning engagement when workloads overwhelmed even the most willing mentors. In other words, the buddy model is not a self-executing mechanism. Its educational value depends heavily on the disposition, availability, and teaching capacity of the individual nurse to whom a student is assigned.

The nurse-midwives’ perspective, captured in the individual interviews, added a second, equally textured layer. Four themes again emerged. The nurse-midwives saw the buddy nurse role as multifaceted, encompassing mentor, emotional supporter, and professional role model simultaneously. They described holding the line between teaching and care, a delicate balancing act in which patient safety must always take priority even as students need room to practice. They also spoke of growth, from self to system, suggesting that serving as buddies prompted reflection not only on their own practice but on the broader structures of the clinical environment. Finally, they identified barriers to effective teaching, including heavy workloads, the constant demands of patient safety, and limited opportunities to carve out genuine learning moments within packed shifts.

When the researchers integrated both sets of perspectives, a striking picture emerged. The buddy model, they concluded, functions as a reciprocal relational learning process rather than a simple one-way transfer of knowledge. The relationship begins with approach and engagement, as students overcome initial apprehension and nurses open their practice to observation and participation. It progresses through support and professional role modeling, as buddies demonstrate not just technical skills but the emotional and ethical dimensions of midwifery. And it culminates in shared learning and professional outcomes, with students gaining competence and confidence while nurse-midwives themselves report renewed professional growth. Learning, in this framing, is not delivered but co-constructed.

That reciprocity may explain why the model appears to support psychological safety, a concept that has attracted growing attention in health professions education. Students who feel emotionally secure are more likely to ask questions, admit uncertainty, and attempt challenging procedures, all of which are essential to developing clinical judgment. The buddy relationship, built on repeated daily contact with a consistent mentor, seems to create precisely the conditions under which such vulnerability becomes productive. The study’s authors suggest this supportive relational quality is central to the model’s perceived benefits for both experiential learning and professional development.

Yet the findings come with candid caveats. The study’s participants perceived the buddy model as valuable, but its successful implementation depended on adequate engagement of buddy nurses, manageable workloads, and sufficient clinical learning opportunities. Where any of these conditions failed, the model’s benefits eroded quickly. Passive buddies and overwhelmed wards turned a potentially rich learning relationship into a hollow formality. The authors are careful to note that their findings offer preliminary, context-specific support, drawn from a single hospital and a particular academic-practice partnership, rather than a universal prescription. Generalizing to other institutions will require further research in different settings and health systems.

Even so, the implications are significant at a moment when midwifery education faces mounting pressure. Shortages of clinical educators are not unique to Thailand; they are a structural feature of nursing and midwifery training in many countries, and they threaten the pipeline of skilled birth attendants precisely when maternal health services need reinforcement. The buddy model offers a pragmatic pathway: it mobilizes the clinical workforce already in place, transforms routine care into a teaching platform, and does so without requiring large new investments in faculty. The Bangkok study suggests the approach can work, but only if institutions treat buddy nurses as educators in their own right, protecting their time, recognizing their teaching role, and selecting for the engaged, supportive disposition that students so clearly valued. The alternative, the study quietly warns, is a buddy system in name only, in which students stand beside nurses too busy to teach and learn far less than they might.

Subject of Research: Experiences of nurse-midwifery students and nurse-midwives with the buddy model of clinical education in Thailand

Article Title: Experiences of the buddy model in midwifery clinical practice: a qualitative exploration of students and nurse-midwives

Article References: Experiences of the buddy model in midwifery clinical practice: a qualitative exploration of students and nurse-midwives. (n.d.). https://doi.org/10.1186/s12912-026-05378-1

Image Credits: AI Generated

DOI: 10.1186/s12912-026-05378-1

Keywords: buddy model, midwifery education, clinical learning, nurse-midwifery students, nurse-midwives, qualitative study, experiential learning, clinical teaching, professional identity, psychological safety, Thailand, nursing education

The concept of de-escalation within psychiatric care is not merely a tactical approach; rather, it embodies a philosophy centered on understanding and mitigating conflict. As psychiatric nursing students encounter the unpredictable nature of patient interactions, equipping them with the strategies to de-escalate potential crises becomes vital. This necessity is underscored by the increasing incidence of aggressive behavior within mental health facilities, which can compromise not only the safety of the staff and patients but also the therapeutic environment crucial for recovery.

Through a structured simulation training program, the researchers sought to create scenarios that mimic real-life situations involving patient aggression. These scenarios allow nursing students to engage in role-playing, interacting with simulated patients exhibiting various degrees of aggression. The aim is to provide students with a safe environment where they can experiment with different de-escalation techniques, thus enhancing both their competency and confidence levels. Such experiential learning has been shown to foster deeper understanding and retention compared to traditional classroom-based instruction.

Integral to the study’s methodology was the assessment of students’ empowerment and confidence before and after their engagement in the training. Various tools and metrics were utilized to gauge the psychological shifts that occur through this immersive training experience. Findings reveal a significant uptick in students’ self-assurance when confronted with aggressive situations post-training, suggesting that such programs could redefine how future generations of nurses approach patient aggression.

Furthermore, the study highlights the importance of mentorship and feedback as critical components of the training. Instructors equipped with vast experience in mental health can provide invaluable insights during simulation exercises. They not only guide the students through the complexities of managing aggression but also reinforce the significance of de-escalation techniques that prioritize empathy, communication, and understanding.

Interestingly, this research ties into broader themes within healthcare education, where there is an increasing push towards patient-centered care. To effectively manage aggression, it is essential for psychiatric nursing students to cultivate an approach that is not solely reactive but also proactive, rooted in the principles of empathy and patient engagement. By fostering a deep sense of understanding, these future nurses can potentially reduce instances of aggression through positive communication and rapport-building.

The implications of this study extend beyond the classroom or simulation labs. By improving the training protocols for psychiatric nursing students, healthcare institutions not only enhance the skill sets of their staff but also foster a culture of safety within their facilities. A well-trained nurse is more likely to diffuse a volatile situation, thereby protecting themselves, their colleagues, and patients. Consequently, this can resonate throughout the healthcare system, leading to higher satisfaction rates among patients and reduced incidences of conflict.

Moreover, findings from this research could be instrumental in shaping policy on nurse training programs across educational institutions. As the challenges faced by psychiatric nurses continue to evolve, so too must the training methods employed. A curriculum that integrates simulation training into its framework addresses the practical needs of students while directly enhancing the quality of care provided in mental health settings.

Beyond the immediate benefits to nursing students, the impact of such training has the potential to revolutionize patient care paradigms. When nurses feel empowered and competent in managing difficult situations, patient care becomes a collaborative effort that respects the dignity and needs of the patient, rather than merely a series of clinical interventions. Through the lens of de-escalation training, nurses can act as advocates for their patients, ensuring that they are seen and heard, even amidst challenging circumstances.

In conclusion, the research conducted by Eltrass and colleagues underscores a pivotal shift in the approach to psychiatric nursing education. The evidence points to the overwhelming benefits of implementing de-escalation simulation training, which significantly augments students’ confidence and empowerment levels. As the field moves forward, adopting such innovative educational practices will be essential in preparing nursing students to navigate the complexities of psychiatric care, ultimately leading to improved outcomes for patients and healthcare providers alike.

As the healthcare community continues to embrace the findings from this pivotal research, the spotlight remains on the urgent need for training programs that prioritize real-world skills, empathy, and the nuances of patient interaction. Only through such progressive training approaches can we hope to foster a healthcare environment characterized by safety, understanding, and a deep commitment to patient-centered care.

Subject of Research: Effects of de-escalation simulation training on psychiatric nursing students’ empowerment and confidence in managing patient aggression.

Article Title: The effect of de-escalation simulation training on empowerment and confidence in managing patient aggression among psychiatric nursing students: an experiential learning approach.

Article References:

Eltrass, G.A.A., Abdelfattah, S.R., Mourad, G.M. et al. The effect of de-escalation simulation training on empowerment and confidence in managing patient aggression among psychiatric nursing students: an experiential learning approach. BMC Nurs (2026). https://doi.org/10.1186/s12912-025-03958-1

Image Credits: AI Generated

DOI: 10.1186/s12912-025-03958-1

Keywords: De-escalation, psychiatric nursing, simulation training, patient aggression, empowerment, confidence, experiential learning.

The Kingdom of Saudi Arabia has embarked on significant healthcare reforms, necessitating a skilled nursing workforce equipped with the necessary leadership competencies. The research highlights the various dimensions and challenges of leadership in nursing, emphasizing that traditional educational pathways often overlook the critical skills required for effective leadership. This gap in training can hinder nurses’ ability to influence change and improve outcomes in patient care settings.

One of the primary findings of this qualitative study is the emphasis on experiential learning as a vital component of leadership development. Participants in the “Excellence in Care” program described various hands-on experiences that enhanced their ability to lead, including mentorship opportunities and participation in decision-making processes. Such experiences not only bolster confidence but also prepare nurses to navigate complex clinical environments. The researchers articulated that real-world challenges often serve as the best teachers, allowing nursing leaders to refine their skills in situ.

Participants also reported that peer interactions within the program significantly contributed to their growth as leaders. Creating spaces for dialogue and collaboration fosters a culture of shared learning, which is essential for the development of leadership abilities. These interactions help nurses establish networks, build supportive relationships, and share strategies for overcoming obstacles in their clinical practices. The sense of community that emerges from these collaborative efforts strengthens both individual and collective nursing efforts, ultimately benefitting patient care.

The study also sheds light on the importance of emotional intelligence as a fundamental characteristic of effective nursing leadership. Emotional intelligence encompasses self-awareness, self-regulation, motivation, empathy, and social skills. Participants highlighted that possessing a high level of emotional intelligence allowed them to create positive relationships with colleagues and patients, resolve conflicts amicably, and foster a climate of trust and respect within healthcare teams. Emotional intelligence not only enhances one’s ability to lead but also significantly impacts the morale and motivation of the nursing staff.

Interestingly, the research unearthed significant barriers that nurses face in their leadership journeys. Many participants noted that a lack of institutional support can stifle the development of leadership skills. For instance, limited access to professional development programs, insufficient mentorship, and the absence of clear pathways for career advancement can discourage nurses from aspiring to leadership roles. Addressing these systemic issues is crucial for cultivating a new generation of nursing leaders who can effectively respond to the evolving demands of healthcare.

Moreover, the qualitative investigation underscored the pivotal role that organizational culture plays in shaping nursing leadership. An organizational environment that promotes continuous learning, innovation, and collaboration is essential for empowering nurses to take on leadership positions. Conversely, a culture that prioritizes hierarchy and discourages open communication can hinder leadership development. Thus, healthcare organizations must prioritize cultural change to create conditions that nurture and support emerging nurse leaders.

The researchers also discussed the necessity of integrating leadership training into nursing education curricula. They argue that by incorporating leadership-focused courses and content into nursing programs, educational institutions can equip future nurses with the foundational skills needed to thrive in leadership roles. Additionally, ongoing professional development opportunities for current nursing staff can cultivate a culture of lifelong learning and adaptation.

One of the study’s key conclusions is the observation that successful leadership in nursing is not merely a function of individual traits but is also heavily influenced by systemic factors. Authors advocate for a multifaceted approach to leadership development that encompasses personal, institutional, and policy dimensions. By addressing these interconnected areas, healthcare systems can enhance the quality of nursing leadership and, in turn, improve patient outcomes.

This research highlights the urgent need for a paradigm shift in how we perceive and develop leadership within the nursing profession. Recognizing the complex interplay between individual competencies and environmental factors can lead to more effective strategies for nurturing nursing leaders. Healthcare stakeholders must embrace this holistic approach to ensure that nurses are fully equipped to meet the challenges of contemporary healthcare delivery.

In summary, this investigation into the “Excellence in Care” program reveals the critical intersection of experiential learning, emotional intelligence, and organizational culture in the context of nursing leadership development. As evidenced by the study’s findings, empowering nurses with the right skills and support structures can result in transformative changes within healthcare systems. The commitment to fostering leadership in nursing not only enhances the professional growth of nurses but ultimately leads to improved patient care and health outcomes in Saudi Arabia and beyond.

In conclusion, the findings from this qualitative study are a clarion call for healthcare systems to rethink their approach to nursing leadership. By understanding and nurturing the skilled leaders of tomorrow, we can create a resilient and proactive nursing workforce ready to tackle the healthcare challenges of the future.

Subject of Research: Leadership Skills Development in Nursing

Article Title: Exploring leadership skills development in nursing: a qualitative investigation into the excellence in care program in the Kingdom of Saudi Arabia.

Article References:

Albloushi, M., Alodhailah, A.M. & Eid, T. Exploring leadership skills development in nursing: a qualitative investigation into the excellence in care program in the Kingdom of Saudi Arabia.
BMC Nurs (2025). https://doi.org/10.1186/s12912-025-04239-7

Image Credits: AI Generated

DOI: 10.1186/s12912-025-04239-7

Keywords: Leadership, Nursing, Saudi Arabia, Emotional Intelligence, Organizational Culture, Professional Development.

End-of-life care poses significant challenges for healthcare providers, particularly nurses, who often play a crucial role in supporting patients and their families during this difficult phase. The study, set to be published in the forthcoming issue of BMC Medical Education, evaluates the effectiveness of a targeted 40-hour practical training program designed to enhance nursing students’ readiness for end-of-life care. By integrating storytelling as a method of teaching, the authors aimed to create a richer, more engaging learning environment that could facilitate deeper connections and understanding of the human experience surrounding death and dying.

As the study unfolds, it presents a dual focus: first, to assess the knowledge and skills nursing students possess before engaging in the practical classes and, second, to evaluate the impact of these classes on their readiness to provide compassionate, competent end-of-life care. The pilot study utilized a quasi-experimental multi-methods approach, which allows for a robust analysis of both qualitative and quantitative data. This method is particularly valuable in educational research, as it provides insights into the experiential learning journey of nursing students.

Storytelling has emerged as a powerful pedagogical tool, especially in the context of healthcare education. By weaving narratives into the training sessions, the educators aim to humanize the experience of end-of-life care, enabling students to empathize with patients and their families. Through stories, students can explore the emotional landscape of dying, uncovering the fears, joys, and complexities that accompany the end-of-life journey. This kind of immersive learning experience not only enhances cognitive skills but also nurtures emotional intelligence, which is crucial for providing holistic care.

The research methodology embraced within this pilot study included pre- and post-intervention assessments, allowing the researchers to capture a comprehensive view of the students’ growth. By conducting surveys and interviews, the team could gauge changes in students’ attitudes, knowledge, and self-perceived readiness to engage in end-of-life care conversations. The findings from these assessments are expected to contribute to the growing body of literature that supports the efficacy of experiential learning in nursing education.

One of the critical aspects the study seeks to address is the emotional response that both patients and healthcare providers experience during end-of-life scenarios. Training nursing students to manage their feelings while also providing support is a delicate balance, and the study aims to deepen understanding of how experiential methods such as storytelling can facilitate this process. By creating a space for reflection and discussion about personal feelings surrounding death, students can learn to navigate their own emotional landscapes effectively.

Moreover, the investigation will highlight the importance of interprofessional collaboration in end-of-life care. Nurses often work alongside diverse healthcare providers, and understanding various perspectives can enrich the quality of care provided. As such, part of the training program involved collaborative workshops, where nursing students could engage in cross-disciplinary discussions about end-of-life practices. The results may offer guidance on how collaborative training can enhance the overall readiness of nursing students.

This pilot study also intends to explore the implications for curriculum development in nursing education. As the healthcare landscape evolves, it is imperative that educational institutions adapt their curricula to include essential topics such as palliative and end-of-life care. If the study’s findings reveal positive outcomes regarding the students’ readiness and skills, it would advocate for a broader implementation of similar practical training across nursing programs worldwide.

The relevance of this research cannot be understated, particularly in light of the growing aging population and the increasing prevalence of chronic illnesses that lead to complex end-of-life situations. Developing a workforce that is not only knowledgeable but also empathetic and emotionally equipped to handle these scenarios is vital. The outcomes from this study could serve as a template for other educational institutions to refine their frameworks and teaching strategies in accordance with patient-centered care principles.

Furthermore, the emotional weight that accompanies end-of-life care training cannot be dismissed. By emphasizing storytelling, the authors of the study seek to validate the experiences of both patients and healthcare providers, fostering an environment where understanding and compassion can thrive. The approach embraces the notion that education is not only about imparting knowledge but also about cultivating a mindset that values human connection and understanding.

As such, this research presents an opportunity for educators to rethink their pedagogical approaches to sensitive topics within healthcare. By incorporating innovative techniques like storytelling, nursing education can evolve to meet the multifaceted needs of tomorrow’s healthcare professionals. If successful, this approach could be extended to other areas of nursing education, representing a transformative shift in how future practitioners are prepared.

In conclusion, the study led by Serafin and colleagues is set to contribute significantly to the field of nursing education by evaluating the impact of a unique training program on students’ preparedness for end-of-life care. As the healthcare landscape continues to change, ongoing research in this area will be crucial to ensure that nursing education remains relevant, compassionate, and effective. By enhancing students’ readiness through innovative teaching practices, the profession can uphold its commitment to providing dignified and respectful care during one of life’s most challenging experiences.

Subject of Research: Nursing students’ readiness for end-of-life care

Article Title: Assessment of nursing students’ readiness to end-of-life-care after 40-hours practical classes including storytelling: a quasi-experimental multi-methods pilot study.

Article References:

Serafin, L., Pawlak, N., Wysocka, M. et al. Assessment of nursing students’ readiness to end-of-life-care after 40-hours practical classes including storytelling: a quasi-experimental multi-methods pilot study. BMC Med Educ (2025). https://doi.org/10.1186/s12909-025-08298-x

Image Credits: AI Generated

DOI: 10.1186/s12909-025-08298-x

Keywords: nursing education, end-of-life care, storytelling, practical training, qualitative methods, emotional intelligence, curriculum development, interprofessional collaboration, compassionate care.

The concept of flipped learning revolves around inverting traditional teaching dynamics. In a conventional classroom, education typically occurs through lectures where students passively absorb information. Conversely, the flipped model encourages students to engage with instructional content prior to class, allowing valuable in-class time to focus on experiential learning activities and collaborative discussions. This paradigm shift primes nursing students to effectively absorb theoretical frameworks at their own pace before applying that knowledge through practical simulations and hands-on practice.

In this recent study, the researchers aimed to measure the effectiveness of flipped learning in enhancing nursing students’ knowledge and skills in administering inhaled medications, a crucial aspect of respiratory care. Given the increasing prevalence of respiratory diseases, understanding the nuances of administering inhaled therapies is paramount for nursing professionals. This study posits that equipping nursing students with robust foundational knowledge and practical skills will ultimately enhance patient outcomes in clinical settings.

Prior to implementing the flipped learning model, students were evaluated on their initial knowledge and skills related to inhaled medication administration. The randomized controlled trial then involved grouping students into two distinct cohorts: one experienced the traditional teaching method while the other group engaged with the flipped learning approach. The researchers meticulously monitored the progress of both cohorts, employing assessments and observational techniques to gauge knowledge acquisition and practical competencies in real-time scenarios.

The outcomes of this research offer an illuminating glimpse into the future of nursing education. Notable findings indicated that students who underwent flipped learning not only demonstrated a significant increase in theoretical knowledge compared to their traditional counterparts, but also excelled in practical skills essential for inhaled medication administration. This hands-on capability is critical, as nursing involves not only cognitive understanding but also the dexterity to perform complex tasks under pressure.

In dissecting the implications of this study, it becomes clear that flipped learning cultivates an environment of engagement and accountability among students. By requiring learners to prepare before class, this model fosters a sense of autonomy and responsibility for their own education. Consequently, this increased ownership manifests during practical applications, where students confidently navigate clinical scenarios and exhibit enhanced problem-solving capabilities, key attributes in healthcare settings.

Furthermore, the interactive nature of flipped learning encourages peer collaboration and knowledge sharing. In a discipline where teamwork is essential, fostering a collaborative spirit among students can bridge gaps in understanding and further amplify the learning experience. The mixed-methods approach adopted by the researchers, combining quantitative assessments with qualitative feedback from students, enriches the data collected, providing a holistic view of the learning process.

Beyond the classroom, the implications of this research ripple through the broader healthcare landscape. As nursing educators emphasize competency-driven training, the need for innovative instructional strategies becomes increasingly vital. The ability to administer inhaled medications with proficiency can significantly impact patient safety and treatment effectiveness. Therefore, incorporating flipped learning into nursing curricula not only elevates educational standards but ultimately advances the quality of care delivered to patients across various healthcare settings.

As nursing programs grapple with integrating modern pedagogical approaches, the study authored by Kahraman, Acun, and Bilgiç provides a compelling case for the flipped learning model. Educational institutions must adapt to the changing dynamics of healthcare, ensuring that future nursing professionals are equipped not only with foundational knowledge but also the practical skills that are essential for delivering high-quality patient care.

Moreover, this study opens avenues for further research into other domains of nursing education. Investigating the efficacy of flipped learning across various subjects, including pharmacology, critical care nursing, and patient assessment, could yield invaluable insights. By exploring diverse applications of this teaching methodology, nursing education can continue to evolve in tandem with the demands of the healthcare industry.

The researchers’ findings resonate particularly well in light of the ongoing shifts in medical education methods. As technological advancements continue to shape the landscape of learning, educators must seek to harness these developments to enhance instructional strategies. The flipped classroom model, supported by digital learning tools, can facilitate a more interactive and immersive educational experience, a necessity in the fast-paced world of healthcare.

In conclusion, the pioneering research led by Bayrak Kahraman, Acun, and Bilgiç sheds light on the transformative potential of flipped learning within nursing education. By redefining traditional teaching methodologies, this study underscores the importance of equipping nursing students with both knowledge and practical skills necessary for effective patient care. The ongoing dialogue around innovative pedagogies is crucial as we advance toward a future marked by enhanced healthcare delivery and improved patient outcomes.

As nursing education continues to adapt, it is incumbent upon educators and institutions to ensure that they are utilizing the best possible strategies to educate the next generation of healthcare providers. The findings from this groundbreaking study serve as a beacon of possibility, signaling a future where nursing education is not only more effective but also more aligned with the realities of contemporary healthcare challenges. The journey toward exemplary nursing practice begins with innovative education strategies, paving the way for future leaders in health.

Subject of Research: The effect of flipped learning on nursing students’ knowledge and skills in administering inhaled medications.

Article Title: The effect of flipped learning on nursing students’ knowledge and skills in administering inhaled medications: a randomized controlled study.

Article References:

Bayrak Kahraman, B., Acun, A. & Bilgiç, S. The effect of flipped learning on nursing students’ knowledge and skills in administering inhaled medications: a randomized controlled study.
BMC Nurs 24, 1146 (2025). https://doi.org/10.1186/s12912-025-03821-3

Image Credits: AI Generated

DOI: 10.1186/s12912-025-03821-3

Keywords: flipped learning, nursing education, inhaled medications, randomized controlled study, patient care, skills acquisition, active learning, teaching methodologies.