Coronavirus pandemic (COVID-19) has brought a great challenge to our society worldwide, which has resulted in the need for mandatory change in almost every aspect of our lives. Undoubtedly, educational practice is one of the most affected issues by this pandemic. At all levels of education, educators have forced themselves to adapt to online learning systems and platforms in a very short time. The main purpose of this study is to analyze the problems educators experienced in online learning practices during COVID-19 pandemic, the changes they expect in educational practices in the post-COVID-19 world and the measures to be taken in education against a potential outbreak in the future. The study was conducted with 1016 educators who teach at different levels. Data were collected through an online questionnaire developed by the researchers and analyzed using descriptive statistics. As a result of this study, it was found that most of the educators experienced some problems during their online learning practices, they expect certain changes in the educational practices in the post-COVID-19 world and they think essential measures must be taken in education against a potential outbreak in the future. At the end of the study, some recommendations were given for educational policy makers, practitioners and researchers about the post-COVID world in education.

Objective Structured Clinical Examinations (OSCEs) are widely used in medical education to assess students’ clinical and professional skills. Recent advancements in artificial intelligence (AI) offer opportunities to complement human evaluations. This study aims to explore the consistency between human and AI evaluators in assessing medical students’ clinical skills during OSCE. This cross-sectional study was conducted at a state university in Turkey, focusing on pre-clinical medical students (Years 1, 2, and 3). Four clinical skills—intramuscular injection, square knot tying, basic life support, and urinary catheterization—were evaluated during OSCE at the end of the 2023–2024 academic year. Video recordings of the students’ performances were assessed by five evaluators: a real-time human assessor, two video-based expert human assessors, and two AI-based systems (ChatGPT-4o and Gemini Flash 1.5). The evaluations were based on standardized checklists validated by the university. Data were collected from 196 students, with sample sizes ranging from 43 to 58 for each skill. Consistency among evaluators was analyzed using statistical methods. AI models consistently assigned higher scores than human evaluators across all skills. For intramuscular injection, the mean total score given by AI was 28.23, while human evaluators averaged 25.25. For knot tying, AI scores averaged 16.07 versus 10.44 for humans. In basic life support, AI scores were 17.05 versus 16.48 for humans. For urinary catheterization, mean scores were similar (AI: 26.68; humans: 27.02), but showed considerable variance in individual criteria. Inter-rater consistency was higher for visually observable steps, while auditory tasks led to greater discrepancies between AI and human evaluators. AI shows promise as a supplemental tool for OSCE evaluation, especially for visually based clinical skills. However, its reliability varies depending on the perceptual demands of the skill being assessed. The higher and more uniform scores given by AI suggest potential for standardization, yet refinement is needed for accurate assessment of skills requiring verbal communication or auditory cues.

The ongoing debate about if students’ lives are either positively or negatively affected by parental involvement in terms of support or pressure for their children academic success is still important. This study aims to determine the relationships between secondary school students’ gender, parents’ income, grade, parental pressure or support for students’ academic success, educational stress they experience, and their level of school happiness, and to examine the effect of parental pressure or support for academic success on the level of school happiness. The study was carried out with 1051 secondary school students in Düzce, Turkey. To collect data, three separate scales were used, and the data were analyzed using path analysis. The results revealed that happiness at school decreases as hopelessness versus expectation, workload, work pressure increase. On the other hand, happiness at school increases when the parental support for academic success increases. Female students are happier at school than male students. Educational stress leads the parents to put more pressure on their children for their academic success, which makes the school happiness lower. Although the parents support their children for their academic success, the level of happiness at school may decrease if they are under stress. Work pressure sustains the positive effect of parental support for academic success and has a positive impact on school happiness.

Background: Individuals who have the ability to bounce back from stressful events, to recover from their troubles and adverse environmental conditions by getting stronger each time are known as resilient people. Some professions may cause more occupational anxiety than others due to their characteristics and working conditions. In this research, we aimed to develop a professional commitment scale for the ambulance team. Another aim was to analyze the relationships between professional commitment, occupational anxiety, resilience, gender, job, seniority and working unit variables.Methods: In the study, data were collected from a total of 1142 emergency ambulance workers working in Emergency Ambulance and Emergency Call Centers in 34 different cities in Turkey. Data were collected using the “Professional Commitment of Ambulance Team Scale (PCATS), Occupational Anxiety Scale for Emergency Medical Service Professionals (OASEMSP), and Resilience Scale for Adults (RSA). Scale development analyses were carried out using Classical Test Theory (CTT) and Item Response Theory (IRT). Regression analysis were used to examine the relationships between professional commitment, occupational anxiety, resilience, gender, job, seniority and working unit.Results: As a result of the exploratory factor analysis (EFA), it was determined that 8 items remaining in the professional commitment scale formed a single-factor structure, explaining 46% of the variance of professional commitment of the team. The Cronbach’s Alpha reliability value was 0.867. Confirmatory factor analysis (CFA) confirmed the results of exploratory factor analysis. The Cronbach’s Alpha reliability coefficient obtained through CTT was 0.868, and the marginal reliability coefficient within the scope of IRT was 0.877. The test-retest reliability coefficient was calculated as 0.832, which indicates that the scale is valid and reliable.Conclusions: The study revealed that resilience has a positive effect for professional commitment while occupational anxiety has a negative effect for professional commitment. In addition, having a moderate seniority has a negative (reducing) effect for professional commitment. Other variables (gender, job, and working unit) was found to have no significant impact on professional commitment.

The rapid spread of Covid-19 pandemic has profoundly affected the educational practices all over the world and educational institutions sought ways to adapt to this unprecedented situation. The problem was that most of these institutions, educators and students were not ready for online learning environments and the stakeholders were not yet sure about how to share the knowledge in a better way. This study aims to examine the medical students’ readiness for e-learning and knowledge sharing behaviors in online learning environments during Covid-19, and to analyze the relationship between these variables. The study has been designed according to correlational research methodology. The data were collected using “Knowledge Sharing Behavior in Online Learning Environments Scale” and “E-Learning Readiness Self-Assessment Instrument”. 725 medical students participated in the study. Students' readiness for e-learning and knowledge sharing behaviors were analyzed using descriptive statistics, and the relationship between the variables was modeled using multivariate regression equation. The results revealed that the students with high ability to use computer, mobile phone and tablet PC have higher readiness level for e-learning in terms of technology access, technical skills, online relationships, motivation, online skills, importance of success. Similarly, they have a higher level of knowledge sharing behaviors in online learning environments.

Reflective thinking (RT) is one of the higher-order thinking skills which have been of great importance to the researchers from a variety of disciplines for years. Although the significance of RT has been discussed in many studies and many different forms, there are no bibliometric studies conducted on this topic. This study aims to examine the current state and development of research in RT based on the data available in the Web of Science (WoS). To do this, a bibliometric approach was adopted to map the research literature on RT using the metadata from the WoS between 1986 and 2023 in terms of the distribution of the articles by year of publication and average citation status, the most productive journals publishing on RT and number of RT-related citations, the most cited RT articles and authors, top countries in which the articles about RT were cited most, the authors who have produced the most articles on RT, their publications and corresponding author(s)’ countries, and the trend of words associated with RT in the articles. Our main contribution is the quantitative methodological design for examining the evolution of reflective thinking research, which is highly multidisciplinary and covers a large volume of publications. We believe that this study provides a comprehensive review of the studies on RT and provides interesting insights about the development of the field for future research.