This study utilized a qualitative approach to completely ascertain Junior High School Social Studies teachers’ knowledge, strategies and tools used in formative assessment. This study employed a qualitative approach. The study, which was based on a qualitative paradigm, used a phenomenological research methodology to investigate the lived experience and acuity of formative assessment procedures. A selected sample of nine (9) Junior High School Social Studies teachers was chosen based on their academic credentials and professional teaching experience. A focus group discussion was employed to gather data, which was then thematically examined in light of the research questions. The results showed that the participants had a robust knowledge and were adept at using formative assessment strategies and tools in Social Studies lesson. It was recommended that pre-service and in-service teachers should be allowed to use formative assessment techniques sparingly. The National Teaching Council seminars ought to focus on how Junior High School Social Studies teachers can effectively use formative assessment techniques to enhance instruction.

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.

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.

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.