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4 articles
ReviewOpen AccessPublished: 23 March 2026

Self-Reflection as an Educational Strategy in Postgraduate Medical Training in Saudi Arabia: A Scoping Review

Badriah Alruwaili, Rola Alrabah

Innovations in Pedagogy and Technology · 151–165 · 10.63385/ipt.v2i2.408

Reflective practice is recognized internationally as a core component of professional competence in postgraduate medical education, supporting critical thinking, clinical reasoning, and professional identity formation. In Saudi Arabia, residency programs regulated by the Saudi Commission for Health Specialties (SCFHS) have begun

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ArticleOpen AccessPublished: 25 July 2025

Rituals in Inclusive Reading Theater: A Design-Based Research Study

Winnie-Karen Giera

Innovations in Pedagogy and Technology · 85–98 · 10.63385/ipt.v1i2.156

Drama-based learning in inclusive classrooms presents both challenges and opportunities. While not all students are initially motivated to perform, structured drama projects can unlock individual potential by offering various roles and functions. This study explores the intervention “Stop Bullying! A Theater Project”, implemente

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ArticleOpen AccessPublished: 13 January 2026

Comparing Student Nurses’ Satisfaction with OSCE and Traditional Clinical Skill Assessment Methods

Rincy T. Issac, Julia Jose, Jency Jose, Neethu Kunjumon

Innovations in Pedagogy and Technology · 101–111 · 10.63385/ipt.v2i1.164

Assessment of clinical skills is a crucial aspect of nursing education, ensuring that students acquire the necessary competencies to provide high-quality patient care. The Objective Structured Clinical Examination (OSCE) and the Traditional Method of Clinical Skill Assessment (TMCSA) are two commonly used approaches. This study

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ArticleOpen AccessPublished: 5 January 2026

Student Partnership and Peer-Led Learning: Applying the Ketso Method in Public Health Education

Natalie Quinn-Walker, Ana Mejia-Mejia

Innovations in Pedagogy and Technology · 38–48 · 10.63385/ipt.v2i1.279

This study investigates the pedagogical impact of partnership work through implementing Ketso workshops in a Master of Public Health program. The research explores the experiences of facilitators and alums who return to co-lead interactive sessions focused on developing systematic review protocols. By engaging these past student

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