Access To Educational Resources Research Articles

Virtual Education in Urogynecology: Enhancing Understanding and Management of Pelvic Fistulas.

Pelvic fistulas affect a significant number of patients globally, with a relatively low prevalence in the United States. Virtual education offers an effective, scalable solution to bridge this educational gap and lead to a deeper understanding of more common conditions, such as urinary and fecal incontinence. We developed two virtual cases on rectovaginal and vesicovaginal/ureterovaginal fistulas to enhance medical students' exposure, knowledge, and confidence regarding assessment of pelvic fistulas. The cases could be completed in approximately 30 minutes, asynchronously, and at students' own pace. The cases were integrated into an OB/GYN clerkship. We conducted a survey among students receiving the cases to gather feedback on usability, acceptability, and educational value, which guided subsequent improvements. Forty medical students, ranging from first to third year, participated in the urogynecology elective; 21 (53%) completed the survey. Ninety-one percent agreed or strongly agreed they were satisfied with the cases. All respondents found the format easy to use and appropriate for their level of learning. Most reported the cases improved their confidence in nonsurgical and surgical management options for pelvic fistulas. Offering virtual and interactive patient cases on e-learning platforms represents an innovative approach to increasing clinical exposure to urogynecologic disorders. By providing medical students with the opportunity to interact with pelvic fistulas virtually, these cases can help bridge a gap in clinical education. Future exploration is valuable for examining knowledge deficiencies and developing cost-effective, self-paced, easily accessible educational resources to advance medical training and optimize patient care.

ETC 49 - How We Communicate Matters: CDC’s Project Firstline Uses Formative Research to Inform Accessible Educational Resources for a Diverse Healthcare Workforce

ETC 49 - How We Communicate Matters: CDC’s Project Firstline Uses Formative Research to Inform Accessible Educational Resources for a Diverse Healthcare Workforce

Revolutionizing community health literacy: The power of digital health tools in rural areas of the US and Africa

Access to quality healthcare remains a challenge in rural areas of both the United States and Africa, where limited resources and infrastructure hinder the delivery of essential services. This review explores the role of digital health tools in improving community health literacy and healthcare outcomes in these underserved regions. By leveraging digital technologies such as mobile applications, telemedicine, and educational platforms, communities can access valuable health information, connect with healthcare providers remotely, and receive timely support for managing their health. In rural areas of the United States, digital health tools have the potential to bridge the gap between patients and healthcare providers, especially for those living in remote areas with limited access to healthcare facilities. These tools enable individuals to monitor their health conditions, access educational resources, and receive virtual consultations, improving their overall health literacy and empowering them to take control of their health. Similarly, in rural Africa, where healthcare infrastructure is often lacking, digital health tools offer a lifeline for communities to access essential health services. Mobile health applications provide valuable information on preventive care, disease management, and nutrition, helping individuals make informed decisions about their health. Telemedicine services connect patients with healthcare professionals, enabling remote consultations and reducing the need for travel to distant healthcare facilities. However, the widespread adoption of digital health tools in rural areas faces several challenges, including limited internet connectivity, low digital literacy rates, and cultural barriers. Addressing these challenges requires a multi-faceted approach, including improving internet infrastructure, providing digital literacy training, and adapting digital health tools to meet the cultural and linguistic needs of local communities. In conclusion, digital health tools have the potential to revolutionize community health literacy in rural areas of the United States and Africa. By overcoming barriers to access and providing tailored health information and services, these tools can empower individuals to make informed decisions about their health, ultimately leading to improved health outcomes and well-being in underserved communities.

The digital citizenship of children with autism: Challenges, considerations and educational needs of paediatric practitioners

AbstractThis exploratory study examined paediatric practitioners' challenges and considerations when they support caregivers and children with autism regarding children's screen use. Current research often focuses on the problematic use of screen time among children with autism. No clear strategies or recommendations for clinicians to support the beneficial use of screens exist yet in the field. Participants in the study were 15 experienced paediatric practitioners invited to participate in semistructured interviews that were analysed using summative content analysis. Practitioners expressed the urgent need for accessible and valuable educational resources to guide digital citizenship and screen time use for their clients with autism. This exploratory study provides an initial roadmap for the educational needs of paediatric practitioners supporting positive screen use and digital citizenship of autistic children.

A Multidisciplinary Assessment of ChatGPT's Knowledge of Amyloidosis: Observational Study.

Amyloidosis, a rare multisystem condition, often requires complex, multidisciplinary care. Its low prevalence underscores the importance of efforts to ensure the availability of high-quality patient education materials for better outcomes. ChatGPT (OpenAI) is a large language model powered by artificial intelligence that offers a potential avenue for disseminating accurate, reliable, and accessible educational resources for both patients and providers. Its user-friendly interface, engaging conversational responses, and the capability for users to ask follow-up questions make it a promising future tool in delivering accurate and tailored information to patients. We performed a multidisciplinary assessment of the accuracy, reproducibility, and readability of ChatGPT in answering questions related to amyloidosis. In total, 98 amyloidosis questions related to cardiology, gastroenterology, and neurology were curated from medical societies, institutions, and amyloidosis Facebook support groups and inputted into ChatGPT-3.5 and ChatGPT-4. Cardiology- and gastroenterology-related responses were independently graded by a board-certified cardiologist and gastroenterologist, respectively, who specialize in amyloidosis. These 2 reviewers (RG and DCK) also graded general questions for which disagreements were resolved with discussion. Neurology-related responses were graded by a board-certified neurologist (AAH) who specializes in amyloidosis. Reviewers used the following grading scale: (1) comprehensive, (2) correct but inadequate, (3) some correct and some incorrect, and (4) completely incorrect. Questions were stratified by categories for further analysis. Reproducibility was assessed by inputting each question twice into each model. The readability of ChatGPT-4 responses was also evaluated using the Textstat library in Python (Python Software Foundation) and the Textstat readability package in R software (R Foundation for Statistical Computing). ChatGPT-4 (n=98) provided 93 (95%) responses with accurate information, and 82 (84%) were comprehensive. ChatGPT-3.5 (n=83) provided 74 (89%) responses with accurate information, and 66 (79%) were comprehensive. When examined by question category, ChatGTP-4 and ChatGPT-3.5 provided 53 (95%) and 48 (86%) comprehensive responses, respectively, to "general questions" (n=56). When examined by subject, ChatGPT-4 and ChatGPT-3.5 performed best in response to cardiology questions (n=12) with both models producing 10 (83%) comprehensive responses. For gastroenterology (n=15), ChatGPT-4 received comprehensive grades for 9 (60%) responses, and ChatGPT-3.5 provided 8 (53%) responses. Overall, 96 of 98 (98%) responses for ChatGPT-4 and 73 of 83 (88%) for ChatGPT-3.5 were reproducible. The readability of ChatGPT-4's responses ranged from 10th to beyond graduate US grade levels with an average of 15.5 (SD 1.9). Large language models are a promising tool for accurate and reliable health information for patients living with amyloidosis. However, ChatGPT's responses exceeded the American Medical Association's recommended fifth- to sixth-grade reading level. Future studies focusing on improving response accuracy and readability are warranted. Prior to widespread implementation, the technology's limitations and ethical implications must be further explored to ensure patient safety and equitable implementation.

Accessible Educational Resources: Assistive Technology and Information Design Promoting Educational Inclusion for People with Hearing Disabilities

This article explores how accessible educational resources, assistive technology and information design can collaborate to promote the educational inclusion of people with hearing impairments. Combining these approaches contributes to the understanding of content, engagement and participation of students with hearing impairment, as well as enhancing their communication and interaction, raising self-esteem and confidence. This study aims to investigate how these resources can promote the educational inclusion of people with hearing impairment, identifying their capabilities and limitations and proposing strategies to improve accessibility and quality of life in the educational environment. The methodology employed will be the systematic literature review (RBL). It is concluded the importance of these approaches for the educational and social inclusion of people with hearing impairment. Investments in research and development of these resources are fundamental to promote the inclusion of these people on equal terms in society.

Assessment and Improvement of Nutritional Knowledge among Hospitalized Cancer Patients: Gaps, Sources, and Educational Strategies

This study explores the nutritional knowledge, its acquisition, and assessment among hospitalized cancer patients, revealing significant gaps and the influence of demographic factors. The research identifies the predominance of informal and unreliable sources for nutritional information, such as internet searches and peer advice, highlighting the inadequacy in patient education provided by healthcare professionals. Additionally, the study addresses the lack of validated assessment tools for evaluating patients' nutritional knowledge, emphasizing the need for comprehensive and accessible educational resources and standardized measurement instruments. The findings advocate for an integrated approach involving personalized nutritional guidance and the development of validated tools to improve cancer patients' nutritional knowledge and health outcomes.

Animated PowerPoint Videos: An Underutilized Anatomy Educational Tool?

AbstractThe subject of anatomy is an integral component of medical and dental education which are constantly evolving. Hence, educators continuously attempt to take advantage of technological advancements to create resources that will improve students’ higher cognitive skills. This article describes the creation of an e-learning resource in the form of an animated PowerPoint video that was designed based on evidence-based principles and educational theories to introduce the concept of tooth anatomy. Additionally, it outlines how this resource can be potentially integrated into a broader educational system as well as encourage anatomy and medical educators to use less complex technological equipment to create accessible educational resources.

Saudi EFL Students’ Perceptions Towards the Impact of YouTube on Improving Speaking Skills

The significance of integrating technology in education, especially the widely and frequently used platform “YouTube”, is found in its ability to provide accessible and various educational resources, meeting the needs of diverse learning styles and enhancing active engagement. Since YouTube is one of the preferred applications utilized by Saudi individuals, this study investigated the impact of using YouTube on enhancing the speaking skills of EFL male and female Saudi students from different Saudi universities. This study was conducted during the first semester of the academic year 2021- 2022. A questionnaire was used as the study instrument. It was adapted from Binmahboob’s (2020) study and modified according to the study’s purposes. The questionnaire contained 17 items divided into two sections. 79 EFL students from different Saudi universities participated. Fifty-nine of them were females, while 20 were males. The findings of the study revealed that YouTube videos had a high positive perspective from the participants. In other words, it can be concluded that YouTube videos enhance the speaking skills of EFL university students. Based on these finding, some recommendations and implications were provided.

Pediatric and Adolescent Gynecology WebEd: A Brief Report of an Underutilized Online Learning Module

Pediatric and adolescent gynecology (PAG) is a unique subspecialty for which accessible educational resources and clinical exposure have historically been limited; surveys show that trainees in both obstetrics and gynecology and pediatrics agree. In 2014, the North American Society for Pediatric and Adolescent Gynecology (NASPAG) introduced PAG WebEd, an original and interactive online case-based curriculum designed to bridge this learning gap. As of 2023, there are 35 published PAG WebEd clinical cases with key learning points that present, test, and discuss a variety of current PAG topics. The NASPAG Resident Education Committee (REC) compiled and reviewed administrative data from the module platform to investigate trainee utilization and performance. The activity data and assessment scores for 161 registered users are included and reported in this article. This brief report highlights that a relatively small number of medical trainees use PAG WebEd and aims to raise awareness of this resource through publication. There is potential for many more users to benefit from this resource; its efficacy as an examination and clinical practice tool could also be measured. The NASPAG REC hopes to ultimately show, with increased utilization, that PAG WebEd deserves to be a key piece of PAG-focused medical education. For PAG WebEd information and faculty registration, as well as a link that allows faculty to submit new learners, please visit https://www.naspag.org/pagwebed-information.

Caring for caregivers and persons living with dementia under home-based primary care: protocol for an interventional clinical trial

BackgroundApproximately 7.5 million older adults are homebound, who have difficulty and/or need assistance to leave their homes. In this growing population, the prevalence of people living with dementia (PLWD) is approximately 50%. Current dementia care models in the USA were developed for traditional office-based primary care and have not been tailored to home-based primary care (HBPC) delivery models. Literature has shown that office-based collaborative interventions can improve caregiver outcomes including caregiver stress, well-being, and morbidity and patient outcomes including improved quality of life and reduced emergency department visits (Possin KL, Merrilees JJ, Dulaney S, Bonasera SJ, Chiong W, Lee K, JAMA Int Med 179:1658, 2019). To date, the evidence for HBPC dementia interventions is lacking. Though HBPC has demonstrated benefit in homebound older adults, there is limited literature on the effects of HBPC on persons living with dementia (Nguyen HQ, Vallejo JD, Macias M, Shiffman MG, Rosen R, Mowry V, J Am Geriatr Soc 70:1136–46, 2021). Our goal is to develop a HBPC-focused dementia care intervention that integrates the components of two previously developed dementia care models and test the feasibility of implementing it in HBPC practices to improve the quality of life and wellbeing of homebound PLWD and their caregivers.MethodsWe will first conduct qualitative focus groups at two HBPC practice sites, one in the Southeast and one in Hawaii in order to obtain preliminary feedback on the proposed intervention. At each site, there will be one focus group with caregivers of PLWD and another with HBPC clinicians and staff to help develop and refine our intervention. We will then conduct an open-pilot trial of the refined intervention at the two HBPC practices. A total of up to 25 patient/caregiver dyads will be recruited at each site (N = 50 total). Outcomes measured through pre-and-post assessments and exit interviews will include (a) feasibility for the caregiver to engage with and complete baseline assessments and access educational materials and community resources and (b) feasibility for the practice to identify potential caregivers/patients, assess eligible patient/caregiver dyads, use patient and caregiver assessments, recruit patient/caregiver dyads, recruit racial and ethnic minorities, use care modules, and engage with the tele-video case conference, (c) net promoter score, (d) acceptability of the intervention to caregivers and patients to participate in the intervention, (e) caregivers feeling heard and understood, and (f) caregiver well-being.DiscussionTesting the feasibility and acceptability of the adapted intervention in these two HBPC practices will provide the basis for future testing and evaluation of a fully powered intervention for PLWD and their caregivers cared for in HBPC with the goal of disseminating high-quality and comprehensive dementia-care focused interventions into HBPC practices.Trial registrationThis trial was registered with ClinicalTrials.gov NCT05849259 in May 2023.

Optimization of Practical Path of Teaching Reform in Higher Education - Based on Distributed Logistic Model Application

Abstract This study presents a novel approach to the application of distributed logistic modeling for the enhancement of education and teaching in colleges and universities, particularly focusing on the pedagogical goals and curriculum content. Utilizing the abundance and accessibility of educational resources, this research harnesses data from diverse sources such as books, textbooks, catechisms, and blogs. Through the application of text mining and text recognition technologies, preliminary data are extracted for analysis. Subsequent data preprocessing steps involve the removal of extraneous information, null values, and outliers to refine the dataset. The research identifies key determinants influencing educational outcomes, establishing independent and dependent variables for these factors. The logistic and sigmoid functions are employed to compute the loss function, thereby addressing issues related to overfitting. Regularization transformations further optimize the results, culminating in the development of a robust distributed logistic model for education. An illustrative analysis demonstrates the model’s applicability and effectiveness in understanding and improving educational practices. Data presentation: P=0.026<0.05, the independent variable of knowledge base level (x7 ) has a significant effect on the effect of education and teaching and OR-Value=3.11, that is to say, if the knowledge base level rises by one unit, the dependent variable of the impact of education and teaching will be increased by 3.11 magnitude of change.

Women and Treatment for Opioid Use Disorder: Contributors to Treatment Success From the Perspectives of Women in Recovery, Women With Past Attempts in Drug Treatment, and Health and Criminal Justice Professionals.

The disproportionate incidence of opioid use disorder (OUD) and the alarming increases in opioid-related overdose deaths among women highlight a clear need for the expansion of effective harm reduction and treatment practices. Research supports medications for opioid use disorders (MOUD) as an effective intervention; however, with low rates of utilization of such, there is a need to identify factors that facilitate MOUD treatment uptake and retention for women. Thus, the current study examines contributors to treatment success through the triangulation of perspectives from affected women as well as health and criminal justice professionals. Interviews (N = 42) were conducted from May to July 2022 with women in recovery who previously used or currently use MOUD (N = 10), women who currently use opioids who terminated a MOUD program previously (N = 10), SUD treatment professionals (N = 12), and criminal justice professionals who work with women who use opioids (N = 10). Interviews for all participants centered around their backgrounds, perceived barriers and facilitators to MOUD treatment, and issues specific to women in treatment for substance use disorder. We used a thematic qualitative data analysis process to analyze transcripts. Participants highlighted contributors to treatment success from 3 domains: (1) internal processes (including promoting self-efficacy and setting realistic goals), (2) access to resources (including material resources, such as food and shelter, educational resources and social support), and (3) treatment structure (such as treatment type and protocol). Internal processes, access to resources, and treatment structure contribute to MOUD treatment success for women with OUD. Structured support where experiences are shared, and realistic goals are set, may promote feelings of acceptance and empowerment, thereby bolstering chances of treatment success. Additionally, the court system can promote evidence-based and trauma-informed substance use treatment and provide accessible educational resources related to substance use to extend these benefits to more women.

The Role of Mobile Technology in Improving Accessibility and Quality of Learning

The development of information technology, especially in the form of mobile technology, has sbrought revolutionary changes in various fields of life, including education. The widespread use of mobile devices such as smartphones and tablets has opened up new opportunities for learning and significantly increased the accessibility and quality of learning. The purpose of this summary is to describe the important role mobile technologies play in improving the accessibility and quality of learning. With the help of descriptive methods and literary analysis, the positive effects of mobile technologies on learning are examined. First, mobile technology has broken down geographical and physical barriers to access learning. The ability to access learning materials and educational resources via mobile devices has opened the door to distance learning and self-study. Students can now study anywhere, anytime, increasing the flexibility of the learning process. Second, mobile technology enables the use of interactive and engaging learning applications and platforms. Many educational apps available online offer innovative learning methods such as educational videos, educational games and interactive quizzes. This helps increase student engagement and interest in the learning process, which has a positive impact on their motivation and academic performance. In addition, mobile technology enables more effective collaboration and communication between students, teachers and parents. With the help of communication apps and online learning platforms, teachers can provide real-time feedback, strengthen teacher-student relationships, and facilitate parental involvement in their children's academic development. However, this summary also highlights some of the challenges and concerns that need to be addressed when learning to use mobile technology. Issues such as unequal access to technology, the potential for distracting concentration due to distracting devices, and the importance of student data security and privacy need to be carefully considered. As we recognize the increasingly important role of mobile technology in education, we can take advantage of the opportunities and opportunities offered by this technological revolution to increase the accessibility and quality of learning. With the integration of smart technology and the right support, mobile technology-based learning can become one of the main pillars of a more inclusive and innovative education in the future.

Abstract A054: Leveraging the power of Hope Leaders for enhancing diversity in clinical trials via a bi-directional cancer health information model

Abstract Introduction: Despite increasing recognition of the need for diversity in clinical trials, participation from racial and ethnic minorities, particularly from low socioeconomic communities, remains dismally low. This underrepresentation hinders the generalizability of trial results and perpetuates health disparities. Low socioeconomic environments, characterized by economic instability, restricted healthcare access, food scarcity, and deficient educational resources, exacerbate these challenges. Residents of such communities often lean on "Hope Leaders" - trusted community figures - as a strategy to navigate through these adversities. Recognizing the pivotal role of these Hope Leaders, we advocate for a community-centered bi-directional cancer health information flow model, which positions these Leaders at the core of community engagement endeavors. This model fosters a bi-directional health information exchange that synergizes Hope Leaders with the scientific community, thereby promoting improved health equity within clinical intervention research. The implementation of this model commences with a pre-engagement phase, a respectful approach where we familiarize ourselves with the community and its dynamics, without imposing any specific demands or expectations. Approach: The University of Illinois Cancer Center has had 6 community engagement specialists that have engaged with community members through numerous pre-engagement events that encompass activities ranging from mental health, cancer prevention, survivorship events, education, health fairs and community meetings. Based on these insights, we established a dedicated working group to identify hope leaders and to create targeted engagement strategies for specific areas of our catchment region through the bi-directional cancer health information flow model. These strategies are tailored to address the unique challenges and barriers these communities face regarding enrollment in cancer clinical trials. Additionally, the community-driven health communication model was implemented to identify Hope Leaders and engage them with cancer researchers as a part of our phase I activities for this model. Conclusion: This innovative approach aims to leverage the unique position of Hope Leaders in underserved communities to amplify community voices, improve engagement, and ultimately, increase minority representation in cancer clinical trials. The model provides a promising strategy to address the persistent disparity in clinical trial participation, facilitating more equitable and inclusive research outcomes. Citation Format: Joseph Dufraine, Yamile Molina, Jeanette Gonzalez, Maria Olivero, Theresa Mobley, Saria Lofton, Dedra Reis. Leveraging the power of Hope Leaders for enhancing diversity in clinical trials via a bi-directional cancer health information model [abstract]. In: Proceedings of the 16th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2023 Sep 29-Oct 2;Orlando, FL. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2023;32(12 Suppl):Abstract nr A054.

PROSPECTS FOR THE USE OF AGILE METHODOLOGIES DURING THE DEVELOPMENT OF A ROUTE NETWORK PROJECT FOR TRANSPORT OPERATOR

The paper considers the features of Agile project management methodologies such as Scrum, Kanban, and Lean manufacturing. The experience of their use in transport systems and technologies is studied. During the research, it was determined that these methodologies are often used for the organisation of freight transportation and logistics, and there is almost no information on their implementation in urban passenger transportation. The use of alternative methods for managing road transport enterprises and projects is essential as it will contribute to the effective organisation of passenger transportation and estimation of the rational fleet size, which, in turn, will improve the quality of service for passengers, reduce adverse transport monopoly effects, promote business development and create new jobs. This will allow people to access healthcare and educational services, save time and resources, and reduce travel costs. The paper proposes to combine the principles of the Scrum methodology and the cascade approach by the example of managing the project devoted to improving the route network of a public transport operator. A list of actions and processes necessary to reflect the project sprints is provided. The research results show that implementing the agile management principles will improve the quality of modelling and project development and positively influence the enterprise management culture.

Blockchains In the Classroom: A Deductive Journey into The Abyss of Modern Education

The rapid advancement of blockchain technology has permeated various sectors, heralding a new era of transparency, security, and decentralized control. Education, a cornerstone of societal development, is not exempt from this technological tide. This research embarks on a deductive exploration of the integration of blockchain technology within the educational landscape, aiming to unveil the potential benefits and challenges therein. Through a meticulous review of existing literature, theoretical frameworks, and empirical analysis, this study delineates the transformative potential of blockchain in enhancing deductive reasoning and fostering a conducive learning environment. The research employs a mixed-method approach, encompassing surveys, interviews, and case studies across diverse educational settings. Findings reveal that blockchain technology can significantly bolster the integrity and accessibility of educational resources, streamline administrative processes, and enhance deductive reasoning among learners. Moreover, the study unveils the necessity of a robust regulatory framework and stakeholder education to harness the full potential of blockchain technology in education. The discourse extends to provide pragmatic recommendations for educators, policymakers, and blockchain developers to collaboratively nurture a blockchain-augmented educational ecosystem. This work aspires to contribute to the burgeoning body of knowledge at the nexus of blockchain technology, deductive reasoning, and modern education, propelling further scholarly inquiry and practical initiatives in this multidisciplinary domain.

Effectiveness of E-Learning on Students’ Learning Process at Catholic University of Eastern Africa

Purpose: The main aim of this study was to investigate the effectiveness of eLearning on the student’s learning process at the Catholic University of Eastern Africa. The research questions addressed the following areas: how students access educational learning resources on e-learning platforms, how eLearning has been integrated into the process of learning, how eLearning integrations affect students’ learning process, how computer-based learning influences students'’ completion rate at the CUEA, how e-learning and traditional learning environments significantly relate to students’ learning process, the challenges that are associated with e-learning, and the mitigation measures the university is taking to resolve the eLearning challenges.
 Methodology: The researcher used an integrated mixed-method approach involving qualitative and quantitative paradigms. Probability and non-probability sampling techniques were used. The target population for the research was 816 out of which, 260 respondents were sampled. From the sampled population, 218 participated in the research making an 85% return rate. The hypothesis was tested using chi-square, while internal consistency was used to ensure the internal reliability of the research instruments. Cronbach validity was used to validate the Likert scale items. Besides, correlation was used to find out the relationships between the dependent and independent variables. The researcher obtained approval from the faculty of education and permission from NARCOSTI to collect data from the respondents.
 Findings: The research findings revealed that independent variables, eLearning benefits, eLearning resources, eLearning incentives, and eLearning integration contribute to students’ learning process. The research further revealed that the introduction of a favorable and supportive eLearning environment positively influences Students’ Learning Processes. The researcher concluded that eLearning contributes to the effective learning process of students, therefore, is imperative to be embraced. 
 Unique Contribution to Theory, Policy and Practice: The researcher recommended that the government, curriculum developers and IHL focus on Instructional design, build a strong Learning management system, guidelines and policy, comparative analysis, leverage Cultural and Global perspectives, eLearning accessibility, engagement, Assessment and evaluation of the eLearning platform. Besides, the students subscribing to the eLearning platform should be given proper orientation in order to navigate the platform easily.

GestureTeach: A gesture guided online teaching interactive model

AbstractOnline education has become more popular and effective due to the availability of high‐speed internet and technological innovations, which allow people from different locations to access educational resources and opportunities. However, online classes often face challenges such as limited interactivity and display options, which can affect the quality and effectiveness of the online learning experience. In this article, we propose GestureTeach, a new pedagogical paradigm that enables free handwriting interaction and animation generation for online teaching. GestureTeach uses gestures as a natural and intuitive way of interaction, which enhances the teacher's intention expression and the student's engagement. GestureTeach also generates animations from handwritten sketches, which improves the display effects of the interaction and the student's knowledge comprehension. We conducted a two‐stage study with 15 teachers and 90 students to evaluate the effectiveness of GestureTeach in facilitating classroom interaction. The results show that GestureTeach is preferred by both teachers and students over traditional online teaching methods and has the potential to transform the online teaching landscape by providing a seamless and interactive experience.

Perceptions of primiparous women diagnosed with gestational diabetes mellitus: A descriptive qualitative study

ObjectiveTo understand the perceptions of primiparous women recently diagnosed with Gestational Diabetes Mellitus (GDM) in Singapore. DesignA descriptive qualitative study design. SettingAn outpatient women's health clinic in a tertiary hospital in Singapore. ParticipantsTwelve English-speaking primiparous women (aged 27-44 years old) who were diagnosed with GDM were recruited via purposive sampling to participate in this study. MethodsFace-to-face interviews were carried out with study participants in a private room at the outpatient clinic from December 2019 to May 2021. All interviews were audio-recorded and transcribed verbatim on the same day. Data analysis was guided by Braun and Clarke's thematic analysis framework. FindingsFour main themes were identified from this study's findings: (1) Life leading to GDM: A 'hint' that something was wrong, (2) Reactions to diagnosis: Shock or acceptance, (3) Learning to cope: Facing internal and external challenges, and (4) Living with GDM: A way forward. Key conclusions and implications for practicePrimiparous women with GDM require comprehensive informational, practical, and emotional support to help them manage and accept their condition. Healthcare providers are encouraged to provide individualised and holistic care to these women using a humanistic approach. Accessible online educational resources and peer support services could be considered. Public campaigns to increase the general public's awareness of GDM would also allow future women and their families to be more familiar with the condition and hence more prepared to cope with it.