Student Acquisition Research Articles

A call for improving of musculoskeletal education on physical medicine and rehabilitation studies: a systematic review with meta-analysis

BackgroundThe incidence of musculoskeletal diseases is increasing in clinical practice, leading to a growing demand for rehabilitation medicine. However, education in musculoskeletal education is lacking in the training of physical medicine and rehabilitation students. This study aims to evaluate the impact of musculoskeletal education on medical students’ learning of rehabilitation medicine and analyze the correlation between influencing factors and education.ObjectivesThe primary objective of this study is to evaluate the impact of musculoskeletal education on medical students’ learning of rehabilitation medicine. Furthermore, the authors aim to analyze the correlation between various influencing factors and the effectiveness of this education, with the goal of informing future educational interventions and enhancing student outcomes.MethodsA comprehensive search was conducted across the Pubmed, Ovid, and Cochrane Central Register of Controlled Trials (CENTRAL) databases for relevant articles published from January 2012 to September 2024. The search focused on medical students as the research subjects and musculoskeletal education as the intervention method. Both randomized controlled trials (RCTs) and non-randomized controlled trials (non-RCTs) were included. The selected studies underwent a systematic review, and meta-analysis was performed using R 3.4.4 software.ResultsAfter a thorough search, 41 studies were included. The retrospective study indicated that the most common impacts were knowledge acquisition, self-confidence, and satisfaction. The subsequent meta-analysis revealed significant increases in students’ knowledge acquisition [standardized mean differences (SMD) = 2.15, 95% confidence interval [CI] (1.36, 2.94), I2 = 97%, random effect model] and self-confidence [SMD = 5.81, 95% CI (2.88, 8.75), I2 = 97%, random effect model]. Compared with the general teaching control group, the knowledge acquisition of students in the observation group improved [SMD = 0.25, 95% CI (0.00, 0.51), I2 = 83%, in the random effect model]; However, no significant difference in satisfaction occurred [SMD = 0.27, 95% CI (-0.47, 1.01), P > 0.05, I2 = 89%, in the random effects model].ConclusionMusculoskeletal education primarily impacts knowledge acquisition self-confidence, and satisfaction among physical medicine and rehabilitation students. The meta-analysis further establishes that musculoskeletal education significantly enhances knowledge acquisition and confidence in these students.Trial registrationCRD42024563899 (completed on July 17, 2024).

Analysis of Personality Factors’ in Second Language Acquisition

This research was carried out based on problems encountered by researcher in the fifth semester of the English language education study program at UIN SMDD Bukittinggi. First, many students do not yet recognize their personalities. Second, students still feel insecure, anxious and afraid in using their second language skills because of their personality. The aim of this research is to describe student personality which has an impact on the process of second language acquisition for students in the fifth semester and to describe how personality factors influence the second language acquisition of students in the fifth semester. This research is research with a mixed approach. The instruments of this research are questionnaires and interviews. The respondents for this research for quantitative data were 46 fifth semester students of the English language education study program. The informants for this research were 4 students who had participated and filled out the research questionnaire. Data was obtained from three classes through distributing questionnaire instruments and interviews with fifth semester students. There are two data analyzes in this research, namely descriptive statistical data analysis for quantitative data and qualitative data analysis for researcher using the theory of Miles and Huberman in Sugiyono. The findings and discussion outline the answers to the three research questions, namely students' personality types, students' level of second language acquisition, and the relationship between personality and second language acquisition. First, it was found that the personality types of fifth semester students are conscientiousness, extroversion and its opposite, neuroticism, and agreeableness. Second, more than half of the fifth semester English education students have reached the level of continuous language development/advanced fluency with 57.6%. Third, students have the view that personality can facilitate or complicate the process of language acquisition, but it can still be influenced by other factors such as one's desire and self-control.

Audio-Visual Media Learning in Arabic Language Acquistion

<p style="text-align: justify;">Audio visual media provides extensive interaction activities between students and learning materials that are easy to access anytime and anywhere. This is in accordance with interaction theory in second language acquisition which emphasizes the importance of response and active participation in learning activities. Through audio-visual media, students will more easily grasp the meaning of the material presented so that students are able to express it through spoken language. The aim of the research is to determine the suitability of using audio-visual media in second language acquisition for Arabic language students. The research uses the library research method, a data collection technique by reviewing books and articles related to the research topic. The results of library research on the use of audio-visual media in acquiring Arabic, students are more enthusiastic in learning Arabic, the process of learning Arabic is fun, students easily understand the material through audio-visual media with quality determination criteria. Several psychologists explain that the connection between second language acquisition and second language learning can improve memory and increase motivation in using audio-visual media.</p>

Online-Distance Instruction: Impact on the English Language Learning

Using a qualitative-quantitative research design, this study evaluated the influence of online- distance instruction (ODI) on the English language acquisition of college students amidst the Covid-19 pandemic at Partido State University, Camarines Sur, Philippines. The study specifically examined the effects of ODI on college students' performance in terms of: attendance, punctuality, required English language skills and competencies. Furthermore, it analyzed the students' proficiency in English through online-distance learning in the areas of: writing, grammar proficiency, oral communication, study techniques, presentation abilities, and research skills. The study also investigated the students' attitudes towards English language education in the context of online and distance learning. Ultimately, it proposed effective teaching methodologies to enhance students' English language performance in online- distance learning environments of 165 college student- participants. The findings indicate that the impact of online-distance instruction on college students' performance in terms of attendance, punctuality, and required skills and competencies is influenced by various challenges faced by the students. The students' performance in English through online-distance learning is significantly affected by the nature of online and distance learning itself. Moreover, the study revealed that students' attitudes towards English language education in online and distance learning settings are less favorable compared to traditional face-to-face instruction. To enhance students' English language performance in online-distance learning, the study recommends the implementation of three key teaching strategies: lecture method, laboratory method, and cooperative learning. These strategies are deemed beneficial for addressing the needs of student-respondents, particularly in the context of a pandemic in developing countries like the Philippines.

Effectiveness of Modified Peyton’s 4-step Teaching Approach on Maternity Nursing Students Acquisition of Procedural Skills, Self-confidence and Satisfaction

Effectiveness of Modified Peyton’s 4-step Teaching Approach on Maternity Nursing Students Acquisition of Procedural Skills, Self-confidence and Satisfaction

The Influence of Gamification Teaching Strategies to Skills Acquisition of Students among Selected Vocational School in China

The Influence of Gamification Teaching Strategies to Skills Acquisition of Students among Selected Vocational School in China

The Efficacy of Mnemonic Strategies in Improving the Basic Multiplication Facts Retrieval

The current quasi-experimental study aims to investigate the efficacy of mnemonic strategies (Visual imagery and Story-linking) to improve the basic multiplication fact retrieval of grade 3 students with mathematics difficulties. The authors employed a quantitative approach within the matching-only pretest-post-test control group design to analyze the data on 206 subjects, of whom 78 exhibited mathematical difficulties. The study was conducted in eight inclusive primary schools in Purwakarta City, Indonesia. The research findings indicated that the N-gain acquisition of students in the experimental group (0.38) outperformed students in the control group (0.11). Similarly, the N-gain acquisition of students with mathematics difficulties in the experimental group (0.26) indicated a higher enhancement than those in the control group (0.08). Overall, the mnemonic strategies improved the students’ retrieval of basic multiplication facts on students with and without mathematics difficulties. However, mnemonic strategies have successfully achieved two of the Sustainable Development Goals 4 (SDG 4) by the 2030 Agenda for Sustainable Development on ensuring students with disabilities as one of the vulnerable groups, have equal access to education and guaranteeing both male and females are literate and numerically literate. These findings have practical implications for educators, providing them with actionable insights to develop effective teaching strategies for students with mathematics difficulties.

The Effect of Word Mapping Technique on Students’ Vocabulary Mastery at the Eighth Grade of SMPT Mulia Hati Insani Warunggunung

The purpose of this study was to examine the effect of word mapping technique on vocabulary acquisition of 8th grade students of SMPT Mulia Hati Insani Warungunung. The quantitative research method was conducted using a pseudo-experimental design. The sample of this study amounted to 62 students who were divided into experimental and control classes. Tests were used to collect data on students' vocabulary acquisition scores, and t-test was used to analyze the data. For the experimental class, the average post-test score was (75.35), higher than the pre-test score (34.81). From the independent sample t-test analysis, the value of t count (11.096) > t table (1.671) was obtained. It’s mean Ho is rejected and Ha is accepted. The effect size value of 2.814 indicates a very large influence. In conclusion, there is a significant effect on speaking ability between students who are taught using the word mapping method and those who are not taught using the word mapping method.

Parental engagement and student acquisition of literacy skills in primary classrooms in Fiji

ABSTRACT Teachers in Fiji's lower primary classrooms face the task of raising students’ literacy levels. Consequently, many schools are attempting to involve parents in improving students’ literacy skills. This study investigated the effects of parental engagement on students’ literacy acquisition in lower primary classrooms in Fiji. Online questionnaires were administered to 31 primary school teachers and 38 parents using a mixed-method approach. The findings highlight the importance of teaching basic literacy skills such as phonics, alphabets, blending, and decoding. Parents and teachers acknowledge the importance of parental engagement in fostering children’s literacy skills. Parental involvement motivates children, resulting in increased academic performance and fewer struggling readers. Parents indicated participating in school-based programmes, reading with their children at home, helping with literacy-related activities, and establishing good routines to increase parental engagement. However, the research also revealed obstacles to parental engagement such as long work hours and a lack of familiarity with the current literacy curriculum. This study suggests providing teachers with resources, training, and introducing local literature to engage students in their culture and environment. Such findings may be useful in convincing parents to collaborate with teachers to improve students’ literacy skills, especially at the lower primary level.

In Order to Obtain a Sense of Empowerment of College Students'

This paper expounds the value and significance of the sense of acquisition of college students' social practice activities, work ideas and paths, enhance students' sense of social responsibility and mission, better enhance the sense of acquisition of college students' ideological and political education, so as to promote the ideological and political education of college students.

Interprofessional Competency Acquisition in an Interprofessional Training Ward Four-Week Placement: “Teamwork Is What Is Going to Ensure Our Patients Are Happy and Safe”

Demand on education and health authorities to provide workplace based learning opportunities for students to acquire interprofessional collaborative practice competencies is increasing. This article outlines the acquisition of interprofessional competencies by pre-registration health professional students in a four-week interprofessional training ward placement. Four final-year health professional students (medicine, nursing, occupational therapy and physiotherapy), from two tertiary education institutes worked together on an assessment, treatment and rehabilitation ward for older adults based within a local tertiary hospital. Four competency domains were the focus for the placement: role clarification and appreciation; interprofessional communication; team functioning; and interprofessional coordination and shared decision-making. Sequential audio-recorded focus groups were undertaken with the students each week. Using template analysis, student reports on each of the four interprofessional competencies each week over the four-week period were explored. Findings demonstrated all students incrementally and differentially acquired the four competencies over the course of the placement. The period between week-two and week-three was a critical time for competency acquisition as the students encountered real-life clinical problems. The study contributes to a growing body of research demonstrating the potential for interprofessional training wards to enable competency acquisition for undergraduate health professional students, and that competency acquisition may be time sensitive.

Learning to Think Like an Anthropologist? Toward Understanding Student Acquisition of Anthropological Perspectives in Online vs. Face-to-Face Anthropology of Education Courses

Learning to Think Like an Anthropologist? Toward Understanding Student Acquisition of Anthropological Perspectives in Online vs. Face-to-Face Anthropology of Education Courses

Enhancing Vocabulary Proficiency and Self-Directed Learning through YouTube: A Study in an EFL Context

This study investigates the impact of using YouTube channels, specifically Ray Du English and BBC Learning English, on the vocabulary acquisition and self-directed learning motivation of non-English major students in Taiwan. The research aims to enhance traditional teaching methods and broaden students' international perspectives by leveraging the diverse and engaging resources available on YouTube. The study involves 128 first-year students from the Departments of Communication and Electrical Engineering at a university in southern Taiwan. A mixed-methods approach, combining quantitative pretests and post-tests with qualitative questionnaires and focus group interviews, was employed to evaluate the effectiveness of YouTube-assisted learning. Findings indicate that YouTube videos significantly improve vocabulary proficiency and self-directed learning motivation, with notable differences between the two student groups. Communication majors showed substantial vocabulary gains, while Electrical Engineering majors exhibited higher autonomous learning motivation. Overall, students expressed positive attitudes toward integrating YouTube into their learning process, highlighting its potential to make vocabulary learning more engaging and effective.

Medical students and residents of both sexes have similar learning curves for laparoscopy simulator training

BackgroundSimulation-based laparoscopy training is a standard part of modern surgical education. Studies focused on optimizing training for surgical residents have often used medical students as study participants. This has been criticized as medical students might have different prerequisites for surgical skills training due to their limited knowledge and exposure to real-life laparoscopic procedures. Simulation-based training has also been criticized for favouring male trainees due to its resemblance with video games and focus on competition. This study aimed to investigate if there is any difference in skills acquisition between novice surgical residents and medical students for proficiency-based laparoscopic training. Furthermore, to examine if there was a difference between male and female participants. MethodWe did a post-hoc study combining data from 59 participants from four previously published randomized trials. We compared residents with medical students and females with male participants across studies with identical training programs. ResultsThe median time to reach proficiency in the first training program comparison was 295 (IQR: 269-357) and 318 (241-445) minutes, respectively, for the residents and medical students (p=0.87). Male trainees spent 323 (IQR: 281-371) minutes to reach proficiency compared to 318 (IQR: 241-445)minutes for females (p=0.73). In the second training program comparison, the residents and medical students spent 169 (IQR: 123-229) and 165 (IQR: 128-214) minutes (p=0.67), respectively, reaching proficiency. The times for males and females were 166 (IQR: 61-151)minutes and 169 (61-117) minutes, respectively (p=0.74). ConclusionSimilar learning curves were observed for laparoscopic skills acquisition for residents and medical students. No difference was observed between male and female participants for proficiency-based laparoscopy simulator training.

OWIED System to Facilitate the Entrustment Decision in EPA Implementation.

Entrustable professional activities (EPAs) are gaining attention as an approach for adequate implementation of a competency-based evaluation framework in nursing education. This study sought to develop an Online Web-assessment Interface for Entrustment Decision (OWIED) to facilitate the entrustment decision in EPA implementation. A participatory qualitative action research design consisting of two phases was used for this study. The exploration phase was conducted in close collaboration with stakeholders. Following the exploration phase, the primary researcher and a team of subject-matter experts in academic and information technology developed the OWIED system according to the exploration phase results. The necessary features that met the expectations of the stakeholders were identified and assisted in developing the OWIED system. OWIED may provide a valid tool to track and validate nursing student acquisition of core competencies and assist in making entrustment decisions as students fulfill their training requirements in their academic program. [J Nurs Educ. 2024;63(6):356-365.].

Unravelling Receptive Language Acquisition: A Comprehensive Study of Deaf Students' English Language Acquisition

This study aims to explore in-depth understanding of receptive language acquisition and English language acquisition of deaf students. The focus of the research is on the aspects of receptive language acquisition and English language acquisition of deaf students. This research uses the literature analysis method which involves the study of scientific articles, research reports, and other related literature at the national and international levels that relate to the receptive language acquisition and English language acquisition of deaf students. The data was analysed qualitatively with a descriptive approach. The findings of this study are that deaf children have great potential, despite facing barriers in language acquisition. they tend to have a visual learning type, and the use of various learning media can help improve language acquisition. A total communication approach, which involves multiple forms of communication, can help in deaf children's first language acquisition. In addition, factors such as the degree of deafness, hearing aid use, and family background also affect their language development. In foreign language learning, the use of national sign language and effective learning strategies can help deaf students overcome difficulties. And the importance of co-operation between teachers, students, parents and the learning environment is crucial in helping deaf children overcome their language challenges.

“Impact Of Social Media In English Language Acquisition Of First Generation Students”

“Impact Of Social Media In English Language Acquisition Of First Generation Students”

Students' Intensity in Watching English Program Television and Its Influence on Their Competence in English Vocabulary

This article explores effective strategies for enhancing English vocabulary, crucial for academic success and communication proficiency. Utilizing a qualitative research methodology, the study investigates the impact of exposure to television series on the vocabulary acquisition of eleventh-grade students at MAS AS’AD Jambi during the 2023/2024 academic year. Data were collected through questionnaires administered to a sample consisting of one class of 33 students from the tenth-grade cohorts in Science (IPA), Social Studies (IPS), and Islamic Education (PAI). The findings suggest that extensive exposure to television series significantly enhances students' vocabulary in terms of both meaning and structure. Furthermore, the results indicate that students who received vocabulary pre-teaching generally outperformed their peers, regardless of the language of the on-screen texts. The study concludes that television shows can substantially boost students' vocabulary skills, offering valuable insights for educational strategies in language acquisition.

To Grade or Not to Grade (the Quiz): The Impact of Two Formative Assessment Grading Approaches on Summative Assessment Outcomes in an Integrated Pre-clinical Curriculum.

Formative assessments have overall been shown to improve summative evaluations in medical education. However, it remains unclear if utilizing them for course credit in an integrated curriculum over multiple subspecialties is beneficial for student acquisition of knowledge. We set out to determine if grading formative quizzes had an effect on student acquisition of knowledge via summative assessments. In 2020, quizzes remained mandatory, but were not graded for course credit. We collected and compared formative (quiz) and summative (unit exam) score data from student cohorts when quizzes were graded versus not graded. Medical college admission test (MCAT) score, gender, and underrepresented in medicine (URM) status data were utilized to determine if they had effects on outcomes. We used a predefined region of indifference (± 5%) and second-generation p-values to determine if there were meaningful differences in average summative exam scores. Despite a drop in quiz scores after removing course credit, differences in average summative exam scores fully resided within the region of indifference for three of five course blocks, indicating no meaningful differences in summative exam scores existed for those blocks. In other blocks, the difference was not fully nested within the region of indifference; however, all data overlapped with this region, implying exam score differences were inconclusive for these blocks. Our study demonstrates that there is either no meaningful effect on summative assessments or no conclusive detrimental effects when mandatory quizzes are not graded for course credit.

Exploration of Clinical Learning Challenges among Moroccan Undergraduate Nursing Students

Background Clinical learning is an essential component of nursing education. It strongly contributes to the acquisition of students’ clinical skills and enables them to link theory to practice. However, clinical learning is considered a challenging experience for undergraduate nursing students. Objective The study aimed to provide an in-depth understanding of the challenges experienced by undergraduate nursing students during their training in different clinical settings. Methods This study utilized a phenomenological qualitative design with data collected through semi-structured interviews. Thirty-four nursing students from the second and third years were interviewed between March and July 2023. The qualitative data were analyzed using thematic analysis following Braun and Clarke's six-step model. Results and Discussion The findings of the study revealed that all participants had experienced several challenges during their clinical learning, which had a negative impact on their skill development. As a result, four main themes emerged regarding the challenges associated with clinical learning, including the theory-practice gap, the unsupportive clinical environment, the lack of supervision and support, and the inappropriate scheduling of internships. Ultimately, all participants recognized the need for changes to be made to enhance learning in clinical settings. Conclusion The present study has concluded that Moroccan nursing students face numerous challenges when learning in clinical settings. This study contributes to the existing literature by providing guidelines for Moroccan nursing educators to effectively guide and support their students in clinical areas. Therefore, based on the findings of this study, further discussions regarding potential changes and future research can be conducted.