Acquisition Of Theoretical Knowledge Research Articles

Analysis of the efficiency of theoretical knowledge and practical skills acquisition by intern doctors using the “Body Interact” virtual patient simulator in the conditions of today’s challenges

The aim of the work is to evaluate the efficiency of theoretical knowledge and practical skills acquisition by intern doctors using the body interact virtual patient simulator in distance (offline) and traditional (online) form of education. Materials and methods. The study involved 22 interns in the second year of study of the specialty “Internal Diseases”. 17 of them studied in offline format, 5 – in distance (online) format. The efficiency of theoretical knowledge acquisition was evaluated based on the results of the Integrated License exam “KROK 3. General Medical Training”. The efficiency of practical skills acquisition was determined by passing scenarios of providing medical care using the virtual patient simulator “Body Interact”. Results. It has been established that the effectiveness of traditional (offline) and distance (online) learning is comparable in terms of theoretical knowledge acquisition which is evidenced by the comparative results of passing the Integrated License exam “KROK 3. General Medical Training”. The results of passing the state license integrated exam “KROK 3. General medical training” and the virtual patient “Body Interact” had no correlation, which indicates the insufficient representativeness of the test assessment regarding the practical skills acquisition. Traditional (offline) learning is more effective in practical skills acquisition, which is confirmed by the better results of passing scenarios of providing medical care using the virtual patient program “Body Interact” in the group of traditional form of education compared to the group of online learning. Conclusions. Utilizing virtual patient simulation technology such as “Body Interact” in the training of intern doctors not only enhances the acquisition of theoretical educational material but also offers an opportunity to practice practical skills. This is particularly valuable in light of resource constraints resulting from COVID-19 and martial law. Implementing the “Body Interact” virtual patient technology into daily educational practices, especially in the context of distance learning, is advisable.

Analysis of the efficiency of theoretical knowledge and practical skills acquisition by intern doctors using the “Body Interact” virtual patient simulator in the conditions of today’s challenges

The aim of the work is to evaluate the efficiency of theoretical knowledge and practical skills acquisition by intern doctors using the body interact virtual patient simulator in distance (offline) and traditional (online) form of education. Materials and methods. The study involved 22 interns in the second year of study of the specialty “Internal Diseases”. 17 of them studied in offline format, 5 – in distance (online) format. The efficiency of theoretical knowledge acquisition was evaluated based on the results of the Integrated License exam “KROK 3. General Medical Training”. The efficiency of practical skills acquisition was determined by passing scenarios of providing medical care using the virtual patient simulator “Body Interact”. Results. It has been established that the effectiveness of traditional (offline) and distance (online) learning is comparable in terms of theoretical knowledge acquisition which is evidenced by the comparative results of passing the Integrated License exam “KROK 3. General Medical Training”. The results of passing the state license integrated exam “KROK 3. General medical training” and the virtual patient “Body Interact” had no correlation, which indicates the insufficient representativeness of the test assessment regarding the practical skills acquisition. Traditional (offline) learning is more effective in practical skills acquisition, which is confirmed by the better results of passing scenarios of providing medical care using the virtual patient program “Body Interact” in the group of traditional form of education compared to the group of online learning. Conclusions. Utilizing virtual patient simulation technology such as “Body Interact” in the training of intern doctors not only enhances the acquisition of theoretical educational material but also offers an opportunity to practice practical skills. This is particularly valuable in light of resource constraints resulting from COVID-19 and martial law. Implementing the “Body Interact” virtual patient technology into daily educational practices, especially in the context of distance learning, is advisable.

Enhancing clinical skills in pediatric trainees: a comparative study of ChatGPT-assisted and traditional teaching methods

BackgroundAs artificial intelligence (AI) increasingly integrates into medical education, its specific impact on the development of clinical skills among pediatric trainees needs detailed investigation. Pediatric training presents unique challenges which AI tools like ChatGPT may be well-suited to address.ObjectiveThis study evaluates the effectiveness of ChatGPT-assisted instruction versus traditional teaching methods on pediatric trainees’ clinical skills performance.MethodsA cohort of pediatric trainees (n = 77) was randomly assigned to two groups; one underwent ChatGPT-assisted training, while the other received conventional instruction over a period of two weeks. Performance was assessed using theoretical knowledge exams and Mini-Clinical Evaluation Exercises (Mini-CEX), with particular attention to professional conduct, clinical judgment, patient communication, and overall clinical skills. Trainees’ acceptance and satisfaction with the AI-assisted method were evaluated through a structured survey.ResultsBoth groups performed similarly in theoretical exams, indicating no significant difference (p > 0.05). However, the ChatGPT-assisted group showed a statistically significant improvement in Mini-CEX scores (p < 0.05), particularly in patient communication and clinical judgment. The AI-teaching approach received positive feedback from the majority of trainees, highlighting the perceived benefits in interactive learning and skill acquisition.ConclusionChatGPT-assisted instruction did not affect theoretical knowledge acquisition but did enhance practical clinical skills among pediatric trainees. The positive reception of the AI-based method suggests that it has the potential to complement and augment traditional training approaches in pediatric education. These promising results warrant further exploration into the broader applications of AI in medical education scenarios.

Audio podcast and procedural video use in anaesthesiology and intensive care: A nationwide survey of Swedish anaesthetists.

Digital modalities which enable asynchronous learning, such as audio podcasts and videos demonstrating procedures, may benefit acquisition and retention of knowledge and clinical skills. The main objective of this nationwide cross-sectional survey study was to evaluate key aspects and factors related to usage of audio podcasts and procedural videos in anaesthesiology and intensive care. A 20-item multiple-choice-question online survey was created through a consensus process including pilot testing among residents and consultants. Data were collected over a 3-month period, September-November 2023. The survey was completed by 466 anaesthetists. More than a third reported using procedural videos ≥1 time per week, whereas fewer than one in four participants used audio podcasts at least once per week. Multivariable logistic regression analysis showed that working at a university hospital, male sex, and younger age were independently associated with podcast use ≥1 time per week, with the highest odds ratio (OR) for younger age (<40 years vs. ≥40 years old; OR 5.86 (95% confidence interval 3.55-9.67), p < .001). Younger age was also significantly associated with higher frequency of video use (OR 1.71 (1.13-2.58), p = .011), while working predominantly in intensive care was associated with a lower frequency of video use. Podcasts were often used during commuting (42.3%), household work (30.7%), and exercise (24.9%), indicating a role in multi-tasking. Approximately half of respondents expressed that audio podcast-based learning has a moderate to very large positive impact on acquisition of theoretical knowledge, as well as practical skills. A vast majority, 85.2%, reported that procedural videos have a moderate to very large impact on development of clinical skills. Audio podcasts and procedural videos are appreciated tools with potential to supplement more traditional didactic techniques in anaesthesiology and intensive care. Procedural video use is common, with perceived large effects on development of clinical skills. Further data are needed to fully understand learning outcomes, quality of peer-review processes, and potential sex-differences.

Difficulties of Spanish Primary Health Care nurses to assist emergencies: A cross-sectional study

BackgroundThe competence of a Primary Health Care nurse to handle emergency situations depends largely on prior acquisition of theoretical knowledge to make appropriate decisions, combined with the corresponding practical skills to carry out swift and effective interventions. MethodsCross-sectional study conducted in through a survey auto-administered to a simple random sample of 269 nurses (n) with replacement of Asturias, Spain from the total nursing staff of 730 members (N) in Asturias. ResultsIn rural areas, the most frequently mentioned reasons were the lack of practical skills (18.9%) and the absence of adequate material (14.4 %). In the semi-urban area, the most common reasons were the lack of practical skills (13.2 %) and the lack of theoretical knowledge (10.3 %). Finally, in the urban area, the main reasons were the lack of practical skills (14.4 %) and the absence of adequate material (7.2 %). The differences were significant (p = 0.025). ConclusionsDespite the requirement that they acquire the necessary theoretical and practical skills, not all PHC nurses perceive themselves to be sufficiently prepared. The degree of self-perceived acquisition of this knowledge and skills, which is so important and necessary, is heterogeneous, with clear differences according to the respective field of work.

ANALYSIS OF SCHOOL CURRICULA IN TERMS OF REFLECTION ON THE DEVELOPMENT OF SELF-CARE SKILLS TO MENTALLY RETARDED SCHOOL CHILDREN

A focus on self-care skills fosters an environment where all children, regardless of ability, can participate and contribute to the classroom community. The formation and development of self-care skills for children with mental retardation during school years is an important and integral part of the overall system of preparing them for study in inclusive settings, independent life and work to the possible extent.&#x0D; At the same time, literature data, work experience of teachers and special educators working in inclusive schools, as well as our observations show that for children with mental retardation, especially in the lower grades, the acquisition of theoretical knowledge and practical skills and self-care skills in various types of daily activities (game, educational, work, etc.) presents significant difficulties. The possession of these skills is important for these children not only during school but also after graduation.&#x0D; The significance of the problem under study also increases because today in Armenia the shift to inclusive education is a reality and children with various needs study together. This requires children's independence, sufficient social behavior skills, spatial orientation skills, high-quality performance and many other self-care skills in a wide variety of areas of activity. The level of development of these skills largely determines the success of inclusion and adaptation of these children among their classmates.&#x0D; Considering the above mentioned, it becomes important to study and analyze school curricula for various disciplines in grades I-IV in terms of how they reflect issues of education and the development of self-care skills for children with mild and moderate mental retardation. This will help to clarify the positive and negative aspects of these programs, the degree of their direct or indirect connection with the issues of developing self-service skills in these children, and to develop appropriate proposals for their improvement.

Value of a blended learning supervision course at the advanced level: Supervisors’ experiences

Aim: To explore what experiences specialist nurses and midwives have with a blended learning course (digital course component one and physical course component two) to develop their supervisory competence. Methods: A qualitative descriptive design with two focus group interviews (n=9) and written reflections from participants (n=70) from five courses conducted in 2021 and 2022. Findings: Thematic analysis revealed two main themes: 1) The value of blended learning in a clinical supervision course and 2) Areas for improvement. Participants experienced a profound learning outcome through the acquisition of theoretical knowledge digitally during part one of the course, followed by in-person engagement in simulation-based learning activities in part two. Specifically, the participants gained a heightened awareness of the complexity of supervision and increased confidence in using communication tools through simulation. The challenges faced in the digital part of the course highlighted the need for technical improvements, emphasizing the importance of improving flexibility and development of an application for easy access to learning resources. Conclusion: The findings indicate that the blended learning approach enhanced supervision competence. The online component facilitated a more profound learning experience in the in-person simulation-based course. Recommendations for improvement centered on simplifying content and introducing greater flexibility and accessibility in the digital part of the course.

Combining lecture-based and team-based learning to improve clinical immunology practice effects in the laboratory department of a teaching hospital in China

Objectives: In order to cope with the severe situation of the current COVID-19 epidemic and to provide better quality medical staffs for the Chinese medical system, as well as to promote the continuous development of clinical laboratory medicine towards standardization, normalization and technical automation. The application value of the lecture-based learning (LBL) and team-based learning (TBL) dual-track mode for internship in the clinical immunology subgroup of the laboratory department was evaluated in conjunction with the current undergraduate education mode of clinical laboratory technology in China, to provide a more efficient method for enhancing the comprehensive ability of interns in the laboratory department. Methods: A total of 61 laboratory interns from the grade 2017 of Southwest Medical University in China were collected and randomly divided into two groups: A and B. The group A adopted the traditional LBL teaching mode, and group B used the LBL-TBL dual-track teaching mode. The students' comprehensive abilities such as theoretical knowledge and experimental skills under the teaching models were compared. And finally the teaching effect was evaluated by theoretical assessment and questionnaire. Results: The satisfaction rate of group B was remarkably higher than that of group A in terms of analyzing skills, problems-solving ability and clinical operation (P &lt; 0.05). There was no significant difference between the two groups involving in theoretical achievement levels (P &gt; 0.05), but group B had a greater satisfaction rate than group A for enhancing theoretical knowledge acquisition. Conclusions: The LBL-TBL dual-track teaching mode plays a positive role for the internship in the laboratory department, which helps to improve the independent learning capability, analyzing skills and problems-solving ability. The LBL-TBL dual-track teaching method is worth further promotion in clinical immunology practice of the laboratory department.

An Exploratory Study of Students’ Perceptions on the Use of Animals in Medical and Veterinary Medical Undergraduate Education

Animals are frequently utilized as a teaching-learning tool in multiple educational settings. It is, therefore, important to understand what students think about this topic, in particular medical and veterinary students as “life caregivers” and competent people for a dynamic and responsible social intervention. In this context, this research aims to characterize and disseminate a set of issues related to animal welfare/wellbeing in higher education in the North of Portugal, particularly as regards the teaching of students of the Integrated Master in Medicine (MIM) and Veterinary Medicine (MIMV). After ethical approval, a survey was delivered on paper to 180 undergraduate MIM (n = 100) and MIMV (n = 80) students. After collecting 139 questionnaires partially or fully completed, with varying response rates for each question, it was concluded that most of the students consider that animal experimentation is ethically acceptable when the benefits balance the harms and assuming that refinement of animal procedures is warranted; they also agree to the establishment, maintenance and performance of animal procedures solely for educational purposes as a way of ensuring optimal acquisition of theoretical knowledge, attitudes and behaviors and technical skills. Nevertheless, it is the responsibility of teachers to explore and implement pedagogical methodologies thar are equally effective but more humane and compassionate towards sentient living beings.

Combined Teaching Strategies as an Attitude Changing Tool Towards Inclusive Education

This study examined the change in the attitudes of 70 Israeli Arab pre-service teachers for special education and their professional development resulting from combining three teaching methods (personal diaries, case studies and theoretical models) in a one-semester course. This mixed-methods study included close-ended questionnaires, open-ended questions and personal diaries. Data analyses indicated that the combination of these teaching methods significantly contributed to positive change in pre-service teachers’ attitudes towards students with special needs. It was found that keeping a diary served as a channelling factor for positive cognitive changes, emotional experiences and physical sensations, which pre-service teachers experienced throughout the course. In addition, the case study analysis contributed to acquisition of theoretical knowledge and understanding, and the development of critical thinking.

Adquisición de competencias en ECV en el grado en Medicina: percepción de médicos residentes de cardiología

Introduction and objectivesUniversity education during the degree in Medicine must ensure the acquisition of essential knowledge and skills necessary for the performance of the medical profession. The objective of this study was to analyze the perception of Cardiology resident doctors in Spain regarding the acquisition of competencies in cardiovascular pathology during their university training, and its usefulness in daily clinical practice. MethodsA telematic questionnaire was developed targeting 814 cardiology residents in Spain between January and February 2023. The acquisition of competencies during the medicine degree and the implementation of teaching innovations in the subject of cardiovascular diseases were evaluated. ResultsThe survey was completed by 69 (8.5%) cardiology residents (mean age of 29, 43% women). The competencies that a larger number of respondents considered acquired during their university training were knowledge of cardiovascular risk factors (91.2%), while the interpretation of major diagnostic tests was considered acquired by a smaller number of respondents (27.9%). The majority of participants stated that university training was only useful for passing the subject. The most commonly implemented teaching innovations were clinical practices (96.2%), and their implementation received positive evaluations from the majority of participants. ConclusionsCardiology residents participating in the survey reflected that university education in cardiovascular pathology in Spain primarily emphasizes the acquisition of theoretical knowledge. However, the inclusion of teaching innovations could facilitate the development of practical competencies and skills, which are crucial in the foundational training of a physician.

Assessing the training effect of knee arthroscopy cognitive-task surgical simulations on the theoretical and technical knowledge acquisition in novices

Background The COVID-19 pandemic had drastic consequences on medical education, especially in surgical exposure and procedural learning. Cognitive task analysis (CTA) simulators, including Touch Surgery, are gaining prominence as a learning tool for surgical training in a low-risk environment virtually. The study objective was to investigate the training effect of Touch Surgery’s knee arthroscopy module in both theoretical and technical knowledge acquisition for novices, and qualitative feedback on CTA simulators for surgical education. Methods Thirteen medical students were recruited in an Institutional Review Board-approved study to complete the knee arthroscopy simulation module on Touch Surgery, a clinically validated, cognitive task mobile-app based surgical simulator. Participants were given an expert-validated questionnaire evaluating surgical theory and technique on knee arthroscopy before and after at least three consecutive attempts on the module, along with qualitative questions assessing attitudes towards using the platform. A 2-tailed paired Student t-test was used to assess for statistically significant changes between pre- and post-study scores, with p-value &lt; 0.05 considered significant. Results Mean scores for pre- and post-simulator use demonstrated statistically significant improvements for technical and overall knowledge acquisition (p &lt; 0.05). Improvement in theoretical knowledge acquisition was also observed, but the difference was not statistically significant (p = 0.052). Participants generally found the app “easy to use”, “fun to use” and “more interactive compared to other study material”. Conclusion CTA simulators provide an effective means of technical knowledge acquisition for novices such as medical students, and serve as an engaging and useful training adjunct for surgical education.

Undergraduate research implementation in physiotherapy: a hands-on and real experience of a randomised controlled trial

BackgroundEvidence-based practice (EBP) is the gold standard approach in physiotherapy, and it is essential that students are aware that it is the appropriate way to provide the patient with the best possible treatment. Undergraduate research (UR) can positively influence learning outcomes and research competencies related to EBP compared to traditional methods of higher education. The aim of this study was to evaluate the effect of implementing a research-based activity (i.e., active participation in a randomised controlled trial [RCT]) in the UR programme on the learning and acquisition of research methodology-related competencies by first-year physiotherapy students.MethodsStudents in the first academic year of the Bachelor´s Degree in Physiotherapy of University of Deusto (Donostia-San Sebastian, Spain) who were enrolled in the subject ‘Introduction to Research Methodology’ were invited to take part in a real RCT which consisted of three groups: intervention, placebo, and control group. While the RCT was carried out, researchers and/or participants roles were combined among students during the semester. At the end, a questionnaire that included open and closed questions was used to evaluate the effectiveness of the UR strategies used in students´ acquisition of theoretical knowledge, research competencies, self-efficacy of RCT skills and procedures. Lecturers also completed the questionnaire to evaluate their experience.ResultsFrom the 114 students enrolled in the subject, 102 participated in the RCT and 110 answered the final questionnaire. Regarding the development of research competencies, UR had a positive or very positive impact on critical thinking (67% and 18%, respectively) and in the assessment of methodological quality (66% and 23%, respectively). Furthermore, most students reported that the implementation of the RCT facilitated their knowledge of placebo, detection of bias, development of critical thinking and a better understanding of methodological issues in research. Lecturers reported an additional burden that was difficult to reconcile with daily duties.ConclusionThe novel UR program provided students with a new opportunity to improve their knowledge of RCT procedures, thus making the learning process more meaningful. Therefore, ways of teaching and learning focused on improving research and inquiry attitudes should be considered and integrated into the health care curriculum, especially in physiotherapy programs, to ensure the transfer of EBP for the provision of the best care.Trial registrationAustralian New Zealand Clinical Registry: ACTRN12622000263796p (14/02/2022).

CRUCIAL ROLE OF HIGHER EDUCATION TEACHERS IN DEVELOPING PROFESSIONAL CONSCIOUSNESS OF FUTURE DOCTORS

Defining the role of the teacher in ensuring the quality of professional training of students of higher education is important in any field, and especially in medicine. First of all, the teacher of a higher medical school carries an important mission the formation of a new generation of doctors responsible for the preservation of a healthy society and nation, because in modern realities and socio-economic conditions, health is the most important thing. To achieve the goal, literature and publications on similar topics were analyzed. A teacher, who clearly understands his mission, personal responsibility for the knowledge and skills of the student, continuously strives to improve his professional and personal level, will be able to achieve high pedagogical goals. The formation of a future specialist is closely related to his acquisition of theoretical knowledge and practical skills, which are instilled in him by teachers. In our opinion, the choice of a future profession and the level of education largely depend on the teacher's authority, his teaching style, the ability to arouse interest in his subject, and the ability to constantly maintain interest. That is, the teacher must possess the following qualities: dominant (humanity, intelligence, honesty, dignity) and peripheral (friendliness, wisdom, sense of humour). The main features of the pedagogical process are the cooperation of the teacher and students, aimed at achieving a single goal and the inseparability of the processes of learning and education. According to Article 41 of the Law of Ukraine "On Higher Education", the educational process in higher educational institutions is a system of organizational and didactic measures aimed at mastering the appropriate educational-professional (educational-scientific) program and ensuring patriotic, moral, spiritual, aesthetic and physical development of a person. There is no doubt that the higher school should create all the conditions for the training of future specialists, which would provide an opportunity for the formation and formation of their professional consciousness.

Геріатрична складова надання паліативної допомоги та стан медико-соціальної допомоги людям літнього віку, тимчасово переміщеним з окупованих територій

The paper presents the state of provision and needs for medical and social care and psychological support to elderly people temporarily displaced from the conflict zone in the East of the country. A survey of 300 elderly people, medical and social specialists and statistical processing of these data was conducted. It is shown that the socio-psychological characteristics of temporarily displaced elderly people, the peculiarities of their social adaptation, insufficient funding and low level of medical and social care cause inadequate living conditions and require the establishment of a system of care and training of care staff. Curricula for training of medical, social specialists and volunteers on acquisition of theoretical knowledge and practical skills on care of elderly people are developed and implemented. No conflict of interests was declared by the authors.

ИСПОЛЬЗОВАНИЕ КОМПЬЮТЕРНЫХ ОБРАЗОВАТЕЛЬНЫХ ИГР В ВЫСШЕМ ЮРИДИЧЕСКОМ ОБРАЗОВАНИИ (ОПЫТ ОДНОГО ЭКСПЕРИМЕНТА)

The article analyzes the cognitive effect of the use of computer educational games in the future lawyers training at university. The relevance of studying this issue is due to the search for modern higher education of optimal educational practices that allow one to achieve the goals it faces. The authors of the article put forward a hypothesis that computer educational games have a significant cognitive effect. The article describes an experiment aimed at establishing the cognitive result of using a game in the educational process when conducting classes with students of the Faculty of Law from the subjective (students’ opinion) and objective (teachers’ opinion) points of view. For this purpose, in their own pedagogical practice, the authors use the computer educational game “Criminal Case” developed by them, designed to train lawyers’ professional competencies of an investigator. The authors conduct a study in which, using the methods of pedagogical observation, interviewing, questioning, as well as the method of expert assessments, they evaluate the ability of a computer educational game, using the example of the game “Criminal Case”, to train a student the professional competencies of an investigator. The results obtained during the experiment confirmed a high cognitive effect of the use of computer educational games in teaching lawyers, both in the opinion of students, who indicated that they acquired new knowledge, systematization of existing knowledge after training through the game, and in the opinion of teachers, based on objective data from the results of testing students to determine their level of knowledge. As a result, the authors formulate the conclusion that computer educational games have many positive qualities that affect both the acquisition of theoretical knowledge and practical skills, and therefore they can successfully supplement traditional forms of education. The results of the study can be used to study this issue further.

At the limits of digital education. The importance of practical education for clinical competencies learning in the field of emergency medicine: A controlled non-randomized interventional study

IntroductionA high-quality education of future physicians is essential. Modern approaches interlock the acquisition of theoretical knowledge and practical skills in a spiral curriculum, leading to a mutual learning benefit for knowledge and application. This model was challenged by the elimination of hands-on trainings during the pandemic, which were often replaced by purely digital teaching models. Given the holistic nature of the spiral curriculum, we assumed that a purely digital model would have an impact on knowledge acquisition due to missing hands-on learning opportunities. The aim of the study was to investigate, using an emergency seminar as an example, whether purely digital training leads to a difference in theoretical knowledge compared to the traditional model.Materials and methodsStudy design: We used a two-groups design comparing a sample of medical students taught in 2020 with a purely digital teaching format (DF; n = 152) with a historical control group taught with a traditional format (TF; n = 1060). Subject of investigation was a seminar on emergency medicine, taking place in the 4th year. Outcome parameters: The primary outcome parameter was the students' acquired knowledge, measured by the score achieved in the final exams. Students' evaluation of the seminar was used as a secondary outcome parameter.ResultsStudents in the DF group scored significantly lower than students in the TF group in the final exams. Students in the DF group rated the course significantly worse than students in the TF group.DiscussionThe study results illustrate that purely digital education leads to inferior knowledge acquisition compared to the traditional spiral curriculum. A possible explanation may lie in a deeper processing of the information (e.g., understanding the information by experience and analysis) and accordingly a better memory recall. Moreover, the students' critical appraisal of the DF may have had an unfavorable effect on learning performance. Moderating factors may be lower learning motivation or the “zoom fatigue” effect.ConclusionThese study results clearly illustrate the importance of hands-on teaching for knowledge acquisition. The interlocking of theoretical knowledge and practical skills, as ensured by the spiral curriculum, is essential.

Integration of medically-exempt students in the physical education class by implementing a quiz application created according to the school curriculum

Abstract Background: Considering the increasing number of students that are medically exempt from physical education classes, it is imperative to find solutions that are centered on their needs. Purpose: To design a quiz app that can solve the problem of assessing exempt students and help their active and conscious integration and participation in the physical education class. Materials and method: Before designing and writing the application, a preliminary study was carried out based on a questionnaire distributed on the Google Forms platform to 84 secondary school teachers of physical education in the counties of Galati, Braila, Buzau and Tulcea. The questions were structured in order to provide us data about the actual working time in the lesson of a medically exempt pupil, his/her involvement or non-involvement in the subject, the distribution of working time on class segments, the provisions of the education law in relation to the exemption from effort, etc. Our contribution to this research consists of a quiz-type application, unique at the national level, which can be successfully implemented in the physical education class for medically-exempt students. During the construction of the application, the content of the current school curriculum for grades V-VIII was included in 160 questions for each content area, with multiple-choice answers and images processed according to the content in the curriculum. The application can be accessed by the exempt student regardless of his/her diagnosis, depending on the grade level, subject taught and topic of interest. The app provides an evaluation after accessing the session and contains a folder for information purposes only. Results: the questionnaire offered relevant data on the issue of integrating the medically-exempt student in the physical education class, showing that: the medically-exempt student participates in the category between 0 and 5 minutes (50% of teachers) and between 5 and 10 minutes (38% of teachers); the medically-exempt student participates only in the first segment (44% of teachers) - 22% answered that in the first and last segments of the lesson, which means that, if we approximate the time allocated to the two components, the student does not exceed 5-8 minutes of active participation; 56% of the teachers interviewed state that students do not participate actively and consciously in the physical education class, and 94% consider that other methods of stimulating interest are needed for those who are exempt; 48% of the teachers confirm that students may have temporary exemptions, which reinforces the idea that we must find solutions so that during the period of medical exemption, the student be at least interested in acquiring the theoretical knowledge that will fundamentally help him/her when s/he becomes fit for making effort. Conclusion: The implementation of the quiz application among students exempted from the physical effort in the physical education class stimulates the students’ interest in accessing the program content, makes them participate actively and consciously. Thanks to the facilities of the application through the possibility of self-assessment in real-time, and ensures the acquisition of theoretical knowledge through the possibility of evaluation on work sessions in real-time. Keywords: medically-exempt students; integration; assessment; curriculum; quiz application;

INTERCULTURAL COMMUNICATIVE COMPETENCE DEVELOPMENT IN JOURNALISM STUDENTS

The paper is focused on the intercultural communicative competence as an integral part of vocational training of journalism students. The aim of the paper is: 1) to define the intercultural communicative competence dimensions; 2) to outline the ways of development of intercultural communicative competence of journalism students; 3) to find out the attitudes of journalism students to intercultural communicative competence development; 4) to assess the levels of journalism students’ intercultural communicative competence and develop recommendations for its development. A mixed research design was employed which involved 14 ESP teachers and 26 bachelor students of Ivan Franko National University of Lviv during the autumn trimester of 2021. The study shows that the students are fully aware of the necessity to develop intercultural communicative competence. Based on the survey of the ESP teachers, we outlined the dimensions of journalism students’ intercultural communicative competence development and suggested the ways of building intercultural communicative competence in journalism students. The levels of assessment of intercultural communicative competence of journalism students were outlined and defined. The final results indicate that journalism students whose study was more practice than theory oriented (group 1) showed better learning outcomes than those who were mostly focused on the acquisition of theoretical knowledge (group 2). Methodical guidelines for ESP teachers were developed.

Using "Diraya" System as a Complementary Tool in Nursing Process Education: A Controlled Clinical Study.

Background: Healthcare has been revolutionized by the application of information and communication technologies. The implementation of electronic health record systems improves the quality and safety of patient healthcare. Nursing students who start learning the nursing process without contact with real patients experience difficulties in its correct application. Purpose: To compare the acquisition of skills and competencies in the nursing process by undergraduate nursing students between conventional learning with books and learning with an academic electronic health record system (Diraya). Methods: A controlled experimental study was conducted and included 379 students with a mean age of 20.54 ± 5.09 years, enrolled in the “Nursing Process and Basic Care” degree course at the School of Health Sciences in Granada. All participants gave their informed consent and were allocated by convenience sampling to a control group (n = 187; 21.20 ± 5.77 years) or an experimental group (n = 192, 19.91 ± 4.24 years). Findings: The experimental and control groups did not differ in sex distribution (p = 0.20), mean age (p = 0.01), or previous knowledge of the nursing process (p = 0.96). The groups did not significantly differ in multi-choice test results on the acquisition of theoretical knowledge (p = 0.13). However, the experimental group scored higher on clinical case planning (9.47 ± 0.80 vs. 8.95 ± 1.17; p < 0.001), took less time to complete it (46.9 ± 8.76 min vs. 82.66 ± 13.14 min; p < 0.001), and needed fewer autonomous learning hours to prepare for the final examination (2.26 ± 2.41 vs. 9.58 ± 3.83; p < 0.001). Satisfaction with the program and the rating of its quality were generally higher in the experimental group, while greater difficulty with most phases of the nursing process was reported by the control group. Conclusions: The academic electronic health record system “Diraya” is a useful tool to improve the learning and implementation of the nursing process by undergraduate nursing students.