Classroom Training Research Articles

The Construction of English Smart Classroom and the Innovation of Teaching Mode under the Background of Internet of Things Multimedia Communication

There are some problems in English smart classroom, such as slow response speed of related platforms and room for improvement of teaching effect. Therefore, it is necessary to construct English smart classroom and innovate teaching mode under the background of Internet of Things (IoT) multimedia communication. The teaching objectives are divided into classroom teaching objectives, curriculum objectives, and education and training objectives, so as to design the technical support for English smart classroom, that is, to build a smart classroom integrating cloud application platform (including students’ learning cloud and teachers’ teaching cloud), teaching platform, resource platform, learning space, and interactive classroom by using Internet of Things multimedia communication technology, and build an innovative teaching mode of English wisdom classroom. The fuzzy hierarchical evaluation model is used to design the fuzzy hierarchical evaluation algorithm. Through the fuzzy hierarchical evaluation algorithm, the teaching effect of smart classroom is evaluated, and the final evaluation result is obtained. The results show that the average platform login time of the proposed method is always below 0.3 s, the average score of the summative evaluation is high, the evaluation time is always below 0.4 s, the average communication delay is 0.54 s, and the user satisfaction is always above 9.2. The practical application effect is better.

81 VIRTUAL: Virtual Interactive Surgical Skills Classroom – An Ongoing Randomized Controlled Trial

Abstract Introduction High costs and inaccessibility are significant barriers to face-to-face basic surgical skills (BSS) training. Virtual classrooms enable the combination of computer-based learning with interactive expert instruction. They may optimise resources and increase accessibility, facilitating larger-scale training with a similar educational benefit. We aim to evaluate the efficacy of virtual BSS classroom training compared to both non-interactive video and face-to-face teaching. Method 72 medical students will be randomly assigned to three equal intervention groups based on year group and surgical skill confidence. Interventions will be implemented following an instructional video. Group A will practice independently, Group B will receive face-to-face training, and Group C will attend a virtual classroom. Participants will be recorded placing three interrupted sutures with hand tied knots pre- and post-intervention, and Objective Structured Assessment of Technical Skills (OSATS) will be blind marked by two experts. Change in confidence, time to completion and a granular performance score will also be measured. Each intervention’s feasibility and accessibility will be assessed. Results Data collection will be completed in January 2021. Significant improvement in OSATS within groups will be indicative of intervention quality. Difference in improvement between groups will determine the relative performance of the interventions. Conclusions To our knowledge, this will be the largest randomised control trial investigating virtual BSS classroom training. It will serve as a comprehensive appraisal of the virtual classroom’s suitability as an alternative to face-to-face training. The findings will assist the development and implementation of further resource-efficient training programs during the COVID-19 pandemic and in the future.

1420 ViRtual prOficiency Based prOgression for Robotic Training (VROBOT): A Prospective Cohort Study Protocol

Abstract Introduction Robotic surgery is an evolving field that requires specialist training. Historically, robotic surgery training has lacked standardisation. Recently, training centres have introduced proficiency-based modules and curriculums to certify and progress the skills of novice robotic surgeons. However, training tends to be self-directed and non-interactive. Limited interactive teaching does exist but can be inaccessible and expensive. We aim to validate the effectiveness of the current Fundamentals of Robotic Surgery (FRS) training curriculum with the addition of interactive virtual classroom teaching. Method 16 novice surgical trainees will be assigned to two training groups. The interventions will be implemented following a one-week robotic skills induction. Both groups will receive access to the FRS curriculum for one week. The intervention group will additionally receive virtual classroom robotic skills training. The primary outcome will be the objective performance scores after training using a synthetic model based on task errors, time taken and contact pressure. In week 3, each group will receive the alternate intervention and objective performance scores will be measured to determine the trajectory of scores. Results Significant objective performance improvement following the intervention will be indicative of intervention quality. Conclusions This will be the first feasibility study evaluating the efficacy of interactive virtual robotic surgery training. It will determine the effect size of virtual classroom training on the development of basic robotic surgical skills in addition to the proficiency-based FRS curriculum. The findings will assist the development and implementation of further resource-efficient virtual robotic surgical skills training programs.

Community-based Psychosocial Intervention for Persons with Severe Mental Illness in Rural Kerala

Background: High-quality mental health care is scarce in rural India. The Mental Health Action Trust a Nongovernmental Organization based in Kozhikode, South India, has been providing free mental health services to the economically disadvantaged people in the surrounding districts. Comprehensive multidisciplinary care is provided through existing health-care clinics through training of lay mental health workers (LMHW). The current paper evaluates the classroom training methods employed to educate the LMHW. Materials and Methods: The training module designed after coordination and need assessment was delivered through classroom training sessions by trained trainers over 2 months weekly 6 h and completed by 13 volunteer LMHW (5 males and 8 females and who were in the age range of 22–56 years) could complete all the modules of training. The evaluation of training was done quantitatively and qualitatively. Results: The LMHW's knowledge, attitudes, perceived interpersonal skills, and confidence levels demonstrated a noticeable change following the classroom training program. Conclusion: It is feasible to train LMHWs to deliver psychosocial interventions for people with severe mental disorders and their families in rural India. In addition to classroom training, case-based training and proper ongoing supervision are required to improve their skills, attitudes, and knowledge.

PROBLEMATIKA PEMBELAJARAN JARAK JAUH MATA PELAJARAN FIQIH DI SMA MUHAMMADIYAH 1 SURAKARTA

The COVID-19 pandemic has resulted in unusual changes, especially in the world of education, which initially used the face-to-face method when the learning process was changed to distance learning (PJJ). Distance learning is learning that is limited by space and time between teachers and students. So it takes a communication tool to connect the two. When distance learning (PJJ) takes place, there are many problems faced by students and teachers, especially in fiqh lessons, so efforts / solutions are needed to deal with these problems. This study aims to describe the process of implementing distance learning, the problems faced by teachers, and the teacher's efforts to overcome the problems of distance learning in the class X Fiqh subject at SMA Muhammadiyah 1 Surakarta. This research is a type of qualitative research, so that in conducting data analysis using qualitative descriptive analysis methods. As for the data collection using interviews, documentation, and observation. The results of this study showed that 1) The process of implementing learning at SMA Muhammadiyah 1 Surakarta was carried out by Distance Learning (PJJ) before starting learning the teacher did planning, namely preparing lesson plans, smartphones, books and other media that would be used. In the implementation process, the teacher delivers material or assigns assignments via Google Classroom or Zoom. And finally, the teacher evaluation process gave a post-test via google form which was sent via google classroom. 2) The problems of distance learning in class X fiqh subjects at SMA Muhammadiyah 1 Surakarta Academic Year 2020/2021 are the teacher's lack of mastery of technology, not all students have smartphones, poor internet network, expensive quota fees, difficulty assessing student learning outcomes, students have difficulty understanding the material, learning motivation decreases and teachers find it difficult to control students during distance learning. 3) The teacher's efforts to overcome the problems of Distance Learning at SMA Muhammadiyah 1 Surakarta are holding google classroom training, students contact the teacher if they miss material, the teacher gives more time in collecting assignments, providing monthly subsidies and getting a free quota from the government, students can contact the teacher if there is material that they do not understand, and the teacher can establish communication with good parents to find out the child's development.

An Analysis of Personalized Learning Opportunities in 3D VR

Due to its constantly developing technological background, VR and AR technology has been gaining increasing popularity not just in industry or business but in education as well. Research in the field of Cognitive Infocommunications (CogInfoCom) shows that using existing digital technologies, online collaboration and cooperation technologies in 3D VR supports cognitive processes, including the finding, processing, memorization and recalling of information. 3D VR environments are also capable of providing users with a much higher level of comprehension when it comes to sharing and interpreting digital workflows. The paper presents a study carried out with the participation of 90 students. The aim of this study is to investigate how the application of 3D VR platforms as personalized educational environments can also increase VR learning efficiency. Besides considering participants’ test performance, metrics such as results on visual, auditory and reading-based learning tests for information acquisition, as well as responses on Kolb’s learning styles questionnaires are taken into consideration. The participants’ learning styles, information acquisition habits were also observed, allowing us to create and offer a variety of learning pathways based on a variety of content types in the 3D VR environment. The students within the study were divided into two groups: a test group receiving personalized training in the MaxWhere 3D VR classroom, and a control group that studied in a general MaxWhere 3D VR space. This research applies both quantitative and qualitative methods to report findings. The goal was to create adaptive learning environments capable of deriving models of learners and providing personalized learning experiences. We studied the correlation between effectiveness of the tasks and Kolb’s learning styles. The study shows the major importance of choosing the optimal task type regarding each Kolb learning style and personalized learning environment. The MaxWhere 3D spaces show a high potential for personalizing VR education. The non-intrusive guiding capabilities of VR environments and of the educational content integrated in the 3D VR spaces were very successful, because the students were able to score 20 percent higher on the tests after studying in VR than after using traditional educational tools. Students also performed the same tasks with 8-10 percent faster response times.

Evaluation of the LIGHT Curriculum: An African American Church-Based Curriculum for Training Lay Health Workers to Support Advance Care Planning, End-of-Life Decision Making, and Care.

Background: Lay health workers (LHWs) engaging African Americans in conversations about advance care planning (ACP) often have felt unprepared for the challenges of communicating with patients as they approach the end of life. We developed a church-based training curriculum, LIGHT (Listening, Identifying, Guiding, Helping, Translating), in response to this need. Objectives: To evaluate the LIGHT Curriculum by assessing its impact on knowledge, beliefs and attitudes, and self-efficacy of the learners; describing their assessment of the classroom component of the training; and describing their visit activities, and perceptions derived during client visits. Design: prospective, descriptive, pre- and post-training evaluation. Settings/Subjects: Thirty-seven LHWs (Comfort Care Supporters [CCSs]) from three African American Churches (United States). Measurements: knowledge, beliefs and attitudes, assessment of classroom training, self-efficacy, visit activities, and perceptions. Results: Pre-to-post knowledge scores (range 0-26) increased by a mean of 5.23, p < 0.0001. Agreement with favorable beliefs about palliative and hospice care (HC) did not change significantly post-training. Disagreement with unfavorable beliefs about hospice increased, most notably, the belief that hospice means a place where people go to die (43% to 87%, p = 0.003) and HC means giving up (77% to 93%, p = 0.03). Post-training, 94% of the CCSs felt prepared to function in their roles. The CCSs who visited clients demonstrated the ability to engage clients and families in conversations about issues important to ACP, end-of-life decision making and care, and the ability to identify relevant benefits and challenges of their roles. Conclusions: LHWs, trained using the LIGHT Curriculum, can acquire the knowledge and self-efficacy necessary to support African American clients with ACP, end-of-life decision making, and end-of-life care.

The Significance of Indigenous Field Education: an Analysis of the Social Workers Advancing Through Grounded Education Program.

The United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) is predicated on the inherent sovereign rights that all Indigenous peoples have to their lands, cultural practices, and traditional resources prior to colonization and assimilation. However, Indigenous populations continue to be disproportionately affected by inequitable access to education, workforce development, and physical and mental health care. Opportunities for education and workforce development in the field of social work are essential to strengthening Indigenous communities. Indigenous students must often move outside of their communities to pursue master’s-level social work degrees, decreasing their opportunity to practice skills within these communities during required master’s-level practica. Universities must offer equitable opportunities to Indigenous students wishing to complete practica within Indigenous communities by providing financial support and curricular preparation. In 2014, the Social Workers Advancing through Grounded Education (SAGE) program was created by the Kathryn M. Buder Center for American Indian Studies to provide these opportunities to MSW students, particularly Indigenous students. SAGE consists of recruitment, classroom training, field training, and partnership development. The program has provided financial and educational support to 53 students and created 43 formal partnerships with Indigenous-serving institutions, with nearly 90% of SAGE recipients identifying as Indigenous. This article presents findings that suggest access to practica with Indigenous populations leads to Indigenous social work students feeling more confident about serving Indigenous communities as social work professionals upon graduation. These results add to literature regarding best practices for creating equitable field education programs suited to enhancing social work in Indigenous communities.

We are in this together: Maintaining our health care teams' wellness during challenging times.

Efforts to prevent or mitigate burnout in health care practice(s) are longstanding in both biomedical and mental health arenas-from early training in classrooms, internships, and residencies to postgraduate work in primary, secondary, tertiary, and other care contexts (Berg & Garrard, 1980; Chen et al., 2019; Prins et al., 2007). From generic advice about work/ life balance, sleep hygiene, physical activity, and healthy eating to specific interventions across individual and organizational levels designed to support trainees and providers who are personally decompensating and/or potentially putting their patients at risk, scientific and lay literature, resources, programming, and protocols are extant. Whether and how we-as individuals, care teams, and care systems-have advanced these efforts effectively are similarly diverse. COVID-19 changed this conversation-or at least the urgency of it. In some ways, this makes perfect sense in light of the increased hours that many of us suddenly found ourselves working (read: no more work/life balance). But there were a lot of other things-less expected things happened. In this issue, Cornelius et al.'s (2021) engagement with health care workers in New York City is illustrative. Unlike traversing something that is difficult but has a clear endpoint (like a 24-hr shift or a four-year residency), we do not know when this pandemic will be over. It feels like running a marathon with no mile markers or celebratory finish line. And unlike offering responsive care to a specific community in a defined geographic area (like one impacted by a terrorist attack or a hurricane), we do not know where this pandemic's virus is. Because we cannot actually see COVID-19, we worry more about catching it. If we catch it, we might bring it home. If we bring it home, we could kill our spouses. Or our children. Maybe our whole families. It is hard to do good work when we carry emotional burdens like that. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

The relationship of learned resourcefulness with self-leadership skills: A study with nurse and midwife students

BackgroundIt is important for the professionalism that students at the university use their coping skills to solve the problems that may arise before starting the profession, control their behaviours by directing themselves, and motivate themselves in case they face negative situations. ObjectivesThis study was carried out to determine the relationship between the selfleadership skills of students studying in nursing and midwifery departments and their learned resourcefulness skills. DesignThe study a descriptive, correlational and cross-sectional pattern. SettingsThe sample of the study consisted of 380 students studying at the Nursing and Midwifery Department of the Faculty of Health Sciences of a foundation university in Istanbul. MethodsThe research data were collected using the information form, the Revised Self-Leadership Questionnaire, and the Rosenbaum Learned Resourcefulness Scale. In the analysis of the data descriptive analysis, parametric or non-parametric comparative analyzes and correlational analyzes were used. ResultsIn the study; 84.5% of the participants were female and whose mean age was 20.6-61.6% of the participants were studying in the nursing department. The total score the students got from the Revised Self-Leadership Questionnaire was 131.87 ± 23.49, and the total score that got from the Rosenbaum Learned Resourcefulness Scale was 120.81 ± 16.77. The students studying in the third-grade (124.16 ± 13.9) had higher self-control skills compared to the first (118.57 ± 18.8) and the second-grade (119.2 ± 16.7) students, that's, they frequently applied the coping strategies represented in the scale (p < 0.05). There was a positive linear relationship between two scale (p < 0.001). ConclusionWithin the framework of the research results, gender, grade and the department studied are related to the level of self‑leadership. The level of learned resourcefulness was associated with classroom and stress training. Individuals’ self‑leadership levels showed a positive relationship with their learned resourcefulness level.

Therapeutic education in Mali: a training workshop for caregivers and young type 1 diabetic patients

En mars 2021, dans le cadre d'un partenariat entre les Hôpitaux Universitaires de Genève (HUG), l'Organisation Santé Diabète et le ministère de la Santé du Mali, une formation de 4 jours sous forme d'ateliers a été organisée avec l'objectif de renforcer les compétences des soignants en matière d’éducation thérapeutique du patient (ETP) destinée aux enfants et jeunes diabétiques de type 1. Pour assurer l'interprofessionnalité, des binômes médico-infirmiers travaillant déjà ensemble au sein des structures de santé de 7 régions du Mali ont participé à la formation. Au-delà de la complémentarité entre les professionnels, il s'agit de s'adapter aux réalités du système de santé malien. Toutes les activités étaient co-animés par des binômes de professionnels médecin et infirmier spécialisés en diabétologie et en ETP. Au total 30 professionnels, ont participé à la formation qui s'est déroulée en 2 jours de cours et 2 jours de camp avec des enfants diabétiques de type 1 et leur entourage. Pour renforcer la capacité des soignants à pratiquer l'ETP, nous avons choisi des approches innovantes avec des activités permettant la mise en pratique immédiate des compétences apprises avec divers outils pédagogiques. Les bénéficiaires étant non seulement les professionnels, mais aussi les enfants et adolescents et leur entourage, sans oublier les formateurs.

The Effectiveness of Self-Instructional Video vs. Classroom Teaching Method on Focused Assessment With Sonography in Trauma Among House Officers in University Hospital.

Background: The aim of this study was to compare the effectiveness of self-instructional-video (SIV) and classroom training method (CTM) in learning Focus-Assessment with Sonography-in-Trauma (FAST) among house officers (HO).Method: A randomized controlled study involving house officers working in the university hospital in Malaysia was conducted where participants were randomized into SIV group (intervention) and CTM group (control). Each group had to undergo a 4 h hands-on training. The intervention group has undergone self-training using the video material without any facilitation while the control group received lecture and hands-on training with facilitators. Participants' performance was assessed using a validated Objective Structured Clinical Examination checklist for landmark identification and interpretation of images generated. Learning preference and confidence level were also assessed.Result: A total of 33 HO were enrolled in this study. Marks obtained in image acquisition by the intervention and control were 25.3 (SD = 5.3) and 25.6 (SD = 2.3) p > 0.05, respectively. While in image interpretation, the mean score for the intervention and control group was 10.3 (SD 1.7) and 9.8 (SD = 1.7) p > 0.05, respectively. Overall performance assessment, showed the intervention group obtained 35.6 (SD = 5.9) compared to control 35.3 (SD = 3.4), p > 0.05. Based on pre-specified determinant these scores difference falls within the 10% of non-inferiority margin. The absolute difference between both groups was 0.3 (CI = −3.75 to 3.21, p = 0.871), which proves non-inferiority but not superiority. In terms of learning preference and confidence to perform FAST, most of the participants preferred the control group approach.Conclusion: The SIV method is as effective as the CTM for learning FAST among the house officers and served as an alternative to classroom teaching. However, this technique needs improvement in promoting their confidence and preference. Perhaps incorporating a feedback session after going through the SIV would improve the confidence.

Research on the “o-t-s-e” Mode of Classroom Cultivation of Teacher Students' Professional Quality Based on the Concept of Cooperative Learning

To meet the actual conditions of normal colleges and universities, to enrich the study time of normal students in the middle grades, and to continuously and effectively cultivate the professional qualities of normal students is a topic that requires in-depth exploration in normal colleges and universities. Introduce the concept of cooperative learning, make effective use of classroom teaching, clarify that students are leaders, learners, exhibitors, and evaluators, and teachers are designers, instructors, and collaborators. The role positioning of teachers is to establish an “OTSE” model for classroom training of professional literacy for normal students. That is, in the classroom teaching process, the teacher organically integrates the three stages of pre-class, class and after-class, and implements the professional quality of “observe-think-show-evaluate” for normal students in stages Training mode.

Interventions for Workplace Violence Prevention in Emergency Departments: A Systematic Review.

Emergency departments (EDs) are high-risk settings for workplace violence, but interventions to prevent violent incidents and to prepare staff are not yet consistently implemented, and their effectiveness is often unclear. This study aims to summarise evidence on workplace violence prevention interventions that were implemented in EDs to reduce violent incidents caused by patients/relatives or to increase the knowledge, skills or feelings of safety of ED staff. A systematic review was conducted. The databases MEDLINE, Web of Science, Cochrane Library, CINAHL and PsycINFO were searched for studies dated between January 2010 and May 2021. Interventional and observational studies reporting on behavioural, organisational or environmental interventions among healthcare workers in hospital EDs were included. Studies were assessed for methodological quality using the Johanna Briggs Institute Tools. Key findings of studies were summarised narratively. Fifteen studies were included, of which eleven examined behavioural interventions (classroom, online or hybrid training programmes) on de-escalation skills, violent person management or self-defence techniques. Four studies included in addition, organisational and environmental interventions. Most studies showed that interventions had a positive effect in the form of a reduction of violent incidents or an improvement in how prepared staff were to deal with violent situations; however, evidence is still sparse. Further studies should consider in particular, environmental and organisational interventions and ensure a high methodological quality.

ПОДХОД ЗА ПРИЛОЖЕНИЕ НА ОНТОЛОГИИ И ДИГИТАЛНИ БИБЛИОТЕКИ ПРИ ОБУЧЕНИЕТО В УЧИЛИЩЕ

The article presents an approach for the application of digital libraries, including a network of ontologies and structured databases in the education of school students in literature, history, geography and biology. The general architecture of a multi-agent platform based on the reference framework of the ViPS (Virtual Physical Space) system, which is being developed in the DeLC Laboratory of the Plovdiv University Paisii Hilendarski“, will be considered. The information and data in this platform are maintained by a hybrid structure of ontologies and databases, with the designed services maintained by intelligent agents and personal assistants. Through interaction between these intelligent components, functionalities are modelled, such as: conducting virtual tours in the teaching of different subjects; automatic generation of questionnaires, tests and surveys; development of project assignments; game-based learning; group assignments, etc. These functionalities and services are aimed at classroom training as well as interest clubs.

ICT-SUPPORTED STUDENTS’ INDEPENDENT WORK IN THE ESP CONTEXT: THE NEW REALITY IN TERTIARY EDUCATION

The article aims at conducting empirical research of university students’ readiness to handle independent work while studying the English for Specific Purposes (ESP) course, subject to the availability of Information and Communication Technologies (ICTs). In order to accomplish the objective of the article, a mixed methods research was applied. According to the research methodology, the questionnaires were conducted during the first semester of the academic year 2019/20 and then in the first semester of the academic year 2020/21 at the Kyiv National University of Trade and Economics. The investigation covered the period before the outset of the pandemic when a blended learning approach included instructor-led classroom training and e-learning elements; and then during the time of the COVID-19 pandemic in Ukraine when webucation was in line with the priorities of the training process. The participants of the study were first-year and second-year students of non-linguistic specialities. The scientific research reflected that teaching ESP was focused on enhancing foreign language learning in the particular field of study such as IT, law, trade, marketing, management or economics, to equip students with the oral and written comprehension and speaking skills that they would need to leverage partnerships with international interlocutors in the business community. The obtained results confirmed the high value of the resources available online for studying ESP as an academic discipline in university-level curricula. The analysis of data showed that during the pandemic almost equal percentages of the respondents faced the challenges that accompanied the process of learning English online. Students noted all four proposed options that characterised the disadvantages of completing the assignments independently, namely the communication vacuum, difficulties in choosing supplemental instructional materials, as well as a lack of self-discipline and control. The outcome confirmed the need to assist students’ independent work. To meet that demand, the authors carried out a Strength, Weakness, Opportunity, and Threat (SWOT) Analysis related to the use of ICTs within the organising framework of students’ independent work while teaching ESP during a pandemic. It has been concluded that the opportunities and threats, as well as the strengths and weaknesses, identified through the SWOT analysis, characterise the advantages, drawbacks and peculiarities that emerge in the process of providing guidance for students’ independent work in the study of ESP, integrating them into a coherent whole.

O43 Virtual: virtual interactive surgical skills classroom: a randomized controlled trial (protocol)

Abstract Introduction High costs and inaccessibility are significant barriers to face-to-face basic surgical skills (BSS) training. Virtual classrooms enable the combination of computer-based learning with interactive expert instruction. They may optimise resources and increase accessibility, facilitating larger-scale training with a similar educational benefit. We aim to evaluate the efficacy of virtual BSS classroom training compared to both non-interactive video and face-to-face teaching. Method 72 medical students will be randomly assigned to three equal intervention groups based on surgical skills experience and confidence. Interventions will be implemented following an instructional video. Group A will practice independently, Group B will receive face-to-face training, and Group C will attend a virtual classroom. Participants will be recorded placing three interrupted sutures with hand tied knots pre- and post-intervention. Objective Structured Assessment of Technical Skills (OSATS) will be blind marked by two experts. Result Change in confidence, time to completion and a novel granular performance score will also be measured. Each intervention’s feasibility and accessibility will be assessed. Significant improvement in OSATS within groups will be indicative of intervention quality. Difference in improvement between groups will determine the relative performance of the interventions. Conclusion This will be the largest randomised control trial investigating virtual BSS classroom training. It will serve as a comprehensive appraisal of the suitability of virtual classrooms as an alternative to face-to-face training. The findings will assist the development and implementation of further resource-efficient training programs during the COVID-19 pandemic and beyond. Take-home Message This is the first RCT assessing virtual basic surgical skill classroom training and serves as a comprehensive appraisal of the suitability of virtual classrooms as an alternative to face-to-face training. The findings will assist the development and implementation of further resource-efficient training programs during the COVID-19 pandemic and in the future.

Virtual Interactive Surgical Skills Classroom: Protocol for a Parallel-Group, Noninferiority, Adjudicator-Blinded, Randomized Controlled Trial (VIRTUAL).

BackgroundTraditional face-to-face training (FFT) for basic surgical skills is inaccessible and resource-intensive. Noninteractive computer-based learning is more economical but less educationally beneficial. Virtual classroom training (VCT) is a novel method that permits distanced interactive expert instruction. VCT may optimize resources and increase accessibility.ObjectiveWe aim to investigate whether VCT is superior to computer-based learning and noninferior to FFT in improving proficiency in basic surgical skills.MethodsThis is a protocol for a parallel-group, noninferiority, randomized controlled trial. A sample of 72 undergraduates will be recruited from 5 medical schools in London. Participants will be stratified by subjective and objective suturing experience level and allocated to 3 intervention groups at a 1:1:1 ratio. VCT will be delivered using the BARCO weConnect software, and FFT will be provided by expert instructors. Optimal student-to-teacher ratios of 12:1 for VCT and 4:1 for FFT will be maintained. The assessed task will be interrupted suturing with hand-tied knots.ResultsThe primary outcome will be the postintervention Objective Structured Assessment of Technical Skills score, adjudicated by 2 experts blinded to the study and adjusted for baseline proficiency. The noninferiority margin (δ) will be defined using historical data.ConclusionsThis study will serve as a comprehensive appraisal of the suitability of virtual basic surgical skills classroom training as an alternative to FFT. Our findings will assist the development and implementation of further resource-efficient, accessible, virtual basic surgical skills training programs during the COVID-19 pandemic and in the future.Trial RegistrationInternational Standard Randomized Controlled Trial Number ISRCTN12448098; https://www.isrctn.com/ISRCTN12448098International Registered Report Identifier (IRRID)PRR1-10.2196/28671

Virtual Standardized Patients for Mental Health Education.

The training of psychiatrists and other mental health professionals requires education on a range of interpersonal, communication, and psychotherapy techniques. Classroom and workshop training must be augmented by experiential learning with feedback for skill implementation with fidelity. Virtual standardized patients (VSPs) are computerized conversational agents that can support experiential learning through standardized, consequence-free training environments at reduced costs. Research on mental health VSPs is rife with feasibility and acceptability pilot studies across various training populations and settings. Users have generally reported positive reactions to training with VSPs, though frustrations with some VSP speech recognition or VSP response relevance has been reported. Several studies have demonstrated a promising transfer of clinical skills from VSP training to human standardized patients and randomized trials supporting improved skill relative to reading or academic study are encouraging. As technology improves and natural language processing and accurate computer response generation for broad ranging conversational topics emerges, the field would benefit from research on the characteristics of effective VSPs for a range of purposes and trainee populations. Well-designed randomized evaluations of VSPs relative to best practices in education are needed, particularly regarding the impact of VSPs on clinical practice among actual patients.

Preferred Learning Style of Students of Nangkor Central School, Bhutan

Students preferentially absorb and process information in diverse ways. Pedagogy should vary accordingly. The knowledge of teachers on the learners’ preferred learning styles plays a pivotal role in better teaching and learning processes, contributing to a better-quality education. Still, little is known about the preferred learning style of learners. In the present study, the VARK (visual, aural, read or write, kinaesthetic) model version 8.01 survey questionnaire was adapted and given to 215 middle and higher secondary students. Using descriptive analysis of correlation, frequency and percentage, the study revealed that the preferred learning styles of students are aural (A) and kinaesthetic (K) with the smallest preference given to visual (V). The findings showed that male and female participants’ preferences were the same, and that high-achiever learners prefer K. Recommendations from the findings apply to both the classroom and teacher training opportunities.