Comprehensive Teaching Research Articles

90 Feasibility of Repeated Remote Memory Assessment with Mobile Devices to Detect Subtle Cognitive Decline in Older Adults

Objective:Frequent and remote cognitive assessment may improve sensitivity to subtle cognitive decline associated with preclinical Alzheimer’s disease (AD). The objective of this study was to evaluate the feasibility and acceptability of repeated remote memory assessment in late middle-aged and older adults.Participants and Methods:We recruited participants from a longitudinal aging cohort to complete three medial temporal lobe-based memory paradigms (Object-In-Room Recall [ORR], Mnemonic Discrimination for Objects and Scenes [MDT-OS], Complex Scene Recognition [CSR]) using the neotiv application at repeated intervals over one year. We conducted initial telephone calls to perform screening, consent, and download instructions. Participants were assigned 24 remote sessions on a smartphone or tablet and were alerted via push notification when an assignment was ready to complete. Participants were randomly assigned to: (1) complete memory tests every other week or (2) complete memory tests for multiple days within one week every other month. Each remote session lasts approximately 10 minutes and includes one memory paradigm and brief usability/acceptability questionnaires followed by a delayed retrieval session 90 minutes later. Feasibility metrics examined included participation, retention, compliance, and usability/acceptability.Results:Of 150 participants recruited, 113 consented and were enrolled into the study (participation rate = 75%). Current retention rate is 75%, with 85/113 currently active (n=73) or completed (n=12). Of the 85 active or completed participants, the mean age is 68.7 (range = 4882), 64% are women, 70% used a smartphone (30% tablet), 84 are cognitively unimpaired and 1 has mild cognitive impairment. The primary threat to retention was participants consenting into the study but never registering in the app or completing their first scheduled assignment. After enrollment, 130 telephone calls were made by study staff to facilitate registration into the app or to remind participants to complete tasks. 74-80% of participants completed delayed retrieval tasks within 30 minutes of push notification, but average retrieval time was 125137 minutes post-learning trials. Regarding acceptability/usability, 94% agreed the application was easy to use, 56% enjoyed completing the mobile memory tests (36% felt neutral), 40% prefer remote mobile memory tests to standard in-person paper and pencil tests, and 50% understood the test instructions. 87% felt the frequency of tests assigned was “just right” (13% “too often”) and 90% felt the test length was “just right” (7% too short, 3% too long). Participants who completed all 24 sessions to date (n=12) all endorsed being “satisfied” or “very satisfied” with the platform and visit schedule, as well as recommended continued use of this type of cognitive testing.Conclusions:Remote memory assessment using smartphones and tablets is feasible and acceptable for cognitively unimpaired late middle-aged and older adults. Follow-up by study staff was needed to ensure adequate retention. Comprehension of instructions and compliance with completing delayed retrieval tasks within the expected timeframe was lower than expected. These feedback will be incorporated into an updated version of the app to improve compliance and retention. Longitudinal data collection is ongoing and results will be updated with a larger sample. Results will be compared across frequency schedule groups.

Experiences and perceptions of urine sampling for tuberculosis testing among HIV patients: a multisite qualitative descriptive study

ObjectivesEvidence on the acceptability of urine-based assays for tuberculosis (TB) diagnosis among patients remains limited. We sought to describe patients’ experiences and perceptions of urine sampling for TB testing at...

Exploring the application of teaching evaluation models incorporating association rules and weighted naive Bayesian algorithms

Teaching evaluation is a judgment of the value of teachers’ teaching and students’ learning, and has become an important part of teaching management and teaching processes in universities. However, the workflow of implementing teaching evaluation is relatively cumbersome, often requiring the completion of a large amount of data calculation tasks. Therefore, how to apply modern science and technology to establish a comprehensive, objective and feasible teaching evaluation system and optimize the evaluation process is an important issue that urgently needs to be solved. The study first uses the Apriori algorithm to explore the correlation between evaluation indicators and results, and then optimizes the teaching evaluation indicators. On this basis, incremental learning is used to improve the classification training ability of the weighted naive Bayesian algorithm, and it is combined with the Apriori algorithm for teaching evaluation. The results show that the fused algorithm takes only 50 seconds to process 500 transactions, and the running speed improves rapidly. As the minimum support threshold decreases, the increase in the time required by the algorithm gradually decreases, resulting in a higher running speed. In the self-built university teaching evaluation database, compared with the BP (Error Back Propagation) algorithm, the combined algorithm has a relatively small fluctuation of accuracy in classifying teaching data, stable at 80 % to 95 %. Meanwhile, in the efficiency comparison, the algorithm requires a slow increase in time as the amount of data increases, resulting in higher efficiency. The application of the algorithm after the fusion of the two in teaching evaluation has not only high accuracy, but also higher efficiency, providing reference technical support for the optimization of university teaching evaluation.

Expanding Shared Reading: Integrating Expansive Literacy and Translanguaging Strategies to Support Multilingual Learners Who Communicate Using AAC

Multilingual learners (MLs) who communicate via alternative and augmentative communication (AAC) experience many barriers to accessing inclusive literacy instruction with same-age and multilingual peers. Educators can support MLs who use AAC by designing shared reading instruction that incorporates expansive literacy and translanguaging strategies. After reading this article, three key takeaways for educators of ML who use AAC are: (a) expansive literacy learning is a socio-cultural practice that is guided by communication and connection, (b) inclusive shared reading instruction develops language and literacy skills, and (c) research-based strategies like dialogic reading, teaching vocabulary through text, and discussion-oriented comprehension instruction with peers can be adapted to support linguistically and expressively diverse learners. Practitioners can plan inclusive shared reading instruction by using these expansive literacy approaches and research-based strategies to support ML who communicate using AAC.

Developing an aviation-based syllabus for PAFU officer-cadets

ObjectivesThe main objective of the following paper is to present the teaching rationale and premises underlying the development of materials and an aviation-based syllabus designed for officer-cadets of the Polish Air Force University. Additionally, as a practical illustration of implementing content-based instruction in the PAFU classroom, the gradual process underlying the personally developed tasks integrating not only contextualised grammar and vocabulary, but also receptive and productive skills was meticulously described.MethodsSynthesis of theoretical concepts encompassing elements of aviation safety studies – the SHELL model, English teaching methods and approaches and psychology – the theory of Multiple Intelligence was made to outline the authoress’s interdisciplinary approach to teaching English. Comparison was applied to link the process of developing materials to officer-cadets’ flight training. Literature pertaining to syllabus design was analysed to determine the type of the designed aviation-based syllabus. Findings from applying diagnostic surveys were presented to describe officer-cadets’ reception of the aviation-based lesson and syllabus.ResultsThe analysis of both the designed aviation-based syllabus including sample teaching materials and positive feedback obtained from surveys conducted among officer-cadets prove the advisability and necessity for adopting an interdisciplinary approach to teaching officer-cadets at the Polish Air Force University.ConclusionsThe proposed aviation-based syllabus including well-designed materials reflecting an interdisciplinary teaching approach is a comprehensive teaching solution adjusted to officer-cadets’ learning needs and tailored to their military milieu The implementation and further improvement of such an innovative solution is feasible provided more teaching staff is involved in the outlined process.

The Effect Of Jigsaw Teaching Technique To The Reading Comprehension Of Grade Eight Students Of Smp Negeri 2 Tapian Dolok On A Descriptive Text

The aim of this research is to describe and analyze reading comprehension teaching techniques using jigsaw teaching techniques for eighth grade students at SMP Negeri 2 Tapian Dolok. The aim of this research is to determine the effect. Jigsaw Teaching Technique on reading comprehension of eighth grade students of SMP Negeri 2 Tapian Dolok on descriptive text. This research uses a quantitative type of research with a quasi-experimental design. The sampling technique used in this research was purposive sampling, with a sample of 62 class VIII students at SMP Negeri 2 Tapian Dolok. Two classes were taken as subjects for this research, namely the experimental class and the control class. Data obtained from the experimental class and control class were analyzed using the t-test formula. Researchers found that the post-test average in the experimental group was 83 and the post-test average in the control group was 77. The calculation results showed that at the 5% significance level, the t-count value > t-table (2.4 > 1.671 ). From these results, it appears that there is a significant difference between student achievement in reading comprehension of descriptive texts that use jigsaw teaching techniques and those taught using traditional lecture-based teaching methods. Therefore, the researchers concluded that there was a significant influence of the Jigsaw teaching technique on reading comprehension.

Teachers’ self-reported instructional practices for reading comprehension instruction to non-readers

Teachers’ self-reported instructional practices for reading comprehension instruction to non-readers

Instructional Strategies for Improving English Language Learners Reading Comprehension: A Systematic Review

English language learners make up the largest portion of English speakers all over the world. Moreover, the population of English language learners is growing fast these days. Therefore, teachers need to learn more effective teaching strategies to handle this rapid change. When studying English, reading comprehension has always been one of the most important skills that students should acquire. This review is a systematic review divided into two parts. The first part focuses on two of What Works Clearinghouses reviews; valuable reading comprehension instruction strategies were sifted out. The second part of the review selects four strategies published recently from 2019-2021. These strategies were chosen to support reading comprehension instruction by improving students vocabulary inference ability, knowledge connection ability, content prediction ability, and motivation.

Structural equation modeling for associated factors with patient safety behaviors among nursing interns: A cross-sectional study based on the capability opportunity motivation-behavior model

BackgroundNursing interns are one of the most crucial providers of nursing services. Their safety behaviors are closely associated with adverse events. Therefore, it is vital to explore the factors influencing nursing intern safety behavior to improve patient safety. ObjectiveTo evaluate patient safety behavior among nursing interns and explore latent influencing mechanisms based on the capability opportunity motivation-behavior (COMB) model. DesignA cross-sectional study Settings and participantsThe participants were 422 nursing interns recruited through convenience sampling from a comprehensive teaching hospital. MethodsData on general information, nursing interns' patient safety behavior, metacognitive ability, clinical internship environment, and moral sensitivity were collected. Nursing interns' patient safety behavior was described with means and standard deviations. The independent sample t-test, ANOVA, Pearson's correlation, and SEM were used to determine contributing factors to nursing interns' patient safety behavior. ResultsThe mean total score for patient safety behavior was 53.08 ± 6.22. The results indicated that metacognitive ability not only directly affects the patient safety behavior of nursing interns (β = 0.554, P < 0.001, 95 % CI = [0.446, 0.637]) but indirectly affects interns' safety behavior through professional identity (β = 0.009, P = 0.031, 95 % CI = [0.001, 0.019]). The clinical internship environment also has both direct (β = 0.258, P = 0.001, 95 % CI = [0.166, 0.349]) and indirect (β = 0.007, P = 0.029, 95 % CI = [0.001, 0.015]) effects on the patient safety behavior of nursing interns. ConclusionThere are some specific areas where nursing interns' safety behaviors need to be improved. This study reveals that strong metacognitive ability and a clinical internship environment with rich opportunities might be essential for the development of patient safety behaviors. To promote nursing interns' patient safety behaviors, clinical teachers could use reflective teaching methods and provide a supportive clinical environment to nurture nursing interns' professional identities and patient safety behaviors.

A Study to Assess the Effectiveness of Structured Teaching Programme on Knowledge Regarding Pulmonary Tuberculosis and DOTs Therapy among Tuberculosis Patients Attending Tuberculosis O.P.D at Selected Hospitals in Bhiwani, Haryana

Background of the Study: Tuberculosis is a global public health issue despite the discovery of the causal bacterium over 100 years ago and availability of effective medications and vaccines for prevention and cure. Tuberculosis has a global incidence rate of 119 per lakh, with low-income nations bearing the major burden at 197 per lakh. High-income countries have nine per lakh people, while middle-income countries have 85. Eight out of ten tuberculosis patients are economically productive aged 15-49. It kills more adults than any other infectious disease. India has roughly one-third of the global tuberculosis load. Aim of the Study: The goal of this study is to evaluate the efficacy of a planned education program on students' understanding of pulmonary tuberculosis and the DOTS treatment method. Methodology: This study examined how a comprehensive teaching program improved patients' understanding of pulmonary tuberculosis and DOTS therapy in the outpatient department (OPD) of selected hospitals in Bhiwani, Haryana. To attain the purpose, the researcher used pre-experimental study design. The study included 60 patients at the Directly Observed Therapy Short-course (DOTS) clinic in Bhiwani, Haryana. The researchers selected samples using convenience sampling. A structured knowledge questionnaire was used to collect data in this study. A group of tuberculosis patients provided data for ten days. The pre-test was given on May 17, 2021, before formal education began. Ten days later, the post-test was given. Data was processed and analyzed using descriptive and inferential statistics. Results: The mean pre-test knowledge score was 9.45, with a 2.65 standard deviation. In the post-test, the mean score was 19.40 with a standard deviation of 1.86. The computed mean difference was 9.95. The paired 't' test yielded 24.60 with 59 degrees of freedom. A p-value of 0.01 indicated statistical significance.

We Ask Students What they Understand, Not How they Understand: Making Reasoning Comprehension Processes Visible and Explicit

AbstractThis paper pushes beyond current debates over what is being called the science of reading to articulate a multidimensional complex conception of what is entailed in reading comprehension. Reading comprehension entails not only cognitive processes, but equally important is how issues of identity along multiple dimensions, perceptions of tasks and settings, social and emotional relationships intersect to shape effort and motivation to comprehend. The paper argues that a central problem in the typical teaching of reading comprehension in the K–12 sector is insufficient attention to processes or meaning making. Typical instruction focuses on the outcomes of comprehension, but not on how readers can/should go about trying to make sense of texts. Such instruction can be created by communities of teachers who examine the sources of text difficulty in texts they are teaching. The paper offers explicit criteria for evaluating sources of text complexity in informational and literary texts, and in so doing push beyond the boundaries of traditional Lexile scores.

A study on software development for comprehensive assessment of English online teaching quality in universities based on deep learning

Abstract In this paper, a deep learning ID3 algorithm based on a decision tree generation algorithm is proposed and applied to the comprehensive assessment of English online teaching quality. Secondly, the structure and design method of the data warehouse of the comprehensive assessment software of online teaching quality is also constructed, including the design of the operating system interface and the data warehouse itself. Finally, the application results and analysis of the English web-based comprehensive teaching quality assessment software were conducted through assessment attributes and network training. The results show that the correlation coefficient between the two is 0.9348 from the evaluation results of the sample and 0.9116 from the analysis of the network generalization performance test. The correlation coefficient between the two is close to completely accurate from the evaluation and test results. The software developed in this paper provides a certain reference value for achieving the improvement and optimization of teaching quality.

Lifex-ep: a robust and efficient software for cardiac electrophysiology simulations

BackgroundSimulating the cardiac function requires the numerical solution of multi-physics and multi-scale mathematical models. This underscores the need for streamlined, accurate, and high-performance computational tools. Despite the dedicated endeavors of various research teams, comprehensive and user-friendly software programs for cardiac simulations, capable of accurately replicating both normal and pathological conditions, are still in the process of achieving full maturity within the scientific community.ResultsThis work introduces texttt {life}^{text{x}}-ep, a publicly available software for numerical simulations of the electrophysiology activity of the cardiac muscle, under both normal and pathological conditions. texttt {life}^{text{x}}-ep employs the monodomain equation to model the heart’s electrical activity. It incorporates both phenomenological and second-generation ionic models. These models are discretized using the Finite Element method on tetrahedral or hexahedral meshes. Additionally, texttt {life}^{text{x}}-ep integrates the generation of myocardial fibers based on Laplace–Dirichlet Rule-Based Methods, previously released in Africa et al., 2023, within texttt {life}^{text{x}}-fiber. As an alternative, users can also choose to import myofibers from a file. This paper provides a concise overview of the mathematical models and numerical methods underlying texttt {life}^{text{x}}-ep, along with comprehensive implementation details and instructions for users. texttt {life}^{text{x}}-ep features exceptional parallel speedup, scaling efficiently when using up to thousands of cores, and its implementation has been verified against an established benchmark problem for computational electrophysiology. We showcase the key features of texttt {life}^{text{x}}-ep through various idealized and realistic simulations conducted in both normal and pathological scenarios. Furthermore, the software offers a user-friendly and flexible interface, simplifying the setup of simulations using self-documenting parameter files.Conclusionstexttt {life}^{text{x}}-ep provides easy access to cardiac electrophysiology simulations for a wide user community. It offers a computational tool that integrates models and accurate methods for simulating cardiac electrophysiology within a high-performance framework, while maintaining a user-friendly interface. texttt {life}^{text{x}}-ep represents a valuable tool for conducting in silico patient-specific simulations.

Development of a Workplace-Based Training Program for Nurse-Led Ultrasound-Guided Femoral Nerve Blocks: A Feasibility Study with the Patients’ Perspective in Focus

Background. Task shifting is a systematic delegation of tasks in order to make more efficient use of the available human resources for health. Training programs and the quality of these are sparsely studied and specially they that include the patients’ perspectives to an even lesser degree. Aim. A single-center feasibility study with a convergent parallel mixed method approach, integrating quantitative and qualitative components, was conducted at an emergency department aimed to evaluate a training program for nurse-led ultrasound-guided femoral nerve block. Method. Registered nurses (RNs) (n = 5), supervising anesthesiologists (n = 7), and patients with hip fracture (n = 15) participated. The training consisted of a one-day program that included comprehensive theoretical and practical instruction in anatomy, hygiene, and the application of ultrasound. The one-day training program was evaluated through an objective structured clinical examination (OSCE). Following that, each registered nurse conducted three supervised procedures in the weeks that followed. These procedures were performed on patients admitted with hip fractures in the emergency department. The patients (n = 15) were interviewed regarding their experiences and perspectives of pain, safety, and information of the procedures in emergency department. Results. In questionnaire, the RNs and anesthesiologists agreed that the training procedures were beneficial for the patients due to pain relief. Pain intensity showed a mean baseline pain score of 6.0 (95% CI 4.9–7.1) decreasing to 2.5 (95% CI 1.4–3.6) at 30 minutes after needle extraction. The interviews revealed that all patients experienced pain relief after the in situ nerve block training procedures as well as they felt safe and taken care of. Conclusions. The training program for nurse-led ultrasound-guided femoral nerve blocks was considered feasible. All included RNs learned the procedure for task shifting in a satisfactory way.

Reading Comprehension and the COVID‐19 Pandemic: What Happened and What Can We Do About It?

AbstractCovid‐19‐related school closures worldwide had an enormous impact on literacy instruction and learning. In this article, we share an overview of what research tells us about what happened to elementary learners' reading comprehension during these school closures and what reading comprehension instruction looked like in homes and schools during this time. We also provide recommendations for the path forward on the road to revitalizing reading comprehension achievement.

An Analysis on Cohesive Devices of Students’ Recount Paragraphs Writing

Cohesive devices are linguistic elements or techniques used to establish connections and create coherence within a text. They serve to link ideas, sentences, and paragraphs, making the overall discourse more cohesive and facilitating the smooth flow of information. Cohesive devices contribute to the logical organization and understanding of a written or spoken text. By employing cohesive devices effectively, writers can enhance the coherence and cohesion of their texts, allowing readers to follow and understand the information more easily. This study aims to examine how cohesive devices are utilized in recount paragraphs written by students as well as to identify the challenges and underlying reasons for their difficulties in using such devices. The research involved 20 tenth-grade students from MAN 2 Jember and adopted a qualitative analysis research design. The data collection process encompassed documentation, observations, and student interviews. The analysis focused on two aspects of cohesion: lexical cohesion (reiteration and collocation) and grammatical cohesion (reference, substitution, ellipsis, and conjunction). The findings reveal the following: (a) Students employed five types of cohesive devices in their recount paragraph writing, with reference (31.29%) and conjunction (28.75%) being the most frequent, followed by substitution (12.72%), ellipsis (1.78%), as well as reiteration (13.48%) and collocation (11.95%); (b) Students exhibited varying levels of familiarity and competence with different cohesive devices. The study highlights the importance of comprehensive instruction and support to enhance students' proficiency in using cohesive devices. To address the identified challenges, pedagogical interventions are recommended.

Exploring the Construction and Practice of College English Blended Teaching Model Based on Fuzzy Comprehensive Teaching Evaluation Model

Abstract In order to explore a new English teaching mode, this paper constructs a hybrid teaching model of English in colleges and universities combined with multimedia to respond to the call for reform and innovation of teaching mode. Firstly, through analyzing three hybrid modes of teaching: complementary mode, flipped mode and cooperative mode, a multimedia-based hybrid English teaching model is constructed in combination with current multimedia technology. Secondly, the fuzzy comprehensive teaching evaluation model based on EWM-AHP-DEMATEL and the teaching quality and learning quality evaluation index system of the hybrid English teaching mode in the multimedia context were constructed. Then in the teaching evaluation system, it was found that the satisfaction of teaching materials construction after the improvement was only 85%. There is still a lot of room for improvement, but overall, all have more than 5% satisfaction improvement. In the learning evaluation system, the number of outstanding students in English class participation, English accompanying test, innovation challenge, and English practice all increased by more than 5, and the number of those needing efforts decreased by more than 3. The overall grade improved by about 12% compared to the previous semester. Finally, the conclusion found that this new teaching model can improve teaching ability and students’ English learning ability and is worth implementing in colleges and universities.

Exploring the path of reforming college mental health education curriculum based on big data technology

Abstract Big data technology’s quick advancement and widespread use provide fresh perspectives on how to change the mental health education curriculum at colleges and institutions. This study builds a prediction model for the college mental health education curriculum using big data technology, examines the prediction model’s development process, and builds a model assessment index using the SVM support vector machine technique. Second, it assesses the development status of the mental health education course reform in colleges and universities by looking at three elements of the mental health education courses in colleges and universities: the teaching strategy, the learning environment, and the student’s learning habits. Finally, using big data technologies, we investigated how college students’ happiness with their learning in mental health education courses was influenced by the mediating role of these courses and evaluated regression analyses of both holistic and partial teaching approaches. According to the findings, a comprehensive teaching approach had an 86.5% negative impact on student’s mental health under the direct effect, with a standard effect value of −0.134. Under the indirect impact, the standardized effect value of a holistic teaching approach on students’ mental health was −0.019, and the effect proportion was 12.7%. This demonstrates the significance of big data technologies for the establishment of a new mental health education curriculum in universities.

Pediatric Resident Communication of Hospital Discharge Instructions.

Suboptimal provider-parent communication contributes to poor parent comprehension of pediatric discharge instructions, which can lead to adverse outcomes. Residency is a critical window to acquire and learn to utilize key communication skills, potentially supported by formal training programs or visual reminders. Few studies have examined resident counseling practices or predictors of counseling quality. Our objectives were to (1) examine pediatric resident counseling practices and (2) determine how formal training and presence of discharge templates with domain-specific prompts are associated with counseling. We conducted a cross-sectional survey of a convenience sample of residents in the American Academy of Pediatrics Section on Pediatric Trainees. Outcomes included resident self-report of frequency of (1) counseling in domains of care and (2) use of health literacy-informed counseling strategies (pictures, demonstration, Teach Back, Show Back) (6-point scales; frequent = often/usually/always). Predictor variables were (1) formal discharge-related training (e.g., lectures) and (2) hospital discharge instruction template with space for individual domains. Logistic regression analyses, utilizing generalized estimating equations when appropriate to account for multiple domains (adjusting for resident gender, postgraduate year), were performed. Few residents (N = 317) (13.9%) reported formal training. Over 25% of residents infrequently counsel on side effects, diagnosis, and restrictions. Resident reported use of communication strategies was infrequent: drawing pictures (24.1%), demonstration (15.8%), Teach Back (36.8%), Show Back (11.4%). Designated spaces in instruction templates for individual domains were associated with frequent domain-specific counseling (adjusted odds ratio [aOR] 4.1 [95% confidence interval: 3.5-4.8]). Formal training was associated with frequent Teach Back (aOR 2.6 [1.4-5.1]) and Show Back (aOR 2.7 [1.2-6.2]). Lack of formal training and designated space for domain-specific instructions are associated with suboptimal counseling at discharge by pediatric residents. Future research should focus on determining the best mechanisms for teaching trainees communication skills and optimizing written instruction templates to support verbal counseling. [HLRP: Health Literacy Research and Practice. 2023;7(4):e178-e186.].

Factors affecting do-not-attempt-resuscitation (DNAR) decisions among adult patients in the emergency department of a general tertiary teaching hospital in China: a retrospective observational study

ObjectiveDo-not-attempt-resuscitation (DNAR) orders are designed to allow patients to opt out of receiving cardiopulmonary resuscitation in the event of a cardiac arrest. While DNAR has become a standard component of...