Comprehensive Ability Research Articles

A novel step-by-step teaching method improves training outcomes in transvaginal ultrasound for postgraduate reproductive medicine students: an exploratory randomized controlled study.

Traditional methods of training in ultrasound technology make it difficult for postgraduate reproductive medicine students to rapidly develop into doctors who can perform clinical examinations independently. It is necessary to explore an efficient method for ultrasound training. The purpose of this study was to investigate whether the step-by-step (SBS) teaching improves the ultrasound diagnosis and clinical work level of reproductive medicine graduate students. A total of fifty postgraduate reproductive medicine students who participated in ultrasound room training were selected at random and divided into two groups: a traditional teaching control group and a stepwise teaching experimental group. A comparison was subsequently conducted between the two groups in terms of theoretical level, skill operation, comprehensive ability and teaching evaluation. In terms of theory, skills, and comprehensive assessment, the experimental group exhibited superior performance compared to the control group (P < 0.05). The experimental group rated the instructors' teaching ability and methods significantly better than did the control group (P < 0.05). The experimental group's overall satisfaction with the training was better than that of the control group, but the difference was not statistically significant (P > 0.05). The stepped teaching model has the potential to facilitate the acquisition of clinical ultrasound detection and diagnostic techniques by postgraduate reproductive medicine students, thereby enhancing their overall competence and satisfaction with the teaching process.

Comprehensive and Robust Anti-Jamming Dual-Electrode Pair Sensor.

Capacitive flexible sensors often encounter instability caused by temperature fluctuations, electromagnetic interference, stray capacitance effects, and signal noise induced by ubiquitous vibrations. The challenge lies in achieving comprehensive anti-jamming abilities while preserving a simplistic structure and manufacturing process. To tackle this dilemma, a straightforward and effective design is utilized to achieve comprehensive and robust anti-jamming properties in capacitive sensors. Electrospinning thermoplastic polyurethane (TPU) fiber mats soak with ionic liquid (IL) to create a co-continuous structure (TPU@IL) with high ionic conductivity and dielectric constant, which acts as the sensing units. The sensing mechanism of the TPU@IL with multiple electrode pairs encapsulated by polyethylene terephthalate (PET) is systematically elucidated. The optimal dual-electrode pair design for capacitive and resistive sensors, which have different sensitivities to temperature and stress, simultaneous realizes temperature-stress dual-mode sensing. Remarkably, the sensitivity curve of the TPU@IL/PET capacitive sensor exhibits an intriguing rarely reported S-shape with an adjustable step stress point. No liquid leakage even during extensive stress-strain cycling (>4000 cycles). Despite a slight compromise in sensitivity and response time, the TPU@IL/PET sensor demonstrates exceptional electromechanical stability, reliability, and powerful anti-jamming abilities against various interferences. A simple yet innovative sensor design enhances the performance and applicability of capacitive sensors in challenging environments.

Application of Case-based Learning in Respiratory Medicine Nursing Education

Objective: To explore the application effects of case-based learning in respiratory medicine nursing education. Methods: 60 nursing interns in the respiratory medicine department of our hospital from January 2023 to December 2023 were selected and randomly divided into a control group and an observation group, with 30 students in each group. The control group adopted traditional teaching methods, while the observation group adopted case-based learning based on traditional teaching methods. The differences in theoretical knowledge, operational skills, clinical thinking ability, and learning interest between the two groups were compared. Results: The scores of theoretical knowledge, operational skills, clinical thinking ability, and learning interest of the observation group were significantly higher than those of the control group, and the differences were statistically significant (P &lt; 0.05). The satisfaction score of the observation group was significantly higher than that of the control group, with a significant difference (P &lt; 0.05). Conclusion: Case-based learning can effectively improve the teaching effect of respiratory medicine nursing, cultivate students’ comprehensive abilities, and is worthy of promotion and application.

Cultivation of Postgraduate Abilities from the Perspective of Enterprise Needs

When cultivating the comprehensive abilities of postgraduates in universities, to prevent disconnection from the market and ensure the effectiveness of talent output, it is necessary to innovate and reform the methods of postgraduate ability cultivation from the perspective of enterprise talent demand. This study first clarifies the research approach, followed by a detailed examination of specific strategies for cultivating postgraduate abilities. It is hoped that the research findings can provide valuable insights for relevant stakeholders, highlighting the significance and value of the study.

Exploring the impact of intelligence quotient on mastery of biodiversity through e-modules

E-modules can facilitate student understanding of complex biological concepts, including biodiversity, but their effectiveness also depends on individual student abilities. One significant factor influencing this success is the students' intelligence quotient, which affects how they process and comprehend complex information. This research aims to determine the relationship between intelligence quotient with mastery of biodiversity material using e-modules. The method used in this research is a quantitative descriptive method with correlation studies. The sample was taken from as many as 177 students from SMAN in Tangerang City was collected using multistage random sampling technique. To assess these skills, a test instrument in the form of multiple-choice questions is used. The prerequisite test shows that the data is normally distributed, the data is homogeneous, the data is linear, the data is free from symptoms of heteroscedasticity, the data is not multicollinearity, and the data is free from symptoms of autocorrelation. Through testing the hypothesis, the equation Ŷ = 41.268 + 0.580X1 is obtained. The correlation coefficient obtained was 0.881, which means there is a very strong relationship. . Based on this research, it can be concluded that there is a positive relationship between intelligence quotient, reading comprehension ability, and mastery of biodiversity material using e-modules.

Investigating the Impact of Technology Addiction on Early Literacy Skills: A Study of First Graders

This study explores the impact of gadget addiction on the reading abilities of Grade 1 learners, focusing on how technology dependence affects early literacy development. Using a quantitative descriptive correlational approach, the study examined the relationship between gadget addiction and reading proficiency. The findings indicate a minimal and statistically insignificant negative correlation between gadget addiction and reading skills, suggesting that technology use does not significantly impede children's reading development. Despite notable indicators of gadget addiction, such as technology interference in family activities and difficulties in avoiding social media, most learners displayed strong reading and comprehension abilities. The results imply that factors beyond technological dependency, such as educational practices, parental involvement, and individual learner characteristics, may have a more substantial influence on early literacy skills. Consequently, the study concludes that addressing gadget addiction alone may not be sufficient to improve reading abilities. Instead, a comprehensive approach considering various educational and developmental factors should be prioritized. Efforts to enhance early literacy should focus on broader educational strategies, parental guidance, and individualized learner support. The study contributes to ongoing discussions about the balance between technology use and traditional literacy practices in early education, advocating for more holistic approaches to foster reading development in young learners. Future research should explore other contributing factors to literacy achievement, moving beyond the narrow focus on digital device usage.

Practice and Research on College English Teaching from an Interdisciplinary Perspective

With the deepening of globalization, English, as the main language of international communication, is no longer limited to the teaching of language knowledge, but pays more attention to the cultivation of comprehensive application ability from an interdisciplinary perspective. This paper aims to explore the practice and research of college English teaching from an interdisciplinary perspective. By analyzing the current status and shortcomings of college English teaching, combined with multidisciplinary perspectives such as philosophy, culture, and politics, this paper proposes strategies and methods to improve college English teaching. Through practical teaching and case analysis, this paper verifies the effectiveness of college English teaching from an interdisciplinary perspective and looks forward to its future development direction.

Training level, comprehensive ability, and quality among Chinese college students

Training level, comprehensive ability, and quality among Chinese college students

Performance of ChatGPT and Dental Students on Concepts of Periodontal Surgery.

As a large language model, chat generative pretrained transformer (ChatGPT) has provided a valuable tool for various medical scenarios with its interactive dialogue-based interface. However, there is a lack of studies on ChatGPT's effectiveness in handling dental tasks. This study aimed to compare the knowledge and comprehension abilities of ChatGPT-3.5/4 with that of dental students about periodontal surgery. A total of 134 dental students participated in this study. We designed a questionnaire consisting of four questions about the inclination for ChatGPT, 25 multiple-choice, and one open-ended question. As the comparison of ChatGPT-3.5 and 4, the question about the inclination was removed, and the rest was the same. The response time of ChatGPT-3.5 and 4 as well as the comparison of ChatGPT-3.5 and 4' performances with dental students were measured. Regarding students' feedback on the open-ended question, we also compared the outcomes of ChatGPT-4' and teacher's review. On average, ChatGPT-3.5 and 4 required 3.63 ± 1.18 s (95% confidence interval [CI], 3.14, 4.11) and 12.49 ± 7.29 s (95% CI, 9.48, 15.50), respectively (p < 0.001) for each multiple-choice question. For these 25 questions, the accuracy was 21.51 ± 2.72, 14 and 20 for students, ChatGPT-3.5 and 4, respectively. Furthermore, the outcomes of ChatGPT-4's review were consistent with that of teacher's review. For dental examinations related to periodontal surgery, ChatGPT's accuracy was not yet comparable to that of the students. Nevertheless, ChatGPT shows promise in assisting students with the curriculum and helping practitioners with clinical letters and reviews of students' textual descriptions.

Research on the Construction of Calligraphy Education Curriculum System from an Interdisciplinary Perspective

With the continuous advancement of educational models, interdisciplinary education has gradually become an important means of promoting teaching innovation. This study aims to explore the construction of a calligraphy education curriculum system from an interdisciplinary perspective, combining the traditional values of calligraphy art with modern educational needs to propose a systematic curriculum design plan. The paper first introduces the theoretical framework and implementation strategies of interdisciplinary education, clarifying the disciplinary background of calligraphy education and its innovative applications in interdisciplinary integration. Next, through an in-depth analysis of the design principles, integration strategies, and teaching methods of the interdisciplinary calligraphy education curriculum system, the study evaluates the effectiveness of curriculum implementation and future development trends. The research indicates that interdisciplinary calligraphy education not only enriches the curriculum content but also enhances students' comprehensive abilities and innovative thinking. Future research should focus on curriculum practice models, applicability across educational stages, and international collaboration to further promote innovation and development in calligraphy education.

The Research on Cultivating Pathways for Vocational High School Students' Professional Qualities

The demand structure for talent in today's society is undergoing significant changes. To meet regional economic development needs and achieve the goals of socialist modernization, there is an urgent need to transform the national industrial structure, which in turn drives the enhancement of technical skills among practitioners. Consequently, the vigorous development of vocational education has become a new focal point and endpoint in the current education system, with the cultivation of vocational skills in vocational high school students emerging as a critical issue. This paper, based on an in-depth analysis of the current status of vocational high school education and students' vocational skills in China, explores the existing problems within the current vocational education training system and proposes several improvement paths. The study highlights that despite progress in curriculum design, practical teaching, and teacher development, challenges remain, including an incomplete curriculum system, insufficient practical teaching, and inadequate evaluation mechanisms. To address these issues, the paper suggests strategies such as optimizing the curriculum system, reforming practical teaching, developing a high-quality teaching staff, and establishing a scientific evaluation and feedback mechanism to enhance students' vocational skills and improve the quality of vocational education. The research indicates that systematic reforms and innovations targeting vocational skills can significantly improve the comprehensive abilities of vocational high school students, laying a solid foundation for their career development.

Practical exploration of BOPPPS model combined with situational teaching method in clinical training of intensive medicine: novel pedagogy and perception.

To explore the application value of bridge-in, learning objective, pre-assessment, participatory learning, post-assessment, and summary (BOPPPS) model combined with situational teaching method in the clinical teaching of intensive care unit (ICU), and to provide experience for the reform of ICU clinical teaching and standardized training of intensive medicine. A randomized trial was conducted using a multi-center, prospective cohort study. A total of 293 residential physicians in ICU of Fujian Medical University Union Hospital, the Affiliated Hospital of Putian University and the First Affiliated Hospital of Gannan Medical University from January 2021 to December 2023 were selected as subjects, and the residential physicians in ICU in each medical center were divided into control group and experimental group using random number table method. The control group adopted bedside teaching and demonstration teaching method, and the experimental group adopted BOPPPS model combined with situational teaching method. Clinical teaching performance was evaluated by ICU admission examination, and study process questionnaire (SPQ) and the critical thinking disposition inventory-Chinese version (CTDI-CV) was used to evaluate the learning motivation and critical thinking ability of the two groups. At the same time, the effect evaluation and satisfaction questionnaire of ICU training (EESQ) was used to evaluate the teaching satisfaction. The scores of the experimental group in ICU theoretical knowledge, clinical thinking and skills, and the treatment of clinical critical cases were higher than those of the control group [(87.31 ± 13.15), (92.86 ± 12.35), (81.45 ± 11.28)] vs. [(83.94 ± 12.73), (88.37 ± 12.61), (78.83 ± 10.47)], the difference between the two groups was statistically significant (p < 0.05). The scores of surface motivation, deep motivation, achievement motivation and SPQ total scores of the experimental group were all higher than those in control group (p < 0.05), and the scores of seek truth, open mind, analytical ability, systematic ability, self-confidence of critical thinking and intellectual curiosity of the experimental group were also higher than those in the control group, and the CTDI total score was statistically significant (p < 0.05). In addition, the results of the questionnaire showed that the experimental group was better than the control group in terms of learning interest in ICU, improvement of humanistic care and doctor-patient communication ability, improvement of teamwork ability, improvement of job identity, ICU training harvest and satisfaction with teacher style (p < 0.05). The combination of BOPPPS model and situational teaching method is likely a more effective and helpful which may improve the clinical comprehensive ability and training quality of residential physicians, and it may be worth learning and promoting.

Syntactic comprehension abilities in aged people with mild cognitive impairment

ABSTRACT Background Language studies in mild cognitive impairment (MCI) and Alzheimer’s disease (AD) have been primarily focused on lexicosemantic abilities, with a paucity of data regarding syntactic processing. Aims We aimed to verify the sentence comprehension ability of older adults with amnestic MCI (aMCI), non-amnestic MCI (naMCI), and mild AD and compare it to the performance of cognitively healthy older adults. Methods & Procedures We evaluated 32 cognitively healthy older adults, 22 with aMCI, 43 with naMCI, and 12 with mild AD using the Test for Reception of Grammar Version 2 (TROG-2). Outcomes & Results There were significant differences between the control and MCI and control and AD groups in the total number of correct answers and among the four groups’ profiles according to the type of sentence (p < 0.05). Zero anaphor, pronoun gender/number, and centre-embedded sentences discriminated at least between two groups (p < 0.05). Conclusions Poorer performance in sentences structurally more complex was in line with the severity of the cognitive decline, which may point to the effect of increased demands on working memory and executive functions on syntactic processing.

Working memory as a predictor of reading and listening comprehension in EFL college students: A reinvestigation

This study re-examines the role of working memory in aural/oral comprehension among English as a Foreign Language (EFL) college students, building upon previous research (Aldosari &amp; Mekheimer, 2018). The investigation aims to determine the predictive relationship between working memory span and both reading and listening comprehension skills, with a particular focus on understanding whether specific working memory components contribute differentially to comprehension abilities. A sample of 100 female and 100 male EFL college students participated. Participants were administered working memory tasks, including the WRMT-III Passage Comp. subtest, followed by standardized reading and listening comprehension tests (WIAT II). Hierarchical regression analyses revealed that the WRMT-III Passage Comp. subtest was a powerful predictor of both reading and listening comprehension, consistently across genders. This subtest made a significant unique contribution to predicting comprehension skills even when controlling for other working memory components. T-tests revealed no significant differences in comprehension scores between male and female participants. The study highlights the crucial role of working memory in EFL college students' aural/oral comprehension and underscores the potential of the WRMT-III Passage Comp. subtest as a valuable tool for assessing working memory skills relevant to language learning. Further research examining the influence of individual working memory components on specific comprehension skills is recommended.

The Improvement in English Listening Comprehension Competence of the Tenth-Grade Students Through using Podcasts: A Case Study

The growing development of the internet brings many opportunities to both English teachers and learners since they can access diverse resources, among which podcasts are considered one of the valuable tools for those who want to master English language skills, especially listening. This study aims to investigate the use of podcasts as a medium to enhance the tenth graders’ listening comprehension competence. Involving 80 tenth graders at an upper secondary school in Dak Lak province, Vietnam, who were divided into a control group and an experimental group, the study mainly employed a combination of quantitative and qualitative approaches to measure the improvement in students’ listening competence. The tools used for collecting the data were questionnaires, interviews, the pre-test, and the post-test. With the help of the statistical software SPSS version 20.0, a paired sample t-test was conducted to assess the statistical significance of the findings, and the descriptive statistics, including sum, mean, and percentage of each variable, were also found and analyzed. The results indicated that students were eager to use podcasts as a listening tool, thanks to their familiarity and accessibility. Despite some challenges during practice, podcasts effectively helped improve the learners’ listening skills. Specifically, the students overcame the common difficulties that hinder their English listening comprehension, such as limited vocabulary, unfamiliar grammar, poor comprehensive listening ability, and pronunciation challenges. To conclude, it is recommended that students be consistent with podcast practice, and teachers should give enough instructions so that the best results can be achieved.

FOSTERING VIETNAMESE EFL LEARNERS’ LEARNER AUTONOMY AND READING COMPREHENSION ABILITY THROUGH ONLINE PLATFORMS

The ability of learner autonomy is a prerequisite for many university students in Vietnam. However, it is a daunting task for EFL teachers and learners to achieve that learning outcome. The present study aims to delineate second-year English majors’ perceived learner autonomy and reading comprehension ability in an online reading course at Van Lang University, Vietnam, with two online platforms (synchronous via Microsoft Teams and asynchronous via Moodle). During the ten weeks of this course, different online reading and vocabulary practices were assigned to 65 students in two intact classes. The results were obtained from reading tests, questionnaires, and a follow-up interview. The findings revealed that they could perceive their learner autonomy more positively and statistically remarkably improve their reading comprehension ability after the course. The students’ insights into the course’s effectiveness confirmed several benefits in addition to a few barriers (i.e., technical issues, English proficiency levels, learning motivation, and online self-study skills). The results have specific implications for the practice of English reading instruction at the faculty. Viable online platforms and pedagogical techniques should be applied to foster the students’ learner autonomy and reading comprehension ability.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0796/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Development and effectiveness of short video tutorials in basic turning learning to enhance students' cognitive ability

This study aims to develop and evaluate the effectiveness of short tutorial videos in teaching the essential operation of lathe machines in mechanical engineering. Utilizing the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), the research was conducted at SMK N 1 Sumatera Barat, involving 65 vocational school students. The short tutorial videos were designed to enhance students' comprehension and cognitive ability in lathe machine operations, addressing the challenges posed by traditional teaching methods. Data were collected through questionnaires and practical tests to assess students' understanding and skills. The findings revealed that the short tutorial videos significantly improved students' comprehension and cognitive ability, although variations in understanding levels were observed. Normality tests confirmed a normal data distribution, allowing for the use of paired sample t-tests, which indicated no significant difference between the Mechanical Engineering and Industrial Mechanical Engineering groups after using the tutorials. Validation by media and content experts demonstrated the high quality and relevance of the instructional material. This study underscores the importance of developing more interactive and adaptive learning media and highlights the need to explore further other factors influencing cognitive ability.

Eye movements of persons with aphasia during connected-text reading

ABSTRACT Background Eye movements reflect the cognitive-linguistic processing of neurotypical readers. Numerous reading related eye movement measures are associated with language processing, including first fixation duration, gaze duration, number of fixations, word skipping, and regressions. Eye movements have also been used to examine reading in neuro-atypical populations including persons with aphasia (PWA). Aims This study aimed to determine whether eye movement measures obtained from connected text reading differ among persons with varying types of aphasia and neurotypical individuals, as well as whether eye movement measures are associated with language processing severity and reading comprehension ability in PWA. Methods Twenty-four PWA and twenty-four age-matched control participants completed a connected text-reading eye-tracking task. The PWA also completed assessments to evaluate overall language processing severity and reading comprehension skills and to identify specific subtypes of aphasia. Results Persons with aphasia had shorter gaze duration, longer regression duration, and made more fixations than control participants, while no group differences emerged for first fixation duration or word skipping. Eye movement patterns did not differ among participants with anomic, Broca’s, or conduction/Wernicke’s. Language severity scores were a significant factor for gaze duration, while reading comprehension scores were not a significant factor for the eye movement measures examined. Conclusions The findings support previous eye tracking literature that indicate different eye movement patterns for persons with aphasia during text reading relative to neurotypical controls. The findings also highlight that the selection of eye movement measures examined, the stimuli used, and procedural considerations may impact the pattern of results. The results from this study can be used to further determine which eye movement measures may be most suited for studying language processing during reading in neuro-atypical individuals and determine whether persons with aphasia use different strategies for reading comprehension than neurotypical individuals.

Children with Auditory Brainstem Implants: Language Proficiency and Reading Comprehension Process.

Auditory performance and language proficiency in young children who utilize auditory brainstem implants (ABI) throughout the first three years of life is difficult to predict. ABI users have challenges as a result of delays in language proficiency and the acquisition of reading comprehension, even if ABI technology offers auditory experiences that enhance spoken language development. The aim of this study was to evaluate about the impact of language proficiency on reading comprehension skills in children with ABI. In this study, 20 children with ABI were evaluated for their reading comprehension abilities and language proficiency using an Informal Reading Inventory, Test of Early Language Development (TELD-3), Categories of Auditory Performance-II (CAP-II), and Speech Intelligibility Rating (SIR). Three distinct aspects of reading comprehension were assessed and analyzed to provide a composite score for reading comprehension abilities. TELD-3, which measures receptive and expressive language proficiency, was presented through spoken language. Studies have shown that there was a relationship between language proficiency and reading comprehension in children with ABI. In the present study, it was determined that the total scores of reading comprehension skills of the children who had poor language proficiency and enrolled in the school for the deaf were also low. The children use short, basic sentences, often repeat words and phrases, and have a restricted vocabulary. In addition, the children had difficulty reading characters and detailed paragraphs and could not remember events in a logical order. Children with ABI may potentially have complicated reading comprehension abilities due to lack of access to all the speech formants needed to develop spoken language. In addition, variables affecting the reading levels of children with ABI include factors such as age at implantation, duration of implant use, presence of additional disability, communication model and access to auditory rehabilitation. The reading comprehension skills of ABI users were evaluated in this study for the first time in the literature and may constitute a starting point for the examination of variables affecting reading comprehension in this area.

A comprehensive review of the application of NLP technology in language learning

The rapid development of Natural Language Processing (NLP) technology has provided new perspectives and tools for the acquisition of second languages. As our world becomes increasingly interconnected, the role of NLP in facilitating language learning has become more prominent. This paper reviews the multifaceted applications of NLP technology in language learning, including auxiliary teaching functions such as reading assistance, writing feedback, oral interaction, and personalized learning. These applications have significantly enhanced language learners' abilities in vocabulary acquisition, grammatical application, pronunciation accuracy, and reading comprehension through real-time feedback, enhanced interactivity, and promotion of cultural understanding. Despite the immense potential of NLP technology in second language learning, challenges such as technical accuracy, cultural adaptability, and data privacy exist. This paper proposes strategies, such as ensuring technical accuracy, curating diverse datasets and safeguarding data privacy to address these challenges. Looking forward, the future development of NLP technology in second language education holds great promise. As NLP continues to evolve, it is expected to contribute to more personalized, effective, and accessible language learning solutions. This paper aims to provide valuable references and insights for educators, technology developers, and policymakers, enabling them to harness the transformative potential of NLP in language education and to navigate the future of educational technology with confidence and foresight.