Comprehensive Strategy Research Articles

Patient Education in Health Care: Exploring Strategies for Effective Comprehension, Recall, and Compliance

ABSTRACT Introduction Patient education is recognized to be essential in orthotic and prosthetic care. However, there are no current standardized methods of educating patients. This literature review looked at the most effective current methods of educating patients in terms of comprehension, recall, and compliance. Methods Inclusion and exclusion criteria for articles were determined. Search strategy was developed using keywords, MeSH terms, and Boolean operators and applied to three different databases (Medline Ovid, Embase, and Web of Science). Results After searching on Medline Ovid, Embase, and Web of Science, 833 articles were found after deduplication, with 49 articles included in the final review. Conclusions The review found that delivering the education in terms of behavioral advice and multimodal methods was the most effective. Patients’ preference of education delivery, mood, attitude toward their condition, and relationship with their provider also need to be considered. Further research needs to be done on effective methods of delivering patient education. Clinical Relevance This research has the potential to lead to future studies in educating patients who utilize orthotic and prosthetic devices. The aim of the project is to eventually standardize or create best practice guidelines for patient education in the field of Orthotics and Prosthetics with the intent of improving comprehension, recall, and compliance.

Enacting Reading Comprehension: Using Diverse Literature to Engage Children's Critical, Sociopolitical Knowledge

AbstractThe current climate of K‐12 education in the United States has seen a narrowing of literacy instructional practices, exponential amounts of book bans, and contrived hysteria about liberal indoctrination and Critical Race Theory (CRT). Yet, as the world becomes increasingly connected across difference, and as research increasingly demonstrates that we must engage young children from all backgrounds in discussions about sociopolitical issues, it is urgent that classroom teachers foreground children's experiential knowledge in comprehension instruction. In this article, we address the following question: In three early elementary literacy contexts, how did educators use culturally sustaining practices with diverse children's literature to enact reading comprehension and engage young children in critical, sociopolitical meaning making? Three teacher educators of Color share findings from qualitative studies in the United States Northeast and Southwest that examine this integration with the use of diverse children's literature. The first finding illustrates how teachers utilized book introductions to situate a diverse group of early elementary‐aged students in various sociopolitical issues and engage them in critical readings about texts. The second finding illustrates how a series of after‐school literature circle discussions enabled first‐grade African American children to make meaning dialogically and communally about enslavement. The third finding illustrates how the teacher created space for second‐grade Latinx students to translanguage as they drew on multiple reading comprehension strategies and made sense of immigration. The implications from these studies invite a rethinking of the dominant paradigm of reading comprehension instruction.

A Reading Comprehension Program for Primary School Students

The aim of this study is to examine the effect of the reading comprehension program prepared for primary school fourth grade students on students’ reading comprehension skills. In this context, students’ attitudes toward reading, reading motivation, fluent reading skills and reading comprehension strategies were considered in the study. The research was ­carried out with a quasi-experimental design. The research was carried out with 353 students. The reading comprehension skills development program prepared by the researcher was applied to the experimental group for a total of 30 hours for 15 weeks. After the implementation of the program, posttests were applied to the experimental and control groups. The students in the experimental group of the reading comprehension program developed according to the results of the research; reading attitude, reading motivation, reading speed, prosodic reading and reading comprehension scores increased significantly compared to the scores of the control group students.

Perivascular epithelioid cell tumor of the uterus and pelvic cavity.

Primary perivascular epithelioid cell tumors (PEComas) of the female reproductive tract have been primarily reported as case reports owing to their clinical rarity. Limited incidence rates and clinical case data hinder a comprehensive understanding of the risks and invasiveness of this disease. We discuss herein the diagnosis, treatment, and prognosis of this disease to enhance comprehension and therapeutic strategies. We conducted a clinical analysis of patients with PEComa treated at the Gynecology Department of The West China Second University Hospital of Sichuan University between May 2018 and January 2024. Diagnosis and treatment were evaluated based on pertinent literature. Overall, eight patients (seven patients with tumors in the uterus and one patient with tumors in the pelvic cavity) were evaluated. One patient with PEComa of unknown malignant potential and two patients with malignant PEComa underwent hysterectomy and bilateral adnexectomy with or without adjuvant therapy and did not develop recurrence. Meanwhile, three patients who underwent lesion resection only exhibited radiological evidence of new lesions. Furthermore, postoperative imaging identified new pulmonary nodules in three patients. Although the current criteria are generally effective in assessing the tumor invasiveness of PEComa, emphasizing the significance of complete lesion resection remains crucial. Inadequate treatment significantly increases the risks of recurrence and metastasis. Additionally, the prevalence of pulmonary metastases may have been underestimated. Refining risk stratification to prevent overtreatment of low-grade malignancies or overlooking highly aggressive tumors is an important area for further study.

The teacher’s role in teaching reading comprehension skills to Grade 9 English Home Language learners

Background: The high number of poor-performing learners in reading comprehension in South African schools is a concerning factor that calls for studies to mitigate this problem. The Progress in International Reading Literacy Study (PIRLS) of 2021 indicates that about 81% of South African Grade 4 learners who participated, failed to reach the required benchmark in the test. Research indicates that teachers are not conversant with theory and explicit teaching of reading comprehension strategies.Objectives: This study aimed to investigate the role played by teachers in developing Grade 9 learners’ reading comprehension skills in English Home Language and establishing which reading comprehension skills and strategies are taught to learners.Method: This study used a qualitative approach. Four data sets were utilised to collect data including a document analysis, a questionnaire for learners, interviews with teachers of English and lesson observations.Results: The findings of the study show that there is little guidance on how to teach reading comprehension skills. It also emerged that instead of teaching reading comprehension skills, teachers merely ‘test’ learners’ answering skills.Conclusion: This study suggests that there is a need for re-training and assisting teachers in explicitly teaching reading comprehension skills to learners. Learners may benefit from the enhanced expertise of teachers and become more proficient in reading comprehension.Contribution: The study has provided invaluable insights into the current teaching practice of comprehension skills with actionable insights for teachers, teacher educators, and policymakers to support learners’ academic success and bridge the gap between praxis and theory.

Reading Comprehension Instruction: Evaluating Our Progress Since Durkin’s Seminal Study

ABSTRACT Purpose: Nearly 50 years ago, Durkin (1978–1979) conducted a seminal observation study on reading comprehension teaching in Grades 3 through 6. She reported that teachers rarely taught reading comprehension (less than 1% of instructional time). Since then, we have gained substantial knowledge about teaching reading comprehension. We aimed to comprehensively review direct observation studies of reading instruction to understand the extent to which recommended comprehension practices are implemented in schools. Method: A systematic search of the extant literature identified 66 observation studies of reading comprehension instruction for children in K–12 schools, including a total of 1,784 teachers. We employed a mixed-method systematic review to address the research questions. Results: Integrated analyses revealed that reading comprehension instruction infrequently aligned with research-based practices. Findings revealed that, on average, 23% of instructional time during reading/language arts instruction was dedicated to reading comprehension. Like Durkin’s study (1978–1979), the results indicated that teachers spent much of this time engaging in initiation-response-evaluation conversation patterns rather engaging students in extensive discussion of text or teaching knowledge or practices (e.g. text structure, reading comprehension strategies) that support reading comprehension. However, analyses suggested that studies conducted after 2000 reported more research-based reading comprehension practices than earlier studies. Conclusions: These findings suggest a substantial gap persists between the reading comprehension practices identified as research-based and those observed in typical practice. There is a need for renewed efforts to prioritize reading comprehension instruction in policy and practice.

Maximizing Potential : 5W+1H Reading Comprehension Strategy for Student with Moderate Intellectual Disability

This study aims to enhance the reading comprehension skills of elementary school students with moderate intellectual disabilities through a single-subject method. In this study, the researchers use the 5W + 1H strategy to help students understand the meaning of the text. The research data was collected using observation guidelines, which then will be analyzed by using pretest-posttest techniques to assess the subject’s reading comprehension skills improvements. Teaching the 5W + 1H principle - which emphasized the question words why and how using visual images and keywords - was found to be effective in enhancing the subject’s reading comprehension. This finding also explained that this method could maximize the potential of students with moderate intellectual disabilities. The instruction on the question words why and how was particularly effective in increasing the subject's understanding of questions as well as leading him to provide correct and contextually appropriate responses. However, using visual images as a learning aid, especially for why and how questions, seemed less effective, as evidenced by the subject's reliance on keywords within the sentence. In the future, this strategy can be employed by educators to enhance reading comprehension skills for students with moderate intellectual disabilities.

Empathising and Defining the Strategy Development Process Adoption of Industrial 4.0 in SMEs

The advent of Industry 4.0 has become an integral part of the manufacturing industry, playing a crucialrole in boosting competitiveness and enhancing productivity within companies. Small and MediumEnterprises (SMEs), which contribute significantly to the national economy, must inevitably embracethe adoption of Industry 4.0 technology. However, the implementation of this technology at the SMEfaces numerous obstacles. To address these challenges and facilitate the transformation to Industry4.0 in SMEs, this research aims to construct a comprehensive adoption strategy. Currently in itspreliminary stage, the strategy development process primarily involves identifying stakeholders, theirneeds, and the goals they aim to achieve. Design thinking, specifically the empathize and define phase,is employed as the methodological approach. The information utilized in this study originates fromsystematic literature reviews conducted using PRISMA. The analysis of the gathered data hasidentified several stakeholders, including government entities, IT experts, management personnel, andemployees. However, for the purpose of creating user personas, the focus is narrowed down tomanagement and employees. User personas are instrumental in understanding the goals and potentialobstacles faced by these individuals. The culmination of this stage is the formulation of a problemstatement, which will be further refined in subsequent phases of the design thinking process.

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.

Teaching Strategies for Enhancing Reading Fluency and Comprehension Among Learners with Mild Hearing Impairment in Mainstream Classrooms

This paper presents the findings of a qualitative case study, which adopted the concept of communicative democracy to investigate the teaching strategies teachers use to enhance reading fluency and comprehension among learners with mild hearing impairment who were in mainstream classrooms. The purposively selected sample comprised two female teachers and 15 Grade 8 learners, aged between 14 and 15, from a public school in Gauteng province, South Africa. The data-collection methods included classroom observations and unstructured interviews with the teaching staff. Systematic sampling was used for the selection of suitable participants. Employing this technique meant acquiring a sample by selecting a random starting point close to the beginning of the target population list, and subsequently selecting every fourth name in a uniformly spaced unit thereafter. The findings revealed that the teachers’ use of strategies that emphasised active participation and learner-centred approaches considerably contributed to improving reading fluency and comprehension among learners with mild hearing impairment. These strategies included interactive reading activities, visual aids for vocabulary building, phonological awareness and rhyming techniques using visual aids, text immersion through peer collaboration, the adaptation of materials to suit individual learning needs, and word identification. The researcher concluded that learner-centred activities can be effective in enhancing reading fluency and comprehension amongst learners with mild hearing impairment. The recommendation is that future research should explore the long-term impact these teaching strategies have on the academic achievement and social inclusion of learners with mild hearing impairment in mainstream classrooms.

Which Encoding Techniques Facilitate Comprehension?

Previous work suggests that similar cognitive processes contribute to memory and comprehension. This is unsurprising as both begin with a common process: encoding. Despite this, the investigation of techniques that benefit memory and comprehension has proceeded separately. In the current study, we compared the robust memory techniques of production and drawing to a similarly effective comprehension strategy known as paraphrasing. Depending on the group, participants were asked to either engage in one of the encoding types (read aloud, draw, or paraphrase) or to silently read 20 term-definition pairs (randomly intermixed and counterbalanced). The encoding techniques of drawing and paraphrasing resulted in better performance on a multiple-choice test of concept comprehension, relative to silently reading. By contrast, reading aloud at encoding did not lead to any benefit relative to silently reading. The results suggest that techniques that invoke transformation of the to-be-remembered text into another format, be it into a picture (drawing) or personally relevant summary (paraphrasing), are particularly effective at improving comprehension. By contrast, encoding techniques that mainly provide a perceptual repetition (production and silent reading) are less effective.

Steering through Regulatory Currents: The Journey of India’s Pharma Industry with the USFDA

Introduction and Objective: India's pharmaceutical industry faces challenges in meeting USFDA quality standards, impacting exports and reputation. This review examines the causes of non-compliance and proposes strategies to enhance compliance, predicting fu-ture trends. Methods: This study conducts an analysis of USFDA warning letters to Indian manufacturers, an assessment of non-compliance issues, and an exploration of technological advancements in compliance, such as automation and AI. Results: The study reveals a rise in non-compliance incidents, emphasizing the need for a ro-bust quality culture, updated regulatory knowledge, and implementation of advanced technol-ogies to improve compliance. Conclusion: To maintain global competitiveness, India's pharma industry must adopt compre-hensive strategies, leverage technology, and prepare proactively for regulatory changes. Future compliance will rely on remote auditing and real-time monitoring.

A Comprehensive Study on the Impact of COVID-19 on Secondary Education in Uganda

The impact of the COVID-19 pandemic on global education has been profound, especially in Uganda. Secondary school students in Uganda have encountered numerous challenges as a result of this crisis. This paper offers a thorough examination of the specific obstacles faced by these students, encompassing impacts on academic achievements, mental well-being, and their overall educational path. The closure of schools has disrupted the educational advancement of secondary students in Uganda, and the transition to online learning has exacerbated the digital divide due to limited access to the internet and technology resources. This scenario has led to educational disparities for students from underprivileged backgrounds. The pandemic’s socioeconomic repercussions have also imposed financial burdens on students’ families, compelling some students to seek employment or care for unwell relatives, thereby restricting their study time. School closures have affected students’ social interactions, resulting in feelings of seclusion. The absence of peer and teacher interactions can have adverse effects on students’ mental health, escalating feelings of stress, anxiety, and depression. Furthermore, the discontinuation of essential services such as school meals and healthcare support has impacted students’ well-being. School meals are crucial for many students, and their unavailability due to school closures has deprived students of essential nutrition. It is imperative for the Ugandan government and educational stakeholders to enact the comprehensive strategies delineated in this research paper in pre and post-pandemic era. These will prioritize equitable access to education by supplying technology and internet connectivity to marginalized communities and ensuring that mental health support services are easily accessible to students. Finally, the various challenges faced by secondary students in Uganda during the COVID-19 crisis necessitate a collective effort from all sectors. By effectively addressing these concerns, students can receive the necessary assistance to pursue their education and excel in a post-pandemic era. Keywords: COVID-19, Student, Uganda, online learning, Academic achievement, Pandemic

Reading Comprehension and Test-Taking Strategies of Different Achievement Levels

The complexity of the reading process, which poses significant challenges for EFL and ESL learners, underpins this research into effective strategies for both reading comprehension and answering English reading texts. This qualitative phenomenological research aimed to explore the strategies that students use during reading activities and while taking reading comprehension tests. The study involved four fourth-semester students, differentiated by gender and achievement levels: a high-achieving female, a low-achieving female, a high-achieving male, and a low-achieving male. The research identified that students employed a variety of strategies, with 11 metacognitive strategies being used out of a possible 23, including determining word meaning, making connections, inferring, and summarizing. Additionally, four out of the five FIVES reading strategies were utilized: inference, vocabulary, summarization, and experience. High-achieving students employed more strategies, leading to better comprehension and higher test scores. For test-taking, strategies such as careful time management, revisiting difficult questions, and employing process-of-elimination techniques were noted. The effectiveness of both reading and test-taking strategies, along with factors like topic familiarity and the ability to make inferences, were crucial in determining reading success. These findings underscore the importance of targeted interventions that focus on teaching effective strategies, enhancing topic familiarity, and supporting students in developing robust test-taking strategies, particularly for low-achieving students.

A Literature Review of Test-taking Strategies in English Reading Comprehension

A Literature Review of Test-taking Strategies in English Reading Comprehension

Photomonitoring as a Tool for Monitoring Landslides: A Technology within Everyone’s Reach

Landslides pose significant threats to human lives and infrastructure, making accurate monitoring essential for understanding and preventing these events. Photomonitoring, utilizing optical/multispectral sensors and digital image processing techniques, has emerged as a valuable tool for studying and monitoring landslide deformation processes. This article explores the application of photomonitoring in landslide studies, presenting three diverse case studies showcasing its efficacy and versatility. The technique allows for continuous, automated, and real-time monitoring of landslide events, providing valuable insights into displacement patterns and deformation trends. To enhance its usability, the software IRIS was developed to analyze data acquired from various platforms and sensors. This innovative solution promises to improve landslide management, contributing to better comprehension, prevention, and mitigation strategies, ultimately ensuring the safety of communities and infrastructure in landslide-prone regions.

Politeness constructions in doctor-patient interactions in private hospitals in Akure, Nigeria

ABSTRACT This paper investigated politeness types constructed between doctors and patients during medical consultations in private hospitals in Akure, Nigeria. While the earlier studies on doctor-patient interactions in the Nigerian context employed Brown and Levinson’s politeness theory and Leech’s politeness maxims, this study adopted Akio Yabuuchi’s hierarchy politeness. Yabuchi’s model of hierarchy politeness was employed as a framework to identify the types of politeness. It investigates how politeness type influences linguistic choices and hierarchical behavior in doctor-patient interactions. The politeness types constructed are institutional politeness, symmetrical politeness, and quasi-institutional politeness. Common strategies used by doctors and patients to negotiate hierarchy within the politeness’ constructions include veneration and comprehension strategies. Asymmetry is customary between doctors and patients in Nigerian private hospitals; although patients pay for the consultations, doctors seem to act as the superior participant by constructing desired politeness type.

The Use of Metacognitive Strategy in English Reading Comprehension

The Use of Metacognitive Strategy in English Reading Comprehension

Novel five-level inverter based on DC power-capacitor series charge-discharge switching strategy

Photovoltaic power generation systems generally include four modules: solar cells, batteries, inverters and controllers. Among them, the inverter converts the direct current generated by the photovoltaic array into a power conversion device that meets the grid-connected requirements for industrial frequency alternating current, which is the key equipment for grid-connected photovoltaic power generation system. Most multilevel inverters in the market today are based on the Neutral-Point-Clamped (NPC) structure to generate voltages at different levels, and then control the magnitude and direction of the voltages through H-bridge circuits. This topology has been maturely used in three-level inverters, but if we want to build five-level, seven-level and more level numbers of inverters based on NPC, the number of capacitors used is increasing, and the circuit becomes more and more complex. Therefore, this paper proposes a five-level inverter topology based on single power supply-single capacitor series charging and discharging. (Power-capacitor series charge-discharge switching, PCSCDS). This inverter has a simple structure, comprehensible control strategy and requires only one DC power supply and one large capacitor to generate a five-level voltage. The topology is subsequently simulated and analyzed by MATLAB/Simulink simulation, which proves the effectiveness of the novel inverter.

Novel TUBA4A variant causes congenital myopathy with focal myofibrillar disorganisation

BackgroundCongenital myopathies are a clinical, histopathological and genetic heterogeneous group of inherited muscle disorders that are defined on peculiar architectural abnormalities in the muscle fibres. Although there have been at...