Delivery Of Educational Content Research Articles

УПРОВАДЖЕННЯ СИСТЕМ УПРАВЛІННЯ НАВЧАННЯМ З ФУНКЦІЯМИ ГЕНЕРАТИВНОГО ШТУЧНОГО ІНТЕЛЕКТУ В УМОВАХ ПОСТ-ПАНДЕМІЇ

In recent years, the global education system has undergone a transformative shift, relying increasingly on online tools to prove its resilience in the face of various challenges, including epidemiological events. This paper seeks to introduce a Learning Management System (LMS) designed to elevate the delivery of educational content, fostering the training and development of students' knowledge in a dynamic and adaptive learning environment anchored to the connectivity and synchronization needs of smart urban living. The system proposes the integration of a language generation model equipped with Application Programming Interface (API) access. This choice not only streamlines instructor support but also facilitates the creation of courses using an adapted and coherent language. The system goes beyond traditional LMS functionalities by providing suggestions to enhance and diversify lessons. Emphasizing flexibility and adaptability, the proposed LMS caters to various training levels, being able to accommodate the needs of learners across different domains. To identify the appropriate solution, a comparative analysis was conducted, evaluating various platforms based on functionality, intuitive presentation, and customization options. The selected system emerged as the most favorable, offering a robust framework for the development and delivery of educational content. To demonstrate the system's effectiveness, a curriculum was crafted for a specialized field of study - Artificial Intelligence (AI), with a specific focus on the practical application of Machine Learning algorithms. This curriculum incorporates theoretical and practical application components, complemented by a suite of assessment tools and assignments tailored to the proposed subject. The lessons within this curriculum were constructed by drawing insights from various bibliographical sources. What sets this system up-to-date is its integration of generative AI features directly into the LMS, enriching the teaching-learning-evaluating experience.

Study Notion: Edtech Web Application using MERN Stack

One of the pivotal roles of technology in education lies in its capacity to equalize opportunities among students. Technology serves as a potent instrument for revolutionizing learning, fostering stronger connections between educators and students, reimagining learning methods and teamwork, diminishing persistent disparities in equity and accessibility, and tailoring learning experiences to cater to the requirements of every learner. Study Notion is an innovative online learning web application built using the MERN stack. It is designed to offer a comprehensive educational experience for students and educators alike. It provides a user-friendly interface, allowing seamless navigation through its diverse features, including a well-organized course management system that facilitates the creation and delivery of educational content. Study Notion fosters collaboration among users through its integrated communication tools, such as discussion forums and live chat options. The platform caters to individual learning needs by offering personalized learning paths, adaptive technologies, and tailored recommendations. It ensures a robust assessment and feedback mechanism, allowing for various forms of evaluation and timely student performance tracking. Study Notion seamlessly integrates with various third-party tools and services, enhancing its functionality and enriching the overall learning experience for its users. Key Words: edtech, study notion, MERN stack, collaboration, web application.

Rating Based on YouTube Comments

YouTube is the most used social media platform, and it has been most popular website where users can post the videos. Opinion mining technique is used to know the sentiments expressed in YouTube comments. Focusing on diverse subjects, Naive Bayes is used to classify comments into positive, negative, and neutral sentiments. It uncovers trends in user opinions, identify preferences in teaching styles and content formats, and assess the perceived quality of educational videos. It also guides educators and content creators in optimizing educational content delivery and encourages more effective learning environment. Finally, the paper suggests reasonable approaches to achieve better results. Keywords: Sentiment Analysis, Machine Learning, Naive Bayes.

A consensus-based single valued neutrosophic model for selection of educational vendors under metaverse with extended reality

Selecting the right educational vendors in the Metaverse, particularly those utilizing extended reality (XR), is crucial for creating an engaging and immersive learning environment. Careful vendor selection ensures the delivery of high-quality XR educational content, considering factors such as seamless integration with different XR devices and addressing associated challenges, which can affect the comfort and well-being of learners.This paper proposes a decision-making model to address the complex task of selecting educational vendors within the Metaverse with a focus on extended reality (XR). Recognizing the challenges inherent in such selections, this work presents a consensus-based measurement of alternatives and ranking according to compromise solution (MARCOS) model, incorporating single-valued neutrosophic (SVN) information and SVN Dombi-Archimedean weighted aggregation operators. Attribute weights crucial for decision-making are determined through an optimization tool employing cross-entropy measures with partial weight information. The evaluation encompasses nine criteria, including cost, security, privacy, pedagogical alignment, configuration, maintenance, level of control, output tools, degree of immersion, availability of XR learning contents, and time. Four leading vendors including Victory XR, ARuVR, zSpace, and Varjo Technologies are assessed, with zSpace emerging as the most favorable alternative with the highest overall utility value of 0.6889. The paper further conducts sensitivity analysis and performance comparisons to establish the robustness of the ranking results, providing a comprehensive methodology for educational stakeholders addressing the evolving dynamics of the Metaverse.

The differential needs and expectations from general practitioners in oncology between high-income countries and low- and-middle-income countries: results from a survey of Canadian and Nepali oncologists.

To address the shortage of oncologists in the wake of the rapidly increasing global cancer burden, general practitioners of oncology (GPOs) have been added to cancer care teams worldwide. GPOs are family physicians with additional training in oncology and their roles differ by both country and region. In this study, we aimed to learn about the roles and expectations of GPOs from the perspective of oncologists in Canada and Nepal. A survey was designed and administered to Canadian and Nepali Oncologists between February and November 2022 using Research Electronic Data Capture, a secure web-based software platform hosted at Queen's University in Kingston, Ontario, Canada. Participants were recruited through personal networks/social media in Nepal and the survey was distributed through an email list provided by the Canadian Association of Medical Oncologists. The survey received 48 responses from Canadian and 7 responses from Nepali oncologists. Canadian respondents indicated that in terms of educational content delivery, clinics with oncologists followed by didactic lectures by oncologists were thought to be the most effective, followed by a small group learning and online education. Nepali oncologists also indicated didactic lectures by oncologists and small group learning would be the most effective teaching techniques, followed by online education and clinics with oncologists. Critical knowledge domains and skills most relevant for GPO training identified by Canadian respondents were managing pain and other common symptoms of cancers, as well as treatment of common side effects, followed by goals of care discussion, post-treatment surveillance for recurrence, and the management of long-term complications from treatment. Respondents from Nepal, however, suggested an approach to diagnosis to patient with increased risk of cancer, and cancer staging were the most critical knowledge domains and skills. The majority of oncologists in both countries thought a training program of 6-12 months was optimal. We found many similarities in oncologist's opinions of GPOs between the two countries, however, there were also some notable differences such as the need to provide cancer screening services in Nepal. This highlights the need to tailor GPO training programs based on local context.

The Impact of Visual Media on Enhancing Students' Comprehension of Islamic Religious Education Lessons

Teachers must employ ingenuity in developing multimedia and instructional resources to foster greater student engagement and participation in the learning process. Visual media in Islamic education helps enhance students' comprehension of Islamic concepts. Several challenges must be addressed when using visual media in Islamic education. Several challenges that may arise include restricted access and inadequate facilities, insufficient instructor innovation, poor student comprehension, and inadequate school support. To surmount these challenges, it is imperative to undertake measures such as enhancing accessibility and resources, fostering teacher innovation, deepening student comprehension, and bolstering school support. This research employs quantitative methodology, collecting quantitative data by administering Google Forms to Public High School 4 Tarakan students. Utilizing picture media in Islamic Religious Education subjects has been found to enhance student comprehension, as evidenced by the results of this study. Visual media can enhance comprehension, reinforce retention, and facilitate knowledge acquisition. Image media enhances students' comprehension of Islamic Religious Education topics. Visual stimuli can enhance comprehension, reinforce retention, and cultivate student engagement in the educational endeavour. Teachers are responsible for selecting appropriate instructional methods and media, as failure to do so may result in student ennui throughout the delivery of educational content.

A CONCEPTUAL FRAMEWORK: CULTURAL BASED APPROACH IN COLLABORATIVE ONLINE LEARNING IN PRIMARY SCHOOLS

Collaborative learning has been utilised throughout the years to deliver educational content for various levels of students in schools. Previously, less emphasis was given to the online support mode as the conventional method exists. However, as schools across the globe closed in response to the Covid-19 pandemic, students from various levels experienced a severe disruption to their learning process. Though most schools quickly began offering some online learning, there have been growing concerns about the effects of this unprecedented shift. In addition, such a paradigm shift has also witnessed parents' significant role in ensuring the effective delivery of educational content through online platforms. In such a situation, parents were expected to support the learning process. However, less support from other stakeholders makes it challenging for parents to support their children's learning online. Although various strategies and best practices exist globally, engaging students, parents, teachers, and relevant stakeholders towards collaborative online learning is crucial. Based on relevant previous studies, engagement towards online learning is highly influenced by the user's cultural background in getting successful collaboration among all stakeholders. Thus, the proposed study aims to investigate and propose a conceptual framework for a collaborative online learning model based on a cultural-based approach. It applies a Systematic Literature Review (SLR) based on relevant previous studies. A preliminary study has conducted a comparative review based on strategies and best practices. Initial findings divulge that cultural background influences the teacher-parent engagement towards collaborative online learning provided by the school and relevant authorities. Therefore, findings from the proposed study could improve the quality of learning in primary schools, in line with SDG4 and 4IR.

Large‐Vessel Occlusion Stroke Knowledge and Training for Stroke Severity Assessment Among Emergency Medical Services Personnel in the United States

BACKGROUND Prehospital identification of large‐vessel occlusion (LVO) stroke facilitates the development of a regional triage protocol that could lead to an improvement in intrahospital and interhospital workflows. This requires stroke education of emergency medical services (EMS) personnel to improve stroke recognition, severity assessment, and prenotification. However, the current state of EMS personnel's knowledge of LVO stroke, their training for stroke severity assessment, and their preferences for educational methods are unknown. We conducted a nationwide EMS survey across the United States to glean insights that can inform and customize future EMS educational efforts. METHODS The Society of Vascular and Interventional Neurology, in collaboration with EMS World , created an online questionnaire for EMS personnel. It included 12 multiple‐choice and free‐response questions designed to test participants’ clinical knowledge of LVO, knowledge of stroke center certification levels, prior LVO educational experiences, preferences for educational content delivery, and perspectives on prehospital hurdles to stroke care. All subscribers of EMS World received a survey link via email. RESULTS Of the 38 486 subscribers of EMS World , the survey email was opened by 1830, of whom 1107 completed the survey across all states in the United States, with a response rate of 2.9%. Most of the respondents identified themselves as paramedics/emergency medical technicians (91%). The number of patients with stroke that survey participants transported in the past year was <10 for 618 (56%). Only 285 (26%) participants answered both LVO knowledge questions correctly, and only 128 (12%) respondents correctly identified all types of stroke centers with thrombectomy capability. A total of 362 EMS personnel (33%) denied receiving training to perform LVO severity assessment. Respondents who received training to perform an LVO scale demonstrated nearly twice the prevalence of LVO knowledge (30.6% versus 15.7%; prevalence ratio, 1.94 [95% CI, 1.50–2.53]) than respondents who did not receive training. The top hurdle to prehospital LVO education was identified as the lack of standardized LVO training by 535 (48%) respondents. CONCLUSIONS EMS providers in the United States reported inadequate LVO training and demonstrated gaps in knowledge of LVO, stroke severity scales, and stroke center levels. Systematic efforts to enhance and standardize the educational content and delivery of LVO education are needed.

Visual Novels in Maxillofacial Surgery Education: A Hidden Gem.

Visual novels are vital learning tools that promote student satisfaction and help them acquire the skills and knowledge needed to solve problems. They use interactive narrative designs to create a list of effective teaching strategies to enhance user experience. The practical use of these resources would require orienting learners to online training to improve their understanding of content. Educators must recognize the uniqueness of online learning designs and tools to develop effective strategies to enhance user understanding and improve student-teacher interactions. Visual novels' effectiveness in maxillofacial surgery education should involve assessing the play and diverting attention from lesson content to how effectively students learn. Deduction activities and features in the game should be informative and entertaining and make considerations for short- and long-term objectives like delivering feedback on immediate and appropriate tool use and communication. Visual novels are interactive, allowing users to control story development through specific actions. These interactive narratives are primarily used in academic and industrial contexts covering diverse subjects. These models have become increasingly crucial in maxillofacial surgery, providing technical help and improving surgery's quality and speed. Instructors could develop the games as a course component or integrate them with other course materials because they are easy to access and download. However, some visual novels have failed to incorporate educational content delivery with interactive experiences. This indicates a research gap in interactive narrative designs and the primary content delivery mechanisms. Incorporating these resources into education and practice would reduce reliance on experience alone, reducing surgical errors and mistakes. This review highlights the importance of visual novels in maxillofacial surgery education and emphasizes their educational role.

Recognition of Student Engagement State in a Classroom Environment Using Deep and Efficient Transfer Learning Algorithm

A student’s engagement in a real classroom environment usually varies with respect to time. Moreover, both genders may also engage differently during lecture procession. Previous research measures students’ engagement either from the assessment outcome or by observing their gestures in online or real but controlled classroom environments with limited students. However, most works either manually assess the engagement level in online class environments or use limited features for automatic computation. Moreover, the demographic impact on students’ engagement in the real classroom environment is limited and needs further exploration. This work is intended to compute student engagement in a real but least controlled classroom environment with 45 students. More precisely, the main contributions of this work are twofold. First, we proposed an efficient transfer-learning-based VGG16 model with extended layer, and fine-tuned hyperparameters to compute the students’ engagement level in a real classroom environment. Overall, 90% accuracy and 0.5 N seconds computational time were achieved in terms of computation for engaged and non-engaged students. Subsequently, we incorporated inferential statistics to measure the impact of time while performing 14 experiments. We performed six experiments for gender impact on students’ engagement. Overall, inferential analysis reveals the positive impact of time and gender on students’ engagement levels in a real classroom environment. The comparisons were also performed by various transfer learning algorithms. The proposed work may help to improve the quality of educational content delivery and decision making for educational institutions.

Use of real-time immersive digital training and educational technologies to improve patient safety during the processing of reusable medical devices: Quo Vadis?

Hospital acquired infections stemming from contaminated reusable medical devices are of increasing concern. This issue is exaggerated with the introduction of complex medical devices like endoscopes and robotic instrumentation. Although medical device manufacturers validate their cleaning instructions for use, evidence in the literature demonstrates that effective device processing is not being performed consistently within sterile processing departments in clinical settings. The result is increased risks to patient safety. As a solution to this problem, focused one-on-one training increases compliance to the medical device manufacturer's processing instruction. However, often this is not a practical solution for the volume of healthcare staff responsible for device processing activities. This constitutes the first paper to address the blended use of educational and digital technologies to address these challenges and as a result inform safety and sustainability for the medical device sector. Cognitive learning theory is an evidence-based framework for learning. It supports the use of immersive educational experiences using emerging extended reality technologies (e.g., virtual or augmented reality) to increase learning comprehension. The delivery of educational content via these technologies provides an innovative option for repeatable leaning and training outcomes. The motivation is to decrease patient risk of contaminated reusable medical devices. The proposed approach while primary motivated by safety can also enhance sustainability and efficiency enabled by artificial intelligence and robotic instrumentation.

Effectiveness of multimedia courses in improving self-care among patients with breast cancer undergoing radiotherapy

BackgroundNinety percent of patients receiving radiation therapy experience side effects. Busy schedules and intensive health education programs may lead to incomplete education content delivery and inaccurate patient self-care implementation. This study investigated whether multimedia health education improves the accuracy of patient self-care implementation compared with paper-based education.MethodsFrom March 11, 2020 to February 28, 2021, 110 patients were randomly divided into experimental and control groups, each comprising 55 participants. Paper-based materials were used along with multimedia materials. Radiology self-care awareness questionnaires were administered to both groups before the first treatment and on day 10. The differences in radiology self-care awareness between the two groups was analyzed with inferential statistics, independent t tests, categorical data, and Pearson’s chi-squared test. Differences between the two groups were considered significant at a p value of < 0.05.ResultsThe treatment accuracy rate improved from 10.9 to 79.1% in the control group and from 24.8 to 98.5% in the experimental group, indicating an improvement in both groups. The difference was significant. These results indicate that the intervention could improve the effectiveness of self-care.ConclusionsParticipants who used pretreatment multimedia health education exhibited a higher rate of having a correct understanding of treatment self-care than did the control group. These findings can inform the development of a patient-centered cancer treatment knowledge base for improved quality of care.

DIGITAL LITERACY AS A COMPONENT OF FLEXIBLE LEARNING

Objectives. The objective of the article is to provide a brief overview of what flexible learning is and why flexibility is important for students, as well as touch on the benefits of flexible learning environments and the place of digital literacy as its component. Methods. Solving the set tasks was carried out using such methods as: analysis and generalization of scientific and educational-methodical literature on the problems of didactics; system analysis; combination of historical and logical methods in research; separation of subsystems of complex objects and their systematic analysis, holistic, integral approaches to the study of pedagogical phenomena. Results. Flexible education systems allow students to move between education, training and work. Flexibility means that young people can tailor their course of study to suit their interests and abilities. In systems that lack flexibility, it is difficult for young people to move from one field of study to another. They may find that they are limited by their initial choices, even if they have realized that those choices are not right for them. Young people who face learning barriers or who have had to interrupt their studies can take advantage of an extended period to complete their studies, the option to attend courses part-time or an alternative method of study (e.g online learning). Flexible learning in higher education institutions is the expansion of students' opportunities by offering them the choice of how, what, when and where they will study: pace, place and method of delivery of educational content. Flexible learning requires a balance of power between institutions and students and seeks to find ways in which choices can be made that are economically viable and appropriately managed for both institutions and students. Given that flexible learning requires a partnership between all stakeholders, including employers (where appropriate), this framework is intended for a broad audience. In particular, it is for those working in higher education (HE), responsible for decision- making in areas such as strategic planning, program development, administrative systems and structures, technology infrastructures related to learning and teaching, and employer engagement. It can be most effective when applied at both the institution and program levels.

Evaluation of an Artificial Intelligence Chatbot for Delivery of IR Patient Education Material: A Comparison with Societal Website Content

PurposeTo assess the accuracy, completeness, and readability of patient educational material produced by a machine learning model and compare the output to that provided by a societal website. Materials and MethodsContent from the Society of Interventional Radiology Patient Center website was retrieved, categorized, and organized into discrete questions. These questions were entered into the ChatGPT platform, and the output was analyzed for word and sentence counts, readability using multiple validated scales, factual correctness, and suitability for patient education using the Patient Education Materials Assessment Tool for Printable Materials (PEMAT-P) instrument. ResultsA total of 21,154 words were analyzed, including 7,917 words from the website and 13,377 words representing the total output of the ChatGPT platform across 22 text passages. Compared to the societal website, output from the ChatGPT platform was longer and more difficult to read on 4 of 5 readability scales. The ChatGPT output was incorrect for 12 (11.5%) of 104 questions. When reviewed using the PEMAT-P tool, the ChatGPT content scored lower than the website material. Content from both the website and ChatGPT were significantly above the recommended fifth or sixth grade level for patient education, with a mean Flesch-Kincaid grade level of 11.1 (±1.3) for the website and 11.9 (±1.6) for the ChatGPT content. ConclusionsThe ChatGPT platform may produce incomplete or inaccurate patient educational content, and providers should be familiar with the limitations of the system in its current form. Opportunities may exist to fine-tune existing large language models, which could be optimized for the delivery of patient educational content.

Understanding social media: how its popularity could be used to advance medical education in stroke care?

The wide availability of social media (SM) has revolutionized human interactions and education in different settings (e.g., household, workplace, academic, hospitals). Nearly 60% of the global population spend a daily average of over 6h of screen time. By facilitating audio, video, and interactive material, SM has reshaped users' perceptions, choices, and communication. The science behind SM can be explained by the activation of the brain reward pathways which explains the success of SM platforms lead by user-generated content (i.e., TikTok). Our understanding of SM user's interests, mode of access, time spent with screens, and internet are critical to advance medical education by applying new learning technologies to advance medical education and stroke care. For example, the top 20 most visited websites and the most searched hashtags on TikTok in 2022 did not include any health-related topics, reflecting a challenging competition for attention of different segments of the population. We must overcome current gaps in medical education such as increased curricular activities, increasingly demanding tasks, differences in personal preferences between residents and faculty members, etc. New strategies using more engaging learning technologies and SM platforms (e.g., stroke simulations, interactive diagnostic and therapeutic decisions, tracking user's attention to assess knowledge transfer) are needed. This would allow a more effective delivery of educational content by stimulating the curiosity and participation of students, patients, and physicians offering more rewarding experiences across the continuum of stroke care.

COVID‐19, Virtual Engagement and the Psychoid Imagination1

The impact of the COVID-19 pandemic on analytic training and the delivery of educational content is explored here. The proliferation of Zoom therapy and teaching is creating a post-human platform to which nearly everyone in contemporary society has had to adapt. Looking at the possible meanings of the pandemic, a psychoid factor (the virus) engaging the imagination has come to the fore as a response to climate change. The striking similarity to the H1N1 viral pandemic ("Spanish flu") is noted, especially in the context of C. G. Jung having had a case in 1919 during which he experienced a number of visions and dreams. The imagery produced can be seen as an implicit attempt at "re-enchanting the world" found in The red book. Finally, a reconsideration of pedagogy in response to the pandemic is discussed with an eye to the archetypal aspects of internet communications.

Impact and effectiveness of a mandatory competency-based simulation program for pediatric emergency medicine faculty.

Pediatric emergency medicine physicians struggle to maintain their critical procedural and resuscitation skills. Continuing professional development programs incorporating simulation and competency-based standards may help ensure skill maintenance. Using a logic model framework, we sought to evaluate the effectiveness of a mandatory annual competency-based medical education (CBME) simulation program. The CBME program, evaluated from 2016 to 2018, targeted procedural, point-of-care ultrasound (POCUS) and resuscitation skills. Delivery of educational content included a flipped-classroom website, deliberate practice, mastery-based learning, and stop-pause debriefing. Participants' competence was assessed using a 5-point global rating scale (GRS; 3=competent, 5=mastery). Statistical process control charts were used to measure the effect of the CBME program on team performance during in situ simulations (ISS), measured using the Team Emergency Assessment Measure (TEAM) scale. Faculty completed an online program evaluation survey. Forty physicians and 48 registered nurses completed at least one course over 3 years (physician mean ± SD 2.2 ± 0.92). Physicians achieved competence on 430 of 442 stations (97.3%). Mean ± SD GRS scores for procedural, POCUS, and resuscitation stations were 4.34 ± 0.43, 3.96 ± 0.35, and 4.17 ± 0.27, respectively. ISS TEAM scores for "followed standards and guidelines" improved significantly. No signals of special cause variation emerged for the other 11 TEAM items, indicating skills maintenance. Physicians rated CBME training as highly valuable (mean question scores 4.15-4.85/5). Time commitment and scheduling were identified as barriers to participation. Our mandatory simulation-based CBME program had high completion rates and very low station failures. The program was highly rated and faculty improved or maintained their ISS performance across TEAM scale domains.

Abstract TMP46: Large Vessel Occlusion Stroke Knowledge And Clinical Training In Emergency Medical Service Personnel In The United States

Background: Stroke education of emergency medical service (EMS) personnel improves stroke recognition, prenotification, and thrombolytic delivery. Prehospital identification of large vessel occlusion (LVO) stroke may facilitate the creation of a regional bypass protocol and improvement of intrahospital and interhospital workflows. However, the current status of EMS personnel’s knowledge of LVO, their stroke severity assessment training, and preferences in educational methods have not been studied. We conducted an EMS survey across the United States. Methods: The Society of Vascular and Interventional Neurology (SVIN) in collaboration with EMS-World created an online questionnaire distributed to all subscribers of EMS-World involved in pre-hospital work. It included 12 multiple-choice questions to test participants on LVO knowledge, stroke center certification levels, prior LVO education, and preferences on educational content delivery. Results: The survey email was opened by 1830 subscribers out of whom 1107 (60%) completed the survey across 50 states in the United States. Respondents identified themselves as paramedics/EMTs (91.4%), ground critical care (5.7%) and flight crew (2.9%). The number of stroke patients that survey participants transported in the past year was &lt;10 for 618 (55.8%), 10 to 25 for 332 (30%), and &gt;25 (14.2%). Two hundred eighty-five (25.8%) participants answered both LVO knowledge questions correctly and 379 (34.2%) answered one correctly. Only 128 (11.6%) correctly identified all types of centers with thrombectomy capability. Although 877 (79.2%) were familiar with at least one stroke severity scale, 376 (34%) denied receiving training to perform them. Five sixty-seven (51.2%) respondents preferred in-person training for LVO training and 429 (38.8%) an online training program. About half of all respondents (535,48%) picked 'lack of standardized LVO training' as the greatest hurdle to pre-hospital LVO management. Conclusion: EMS providers in the United States reported inadequate LVO training and demonstrated gaps in knowledge of LVO, stroke severity scales, and stroke center levels. Systematic efforts to enhance and standardize the educational content and delivery of LVO education are urgently needed.

Online and on-campus transfer students experienced different impacts from the pandemic

The COVID-19 pandemic caused extensive disruption to higher education, highlighting the negative impacts of emergency shift to online instruction. As a result, advantages of intentionally designed, online programs in higher education were overshadowed during the pandemic. Furthermore, socioeconomic disparities were exacerbated during the pandemic which extended to STEM undergraduate transfer students, who are more likely to be low-income, from historically underrepresented groups, older, and first generation in their family to attend college. To better understand the impact of the pandemic on STEM undergraduates, including those in an intentionally designed online program, ordinal regression analysis of 352 student survey respondents enrolled in a life sciences major at a large, R1 institution in the United States spring 2020 through fall 2021 was performed. Three student types are compared: on-campus, first-time in college (FTIC); on-campus transfer (OC-TR); and online transfer (ONL-TR) students. The latter group receives all course delivery online, whereas on-campus student groups received predominately in-person course delivery prior to the pandemic. ONL-TR students were over six times less likely to report negative educational impact compared to on-campus students, FTIC and OC-TR, while controlling for parent education, income, gender, race/ethnicity, and GPA. Additional survey items further explored this result and were validated with academic records and thematic analysis of students’ text responses. A pre−/post-pandemic comparison revealed that students maintained a similar course load and GPA, despite increased perceptions of a lower GPA during the pandemic. OC-TR students were over two times more likely to express increased concern related to delayed graduation and higher frequency of feeling stress compared to FTIC and ONL-TR students. Meanwhile, low-income students were more likely to report stressors due to the pandemic’s impact on daily life, independent of student type. Taken together, students in this intentionally designed online program were more resilient to the educational and emotional impacts of the pandemic compared to on-campus students. The differences between student groups warn against generalization of student impacts and suggest further research into the positive role of online learning, not just for delivery of educational content and expanding access, but for academic and emotional stability for different student populations.

Pelatihan Penyusunan Materi Ajar Terintegrasi Teknologi Bagi Guru di SMPN 19 Mataram

From the amount of data obtained on the number of teachers teaching at SMPN 19 Mataram, the situation of the learning process was analyzed. Learning at SMPN 19 Mataram mostly still uses manual materials using printed books. For this reason, this training was deemed necessary so that SMPN 19 Mataram teachers could make technology-integrated teaching materials. One of the technologies that can support teaching materials especially in teaching students achievement in the field of English is the Powtoon Program. This application is a web-based animation software that allows users to quickly and easily create animated presentations by manipulating pre-made objects, imported images, provided music, and user-generated voiceovers. Powtoons are used by businesses to create attractive and creative presentations that attract attention, and can also be used for educational assessments and content delivery. PowToon is a tool similar in operation to Power Point, Impress, or even Prezi. It uses a slide on which text and images can be added, but also allows animation and the incorporation of sound or music, available within the same application or via an external source.