Difference In Posttest Scores Research Articles

Effectiveness of Modified Hybrid Brainstorming Learning Program in Increasing Innovative Work Behavior and Innovative Idea Performance among Nurses

The ability to learn and innovate has been known as a key-factor for nurses to deliver quality of care and patient safety. To be successful in nursing innovation, nurses should perform sound innovative behaviors; thus, their innovative work behavior (IWB) should be promoted. A comprehensive learning program aimed at improving IWB with effective cognitive stimulation could enhance innovation abilities and quality of innovative idea performance. This study aimed to evaluate the effectiveness of a learning program that uses Modified Hybrid Brainstorming (MHB) techniques in increasing IWB and improving the quality of ideas generated (fluency, flexibility and originality) among nurses. A sample of 60 nurses were randomly assigned to a within group pre-test and post-test study design. The learning program with the MHB method was developed and implemented for 3 sessions workshop. IWB was measured pre- and 12 weeks post-program. Pre- and post-training session fluency, flexibility, and originality of generated ideas were also measured. The percentage of absolute agreement and the index of item- objective congruence of research instruments were met. Data were analyzed using descriptive statistics, and paired t-test. The results revealed that the average IWB scores of nurses after the implementation of the MHB learning program increased significantly (p < 0.05). There was also a significant difference in post-test scores (p < 0.05) of fluency, flexibility, and originality of ideas. This study showed that offering the MHB learning program to nurses is a feasible method to improve IWB and innovative idea.

Does Learning from Giving Feedback Depend on the Product Being Reviewed: Concept Maps or Answers to Test Questions?

Giving feedback to peers can be a valuable learning experience for a feedback provider. However, different types of products require different types of feedback, which, in turn, may lead to different learning outcomes. The current study investigates the effect on the learning of feedback providers of reviewing different types of products. Secondary school students (n =127) were randomly assigned to one of the two conditions: giving peer feedback on either concept maps or answers to open-ended test questions. Both types of product, created by the researchers, were comparable with regard to content: they included the same misconceptions and were both of average quality. Giving peer feedback was part of a chemistry lesson delivered in an online inquiry learning environment. Students’ post-test scores, their own learning products, and the quality of the provided feedback were analysed to check for an effect on learning. There was no difference in post-test scores between the conditions, but the quality of the provided feedback predicted post-test scores. This indicates that it is not the type of product reviewed that matters, but the effort that students put into giving feedback. Possible implications for practice and further research directions are discussed.

The effectiveness of computerized training of visual-motor skills on visual- motor skills children with Attention Deficit-Hyperactivity Disorder

Introduction: Attention Deficit-Hyperactivity Disorder (ADHD) is one of the most common childhood disorders. An important subset of these children faces motor problems, including motor skills and motor coordination. Aim: The present study was performed in order to investigate the effectiveness of computerized training of visual- motor skills on visual- motor skills of children with Attention Deficit- Hyperactivity Disorder. Method: The present study was experimental research with a pretest- posttest design and with a control group. The statistical population of the study included all male students with Attention Deficit-Hyperactivity Disorder who were studying in the elementary school of Mashhad during the academic year 2019-2020. 30 students were randomly replaced (15 students in experimental group and 15 students in control group) by Connor's Teacher Rating Scales (CTRS). Instruments included a researcher computer game made by Rayapouya based on Cog Pack software, Conner's Teacher Rating Scale (1969), and Test of Visual-Motor Skills - third edition (TVMS-3). Data were analyzed by univariate analysis of covariance in the SPSS-23 software environment. Results: The research findings indicated that computerized training of visual- motor skills has been effective in improving visual-motor skills (P<0.01) of children with Attention Deficit- Hyperactivity Disorder and 35.4% of the differences in post-test scores of visual- motor skills are related to computerized training of visual- motor skills (P<0.01). Conclusion: According to the research findings, it seems that computerized training of visualmotor skills is an effective treatment that improves the performance of visual- motor skills.

Teaching socio-scientific issues through integrated STEM education: an effective practical averment from Indonesian science lessons

ABSTRACT This study aims to test the effectiveness of a socio-scientific issue (SSI) based instruction through STEM-6E (engage, explore, explain, engineer, enrich, and evaluate). Controversial science topics (e.g. genetically modified organisms) in many countries, especially Indonesia, can be approached via integrated STEM education. One hundred and nine junior-high-school students from two different schools were involved in this study. Qualitative and quantitative data analyses were used to interpret the data obtained. Furthermore, a multi-level assessment framework (proximal and distal assessment) was employed in the quantitative analysis. The study results revealed that socio-scientific issue-based instruction by STEM-6E can probe a unique natural classroom interaction initiated by the teacher. The results also showed that both proximal and distal assessment had significant pre-test and post-test score differences (t-test value: proximal = −14.89; distal = −8.92). Practical significance from Cohen's d in the two assessments also showed a large effect (distal: d = 0.85; proximal: d = 1.42). The students’ perceptions of this curriculum intervention, are extensively discussed. In conclusion, this current study's results support the claim that STEM-SSI can foster students’ understanding, performance, motivation, and self-awareness in learning science. Furthermore, such findings contribute to science teachers in planning, processing, and evaluating classroom learning via controversial science topics through integrated STEM education.

Utilization Of Augmented Reality In Automotive Subjects For Basic Competencies Of Four-Wheeled Vehicle Brake Systems

In automotive learning, teachers generally use books and teaching aids as learning media. Automotive learning outcomes show the low value of learning outcomes. Thus a learning media is needed that can help improve learning outcomes. One way to overcome this problem is to use learning media that utilize augmented reality technology. In this study, a learning media using augmented reality technology based on android was developed to simulate the brake system on four-wheeled vehicles in 3 dimensions. The Augmented Reality work system used is marker based tracking, and uses 3D Max software and the Vuforia plug-in. In terms of pedagogy, this learning system uses the Modality Principle.
 Participants are class XI students of SMK YPM 4 Taman. This research uses experimental research. The students involved were 44 students divided into 2 groups, with each group consisting of 22 students. Both groups received a pre-test and a post-test. The experimental group was given treatment with Augmented Reality-based learning media, while the control group did not use conventional learning media. After making comparisons, the results show less than optimal due to the pandemic period.
 The results showed that the pre-test result between the control group and the experimental group was 49.32, and the post-test result for the control group was 62.73, while for the experimental group it was 73.18. So that from the difference in the difference in post-test scores between the experimental group and the control group shows that the treatment factor by providing Augmented Reality-based learning media in the experimental group has an influence. From observations and interviews, students were more active in learning activities and students were eager to take part in learning. This proves that students are interested in this media which can generate motivation to learn.

Effectiveness of hand and foot massage on pain reduction among post-caesarean mothers at selected hospitals of Hubballi, Dharwad

Objectives: To assess the level of pain among post-caesarean mothers in experimental group before hand and foot massage. To assess the level of pain among post-caesarean mothers in control group. To evaluate the effectiveness of hand and foot massage on level of pain among experimental group in terms of pain reduction. To find out an association between pre-test pain scores of experimental group with their selected socio-demographical variables. To find out an association between pre-test pain scores of control group with their selected socio-demographical variables. Research design: A quasi-experimental; Pre-test post-test control group design was used to select 20 post-caesarean mothers, who were divided into two groups (experimental group & control group). Tool: The demographic Proforma were collected using structured interview schedule & Modified Mcgill Pain Questionnaire to measure the level of pain. Data obtained in these areas were analysed using descriptive and inferential statistics. Results: The results showed that, There was statistical difference in post-test and pre-test score regarding pain reduction among post-caesarean mothers in experimental group at 0.05 level of significance. There was statistical difference in the post-test score regarding pain among post-caesarean mothers in experimental group and control group at 0.05 level of significance. There was no significant association between pre-test pain score of both experimental and control group with their and selected demographic variables. This indicated that the post-test pain score of control group was greater than the experimental group who were exposed to Hand and Foot Massage. Conclusion: Therefore, the study concluded that hand and foot massage was effective, in-expensive and easily applied strategy for reduction of pain among post-caesarean mothers.

Enhancing Students’ Conceptual and Procedural Knowledge Using a New Teaching Approach of Linear Equations Based on the Equivalence Concept

Conceptual understanding is one of the main concerns of mathematics education. Numerous research have discussed student understanding of algebraic concepts, linear equations in particular. This research was drawn upon in order to develop a new approach for teaching and learning linear equations based on the equivalence concept, one that aims to improve students’ algebraic thinking. The purpose of this paper is to evaluate the effectiveness of the equivalence approach teaching method over the traditional teaching method in improving students’ flexibility and minimizing their errors in solving equations. The sample consisted of 61 junior-high-school Moroccan students that were assigned randomly to two groups: the control group and the experimental group. Within the posttest-only control group experimental design, the Mann-Whitney U test was used to compare differences in posttest scores between the two independent groups. Findings indicate that the equivalence approach teaching method was effective in enhancing students’ flexibility and in minimizing two categories of errors: conceptual and transformations errors.

Stop the Bleed®: Medical Students as Instructors of the Bleeding Control Basics Course.

The Bleeding Control Basics (B-Con) Course was developed to teach lifesaving hemorrhage control techniques to the public. Currently, medical students (MS) without prior clinical experience (CE) may not act as autonomous instructors, limiting the instructor pool. To assess the bleeding control knowledge of MS (phase I) and compare the knowledge of students taught by a certified instructor vs a medical student (phase II). Phase I: 20 MS, 6 with prior CE and 14 without clinical experience (NCE) completed a pre-course and post-course knowledge assessment. Results were assessed by independent sample t-tests. Phase II: 91 first-year MS were taught the B-Con Course by either a third-year MS (n = 45) or certified instructor (n = 46). An analysis of covariance (ANCOVA) was performed to compare scores by instructor type (certified vs MS) using prior CE and pretest scores as confounding variables. In Phase I, the CE group scored higher on the pretest assessment compared to the NCE group (P = .003). All students improved in posttest scoring, and there was no difference in posttest scores between the groups (P = .597). In Phase II, despite no difference in pretest scores between groups, the MS taught learners scored significantly higher on the posttest compared to the certified instructor group (P < .01). Prior CE did not correlate to posttest scores (P = .719). Medical students are as effective as certified instructors at conveying the B-Con learning objectives. Based on near-perfect assimilation of content by students, MS should be permitted to teach B-Con Courses.

The Effects of Reading Activity on Episodic Memory in Elderly

Abstract: The aging process is a natural event that cannot be avoided. Especially in the elderly, this is accompanied by a decrease in episodic memory function, which can reduce the quality of life. Therefore, efforts are needed to maintain cognitive function in elderly, one of which is through routine cognitive activities such as reading which can affect memory function in elderly through neuroplasticity. This study aims to determine the effect of reading activity on episodic memory function in the elderly. This research is a quasi-experimental study with a pre-test post-test control group design method. The total research subject were 30 people in Desa Demangan Siman, Kabupaten Ponorogo and Kelurahan Ngadirejo, Kota Kediri, with a sample technique using random purposive sampling. The research subjects were then divided into 3 groups with random allocation techniques using microsoft excel. Group 1 was the control group, group 2 was the 15-minute reading aloud intervention group, and group 3 was the 30-minute reading aloud intervention group. The results of the Dependent T-test showed that there was a significant difference in mean scores between the pre-test and post-test scores in group 2 (p = 0.000) and group 3 (p = 0.000), but not significant in group 1 (p = 0.111). The One Way ANOVA test results showed a significant difference in post-test scores in the three groups (p = 0.043), and the Post-hoc LSD test found a significant difference in scores between the post-test scores in group 1 with group 2 (p = 0.025) and group 1 with group 3 (p = 0.034), but there was no significant difference between the post-test scores in group 2 with group 3 (p = 0.883). It can be concluded, there is a significant effect between the duration of reading activity and episodic memory function in the elderly. Keywords: aging, elderly, episodic memory, reading, neuroplasticity.

A preference analysis and justification of Arabic written corrective feedback among instructors and undergraduates

There has been extensive discussion on the need to use corrective feedback in writing within foreign language learning. Essentially, corrective feedback is one of the important tools in improving students’ skills in learning a language. This study aims to find out the preference and justification of written corrective feedback (WCF) through the use of Google Docs among instructors and students in a higher learning institute. The effects of the direct and indirect feedback with metalinguistic comments were also studied to determine their suitability in teaching and learning the Arabic language. Quantitative and qualitative data were collected to (1) identify the preferred type of feedback among instructors and students, (2) identify justification of the preferred feedback type, and (3) examine post-test score differences between types of written correction feedback. Two questionnaires were adapted and distributed to 93 first-year students and four instructors of Arabic language for Academic Writing. Two instructors and five students were interviewed to find out their justification of the preferred types of WCF. A total of 50 respondents were divided into two groups according to the type of WCF provided, and post-test scores between the types of feedback were compared to determine if there was any significant difference between the types of feedback. The findings show that instructors prefer indirect WCF with metalinguistic comments while students prefer direct corrective feedback with metalinguistic comments. Post-test scores indicate that higher scores were achieved by students who received indirect feedback with metalinguistic comments. This indicates that students are able to process indirect feedback that is supplemented with metalinguistic comments. Moreover, an online learning environment provides more opportunities for instructors to highlight the students’ errors more clearly.

Learning Outcomes of High-fidelity versus Table-Top Simulation in Undergraduate Emergency Medicine Education: Prospective, Randomized, Crossover-Controlled Study

IntroductionOver the last several decades simulation, in both graduate and undergraduate emergency medicine education, has continued to develop as a leading and highly effective teaching modality. Limited research exists to evaluate the efficacy of low-fidelity (table-top) simulation, as compared to high-fidelity standards, as it relates to medical knowledge learning outcomes. We sought to assess the efficacy of a low-fidelity simulation modality in undergraduate emergency medicine education, based on quantitative medical knowledge learning outcomes.MethodsA prospective, randomized, crossover-control study comparing objective medical knowledge learning outcomes between simulation modalities. Analysis was designed to evaluate for the statistical equivalence of learning outcomes between the two cohorts. This was done by comparing a calculated 95% confidence interval (CI) around the mean difference in post-test scores, between experimental and control modalities, to a pre-established equivalence margin.ResultsPrimary outcomes evaluating student performance on post-test examinations demonstrated a total cohort CI (95% CI, -0.22 and 0.68). Additional course-subject subgroup analysis demonstrated non-inferior CIs with: Shortness of Breath (95% CI, −0.35 and 1.27); Chest Pain (95% CI, −0.53 and.94); Abdominal Pain (95% CI, −0.88 and 1.17); Cardiovascular Shock (95% CI, −0.04 and 1.29). Secondary outcome analysis was done to evaluate medical knowledge acquisition by comparing the difference in pre and post-test examination between the cohorts. CI of the full cohort ranged from (95% CI, −0.14 and 0.96).ConclusionThe student’s performance on quantitative medical-knowledge assessment was equivalent between the high-fidelity control and low-fidelity experimental simulation groups. Analysis of knowledge acquisition between the two groups also demonstrated statistical equivalence.

The Effect of Drama Course on Prospective Primary and Preschool Teachers' Communication Skills

This research aims to determine the effect of the drama course on the communication skills of prospective primary and preschool teachers. In the research, a one group pretest-posttest model was used before the pilot-test. The research population of the study was 140 third-grade prospective teachers who studied at Afyon Kocatepe University Faculty of Education Primary and Preschool Education program and took drama lessons. Since the entire population was available for research, sampling was intentionally omitted. “Communication Skills Scale” developed by Korkut, Owen and Bugay (2014) was used as the data collection tool in the research. In the data analysis, Wilcoxon Signed Rank Test was used in the comparison of the difference between two pairs in dependent groups. In the comparison of binary groups, Mann Whitney U Test was applied. It was concluded that there was a significant difference in favour of the posttest among the pretest and posttest scores obtained from the “Communication Skills Scale” and its sub-dimensions of the prospective Primary and Pre-school teachers who took the drama course in the research and favour of the female prospective teachers among the pretest and total scores. It is also concluded that there is no significant difference between pretest and posttest score differences between Primary and Preschool prospective teachers.

A Comparative Analysis of TPSCooperative Learning Model Over Conventional Teaching Method for Students’ Achievement in Environmental Science: An Indian Case Study

The present study ascertains the effectiveness of the Think-Pair-Share (TPS) Cooperative Learning Model over the lecture-based conventional teaching of Environmental-Science (EVS) on a sample of 78 students at the secondary level. Pre-test-Post-test Intact group design was adopted for this purpose. TPS Cooperative learning Instructions were followed for 4 weeks with the experimental group and data collected through TPS based Lesson-plan and EVS-Achievement test. The Validity of the test was established through experts’ opinions and its reliability was tested by Split-half-method and Spearman’s Brown Prophecy formula obtaining reliability coefficients of 0.886 and 0.940, respectively. Pre-test and Post-test were administered on both groups to determine the difference in achievement levels before and after the intervention. Independent sample t-test, Dependent sample t-test and ANCOVA were performed at 0.05 significant level for testing the tenability of hypothesis. Results from the independent sample t-test revealed the significant difference in Posttest scores of both groups. A dependent sample t-test was run to differentiate the effect of the intervention on scores of the experimental group. The t-value obtained is significant for P= 0.000 (p&lt;0.05), showing a significant difference in Pre-test and Post-test scores before and after the treatment. ANCOVA on the Post-test mean scores of the samples reported a significant effect on the achievement levels with TPS-Cooperative learning mode. The findings reflected that learners who taught EVS using the TPS instructional-strategy gave outstanding performance when compared to the control group. The TPS strategy is thus recommended at different levels in various disciplines for better academic gain towards action-oriented participatory learning.

Effect of progressive muscle relaxation exercise on clinical stress and burnout in student nurse interns.

To determine the effects of progressive muscle relaxation exercise (PMRE) on clinical stress and burnout in student nurse interns. This is a randomized controlled trial. Interns were divided into control group (CG; n = 78) or experimental group (EG; n = 67) randomly. PMRE was performed by students in the EG. Personal information form, Burnout Measure Short Version (BMS) and Physio-Psycho-Social Response Scale (PPSRS) for nursing students were administered to both groups in the first and last meeting. There was a significant difference in posttest scores between groups; EG posttest scores on the BMS, on the PPSRS, and subscales were lower than those of the CG. PMRE training ameliorates burnout and PPSRs to stress during clinical practice in nursing students.

Pain Assessment Clinical Practice Improvement: An Educational Approach in the Home Healthcare Setting.

In the 2 decades since The Joint Commission on Accreditation of Healthcare Organizations designated pain as the fifth vital sign, practitioners have become increasingly aware of the numerous challenges associated with the assessment and management of pain in older adults. Comprehensive pain assessment relies not only on the availability of assessment tools, but also on a clinician's knowledge, training, prior experience, and keen awareness of their own implicit bias and how it may influence their assessment and decisions. The purpose of this project was to develop, implement, and evaluate outcomes of a two-part online learning module on home healthcare clinicians' knowledge of pain. A quasi-experimental, one-group pretest posttest design was used. Of the 94 clinicians who volunteered, 54 participants completed all modules and surveys. Mean posttest scores (58.7%) were significantly higher than pretest scores (50.7%; n = 54, T = 3.08, p-value = 0.003). The strongest gains in learning occurred for those with lower pretest scores. The mean difference between posttest and pretest scores did not vary among job titles. There was no significant difference in posttest scores among job titles. A higher mean pretest score was associated with greater years of clinical experience, but did not significantly affect mean posttest scores. These findings suggest elearning is an effective educational approach to improve home healthcare clinicians' pain knowledge, particularly those who lack a sufficient knowledge base at the outset.

Impact of a pain management program on nurses' knowledge and attitude toward pain in United Arab Emirates: Experimental-four Solomon group design

BackgroundLack of knowledge about pain is a common barrier to effective pain management. Educational pain management programs directed to health care professionals can improve knowledge and attitudes about pain. However, changing practice is more challenging, but can be achieved with more targeted educational interventions within the clinical setting. ObjectivesThe main objective of this study was to examine which of four separate pain management educational designs improved nurses' knowledge and attitudes toward pain over time. Secondary objectives were to compare and contrast nurse's knowledge and attitudes toward pain before and after the educational intervention. DesignThis randomized controlled trial using a four Solomon group design. SettingThis study took place in Dubai Hospital, Dubai Health Authority, in United Arab Emirates between January 2019–April 2019. ParticipantsThe sample consisted of 200 registered nurses who were randomly selected and assigned into four separate educational groups. Participants had at least one year of experience in Dubai hospital prior to data collection. Resultspaired t-test has shown the experimental group scored significantly higher than the control group (p < 0.01). One-way ANOVA revealed significant post-test score differences between groups p < 0.001. A repeated measures ANOVA with a Greenhouse-Geisser correction determined that mean scores over three months was not statistically significant. Indicating that the level of knowledge did not change over time within any of the groups. Conclusion and recommendationsThe most important findings were the relatively low pre-test knowledge scores among staff nurses, and the significant improvement in knowledge for most test items following the educational intervention. Moreover, the level of knowledge and attitudes were maintained over three months. The pain management program proved to be effective in improving nurses' pain knowledge, attitudes, and assessment practices. Nurses in the experimental group increased their pain score significantly after the pain management program.Registration number: NETUBR.

A comparative study between effects of aerobic exercises and conventional treatment on selected outcomes of heart failure clients

Heart failure (HF) is now a major public health issue with a current prevalence of over 23 million worldwide. Physical exercise is now mandatory for HF management to improve a sense of wellbeing. The purpose of the study was to compare the effect of aerobic exercises with the conventional treatment methods with selected patient outcomes among heart failure patients. A quantitative experimental research approach with a post-test-only control group design was adopted. A total of 40 HF patients were taken as study sample, and they were randomly divided into two groups. One group was given conservative treatment, whereas the other was trained with aerobic exercise. Aerobic exercise training was given to the training group for 30 days, and physical, physiological, and psychological changes were assessed by standardized rating scales. A difference of post-test scores of the exercise training group and conservative treatment group were examined using t-tests and Chi-square tests. Out of 40 patients (45% above 60yrs of age, 62.5% male), two groups exhibited an extremely significant difference in terms of HF symptoms, pain, and anxiety (p &lt; 0.00001). HF symptoms, chest pain, anxiety exhibited a significant association with age, edema showed significant association with occupation and oxygen uptake showed a significant association with age and occupation. This study concluded that aerobic exercises are highly effective to improve the activity tolerance of the body and can significantly reduce pain, edema, and anxiety levels in heart failure patients receiving conservative treatment.

Efficacy of HIV/AIDS Related Educational Package on Awareness and High-Risk Behavior of Adolescent Students in Kathmandu Metropolitan City

Introduction: Human immunodeficiency virus (HIV) and acquired immune deficiency syndrome (AIDS) are among the most complex health problems of the 21st century. Young people aged 15 - 24 years are the HIV/AIDS at risk group. The objective of this study was to evaluate the effectiveness of an educational interventional program on knowledge on HIV/AIDS among adolescent students of higher secondary school in Kathmandu, Nepal. Methods: The study was the pre test - post test experimental study design with an experimental and a control group conducted in the randomly selected eighteen higher secondary schools. The intervention, educational package on HIV/AIDS, was provided to all grade twelve students in the intervention group from 1st September, 2017 to 2nd January, 2018. In total, 321 from the intervention group, and 283 from the control enrolled at baseline and over 95% of these were followed up at posttest. The data were collected from self-administered questionnaires in English version and analyzed by using independence t-test and paired t-test. Results: Overall pretest knowledge of both intervention and control groups was comparable with 27.58 ± 4.05 and 28.53 ± 3.77 mean ± standard deviation respectively. But statistical analysis showed significant higher knowledge (P = 0.03) among control group. After the educational intervention, the mean knowledge score of control group increased by only 0.47, whereas the same score increased by 11.57 and reached 39.15 ± 3.7 in post-test for intervention group. The difference in post-test score was statistically highly significant (P < 0.001). The finding indicates that the educational intervention was effective in changing the HIV/AIDS knowledge of students of intervention group. The differences in pre- and post-test knowledge scores of both intervention and control groups were statistically significant with P-value of 0.000 and 0.003 respectively. The findings of sexual risk behavior showed that 6.7% of controls and 16.8% of intervention group students reported having sexual relations. Conclusion: Educational intervention was efficacious in improving awareness of adolescent students on HIV/AIDS. The study has also indicated that remarkable numbers of adolescents are practicing high risk behavior for HIV/AIDS like having early initiation sexual intercourse, multiple sex partners, using alcohol before intercourse etc. There is need to promote education program among higher secondary schools to multiply the effects of providing opportunities to equip students with factual information on HIV/AIDS.

THE EFFECT OF CLIMBING UP AND DOWNSTAIRS EXERCISE ON SHORT-TERM MEMORY AMONG YOUNG ADULTS (AGE 18-22)

Background: Short-term memory affects academic performance. Good memory function is one of the benefits of physical exercise. A sedentary lifestyle and physical inactivity lead people to do less exercise. Climbing up and downstairs is one form of practical physical exercise that can be easily done anywhere at any time and by anyone. Aim: To assess the effect of climbing up and down stairs exercise on short-term memory in young adults. Method: This research used Quasi-Experimental with pre-test and post-test non-equivalent group method. Subjects were medical students of the Faculty of Medicine, Diponegoro University (n=40) aged 18-22 years that meet the inclusion criteria. Subjects were divided into 2 groups, control group (CG) and exercise group (EG), each consisting of 20 people. The subject's short-term memory was assessed using the Scenery Picture Memory Test (SPMT). Statistical analysis with Shapiro-Wilk test, paired T-test, Wilcoxon, independent T-test, and Mann-Whitney. Result: There were significant improvements in short-term memory before and after climbing up and down stairs exercise on both exercise group (p=0.000) and control group (p=0.001). No difference in pre-test scores between groups (p=0.921), and a significant difference in post-test scores between groups (p=0.010). An Independent T-test was done on the delta of the pre-post test between groups and is significant (p=0.016). Conclusion: 6 weeks of climbing up and down stairs exercise improves short-term memory in young adults. A higher improvement was found in the exercise group.

Application of Frequent, Spaced Multiple-choice Questions as an Educational Tool in the Pediatric Emergency Department.

The objective was to assess the feasibility of using spaced multiple-choice questions (MCQs) to teach residents during their pediatric emergency department (PED) rotation and determine whether this teaching improves knowledge retention about pediatric rashes. Residents rotating in the PED from four sites were randomized to four groups: pretest and intervention, pretest and no intervention, no pretest and intervention, and no pretest and no intervention. Residents in intervention groups were automatically e-mailed quizlets with two MCQs every other day over 4 weeks (20 questions total) via an automated e-mail service with answers e-mailed 2 days later. Retention of knowledge was assessed 70 days after enrollment with a posttest of 20 unique, content-matched questions. Between August 2015 and November 2016, a total 234 residents were enrolled. The completion rate of individual quizlets ranged from 93% on the first and 76% on the 10th quizlet. Sixty-six residents (55%) completed all 10 quizlets. One-hundred seventy-three residents (74%) completed the posttest. There was no difference in posttest scores between residents who received a pretest (61.0%±14.5%) and those who did not (64.6%±14.0%; mean difference= -3.7, 95% confidence interval [CI]= -8.0 to 0. 6) nor between residents who received the intervention (64.5%±13.3%) and those who did not receive the intervention (61.2%±15.2%; mean difference= 3.2, 95% CI= -1.1 to 7.5). For those who received a pretest, scores improved from the pretest to the posttest (46.4% vs. 60.1%, respectively; 95% CI= 9.7 to 19.5). Providing spaced MCQs every other day to residents rotating through the PED is a feasible teaching tool with a high participation rate. There was no difference in posttest scores regardless of pretest or intervention. Repeated exposure to the same MCQs and an increase in the number of questions sent to residents may increase the impact of this educational strategy.