Different Methods Of Teaching Research Articles

Stages of Development and Transformation of Education in Turkey from 1923 to the Present

Education has been attributed a special importance to the Turks since the earliest times. Since the most ancient times, different methods of education have been tried using various directions and techniques. The reasons why education is so important in Turks comes from the perception of it as a duty against the state as an individual who should be in everyday life. While we develop ourselves as individuals, we also aim to develop the qualitative workforce potential in the eyes of society and the state. With the aim of achieving these goals, every Turkish teenager goes through the school ranks, after acquiring certain training and decency, we reach the security of applying these qualities and starting life. According to the advent of Turkish education, education begins in the family, continues at school and development is shown in the environment we have. Since he preferred a nomadic lifestyle in the process until the first Turks followed, the trainings were generally conducted on him, in the obas, in tents. In addition to the local legislation, educational institutions were established in the architecture agreement, a national alphabet was developed like the Göktürks, and literacy mobilization was carried out. Our people have embroidered their feelings and thoughts on obelisks and Bengü stones. After the Uyghurs, in the process, the method of madrasa of the Age of Bliss era was adopted in Turkish communities such as Karakhanli, Ghaznavid and Seljuk, known as the First Muslim Turkic States. Courses have been studied here, bureaucrats, science and art people who are necessary for the state and society have been trained here. This procedure was continued with the institutions and institutions of the Ottoman Empire, and it was allowed to train the bureaucrats and statesmen of the Republic of Turkey, which was to be established later. In the Ottoman Empire, especially the XIX century. in the century, he made attempts to westernize in the field of education, experts from the West went on the path of modernization in his field. The Republic of Turkey, which inherited this heritage, has taken the path of some fundamental changes in education, such as the letter revolution, by dictating the songs of return. Thus, it was desired to carry out an integrated education reform to the west. After Atatürk's Turkey, different methods and applications are followed in education. Especially in the periods after 1950, 1980 and 2000, the values of determination have emerged at the levels from preschool to higher education, and there have been many developments in our education system from the amount of educational time to the exam. Keywords: Education, Education in Turkey, Nomadic, Sedentary

Best Practices of Basic Life Support Training in Undergraduate Medical Education: A Guide to Medical Teachers

Basic life support (BLS) is an essential clinical skill that needs to be mastered by graduating medical officers as potential first responders in clinical settings. Inadequate resuscitation skills of healthcare professionals in BLS have been identified as contributing to poor prognosis in cardiac arrest victims. Thus, BLS training has been incorporated into undergraduate medical curricula using various instructional methods to equip their graduates with BLS skills. Despite such training, medical students and junior doctors were found to be under-competent in delivering BLS primarily due to different methods of instruction utilised in BLS training as opposed to simulation-based training, which is identified as the gold standard in BLS training. It is recommended that simulation-based BLS training be conducted, giving more weight to the skill component, in small groups of 3–10 students, complemented by yearly refresher courses and just-in-time training. This article aims to build awareness and inform medical teachers and programme directors on the current best practices of BLS training in undergraduate medical education.

Bridging knowledge gaps in paediatric chronic urticaria through a video-based educational tool.

There is a lack of patient educational resources about chronic urticaria (CU). To develop and test the effectiveness of an education tool to help paediatric patients and their families better understand CU and its management. From July 2020 to May 2022, paediatric patients with a history of CU who presented to the allergy outpatient clinics at our institution were recruited. Consenting families and patients were asked to complete five questions related to the definition, causes and management of CU at the time of presentation to the clinic. Participants were shown a 5-min animated video addressing the main knowledge gaps about CU. At the end of the video, participants were redirected to the same five questions to respond again. The scores were recorded as a proportion of correct answers (range 0·0-1·0). In total, 53 patients [30 girls (56·6%), 23 boys (43·4%); mean age 9·7 ± 5·1 years, range 1·4-18·5 years] were recruited. The mean baseline pre-video education questionnaire score was 0·67 ± 0·2 (range 0·2-1·0), while the mean post-video score was 0·94 ± 0·1 (range 0·4-1·0), a mean score difference of 0·27, which was statistically significant (P < 0·001). At the 1-year follow-up, 14 (26·4%) patients answered the questionnaire again to assess retention of knowledge; the mean score was 0·83 ± 0·2 (range 0·2-1·0). Our educational video was successful in educating patients and their families to better understand urticaria. Future studies should aim to optimize patient education through nontraditional tools such as videos, and compare knowledge gain using different methods of education.

"A Feasibility Study of an Online Educational Program on Human Papillomavirus Vaccination for Parents of Adolescents During the COVID Pandemic"

Background: Human papillomavirus (HPV) vaccination for adolescents helps within the prevention of preventable cancers caused thanks to HPV infection. However, many adolescents don't seem to be vaccinated because of a scarcity of information among parents. Objective: This study aimed to check the extent of information and attitude of oldsters on HPV vaccination before and after the net educational intervention. Methods: A cross-sectional pilot study was conducted among a sample of 45 parents of adolescents studying at school 7th–9th. the oldsters were selected through two-stage simple sampling and assigned randomly to a few groups with three different methods of education – an internet lecture with a PowerPoint presentation, a web short film with discussion, and a self-learning online booklet. Pre- and post-intervention knowledge was assessed with a structured questionnaire and attitude with a modified Likert scale administered online. Wilcoxon and Kruskal–Wallis tests were accustomed find the statistical significance of the study. Results: Only 36% of samples stated that they need not heard about HPV vaccination, while others had heard from healthcare workers, members of the family, friends, or television, but their knowledge was inadequate. all told the three groups, there have been significant improvements within the level of data, but there was no significant difference in attitude. The post-test knowledge countless parents educated with the short film were significantly over the opposite two interventions. Conclusion: Online educational programs were found to be effective in improving the knowledge of fogeys on HPV vaccination and of the three methods; the short film was more practical than the opposite two methods

Online educational program for parents of adolescents on human papillomavirus vaccination during COVID pandemic: A feasibility check.

Human papillomavirus (HPV) vaccination for adolescents helps in the prevention of preventable cancers caused due to HPV infection. However, many adolescents are not vaccinated due to lack of knowledge among parents. This study aimed to compare the level of knowledge and attitude of parents on HPV vaccination before and after the online educational intervention. Across-sectional pilot study was conducted among a sample of 45 parents of adolescents studying in class 7th-9th. The parents were selected two-stage simple random sampling and assigned randomly to three groups with three different methods of education - online lecture with PowerPoint presentation, online short film with discussion, and self-learning online booklet. Pre- and postintervention knowledge was assessed with a structured questionnaire and attitude with modified Likert scale administered online. Wilcoxon and Kruskal-Wallis tests were used to find the statistical significance in the study. Only 36% of samples stated that they have not heard about HPV vaccination, while others had heard from health-care workers, family members, friends, or television, but their knowledge was inadequate. In all the three groups, there was significant improvement in level of knowledge, but there was no significant difference in attitude. The posttest knowledge scores of parents educated with short film were significantly more than the other two interventions. Online educational programs were found to be effective in improving the knowledge of parents on HPV vaccination and of the three methods; short film was more effective than the other two methods.

The Research on Critical Thinking Teaching Strategies in College English Classroom

Critical thinking helps to develop personal’s ability to think consciously. One of the most important things is to enhance critical thinking in college English classrooms. This study is an attempt to investigate college English teachers’ perceptions and challenges in teaching critical thinking strategies. This research aims to investigate the college English teaching methods, approaches and strategies in English classes. The experiment was performed in the first semester from September 2021 to January 2022, with 64 students in Zhejiang Yuexiu University, China. There were thirty-two experimental participants and thirty-two traditional learning participants. All learners received the same content of learning, but through different methods of education. Students better demonstrated critical thinking in a post-strategy instruction assessment than those students who had not received any strategy instruction. The study used qualitative and quantitative methods that examined English teachers’ awareness of critical thinking as a teachable skill. The data was collected through a questionnaire, observation and interview. Both college English teachers and students participated in this research. The results demonstrated that teachers accept that the critical thinking skills make the course more meaningful for learners. Teachers convinced that critical thinking should definitely be encouraged and it should become a habit in students.

Effectiveness of self-intervention on self-efficiency and activity daily living among patients with stroke

Background: A stroke is initiated by an disturbance in the blood supply to portions of the brain causing in injury of it that affects people’s lives and alterations their capability to live dependently and with quality. It has been proposed that special training, called ’a self-management, teaches people about reasons and controlling of stroke, helps them progress the skills to work with their complications and challenges. Aim: This study aimed to examine self-intervention on self-efficiency and activity daily living among patients with stroke. Design: Quasi experimental research design was used to reach the purpose of this research. Setting: This research was accompanied in neurological care unit of Menoufia University hospital, Egypt. Sample: purposeful sample of 100 patients who were admitted the neurological units at Menoufia, University. Tools: The data gathering instruments were Instrument (I) Structure interview questionnaire: that contain two parts Part I: Sociodemographic and clinical data, Part II: - Medical data, Instrument (2) Knowledge questionnaires sheet:- that contains four parts, Instrument (3) (SSQE) Stroke Self‐ Efficacy Questionnaire and Instrument (4) Barthel Index for Activities of Daily Living (ADL). Results: The chief outcomes of the research there was a statistically significant progress of total information score about stroke in the study group compared to the control group post and follow up of intervention (P=.000). There was statistically significant difference between the study group about the total score of evaluation of patients’ awareness about secondary stroke prevention pre, post and follow up intervention, There was statistically significant difference between the study group regarding the total score of SSQE Stroke Self‐ Efficacy pre , post and follow up intervention((P=.000)). Also, the total levels of Barthel Index for activities of everyday living score in the research had improved post and follow up intervention than control group. Conclusion: The study concluded that nursing intervention which include educational information, rehabilitation and awareness knowledge that increase self-efficiency, daily living activity that increase self-care abilities, decrease complication as well as improve stroke patients in the rehabilitation phase. Recommendation: Nursing intervention and education should be directed toward who are at danger of stroke and instruct about management and uppermost of follow ups, rehabilitation facilities in agreement with their level of education, in a language that is easily understandable. Apply updated protocol of different methods of nursing intervention that help stroke patients to control stress, hypertension, high risk factors through booklet and different methods of education and rehabilitation service.

Comparison of Different Methods of Education in the Adoption of Oral Health Care Knowledge.

Aim: The scope of this study was to determine if there is a critical distinction in the usage of lectures, videos, and pamphlets as educational material utilized in the adoption of oral health care knowledge. Materials and methods: Three-hundred and thirty children from ages 11 to 13 from the city of Split, Croatia completed the questionnaire on oral health care knowledge. Consequently, they were educated by randomly using a method: lecture, pamphlet, or video. Finally, after education, their knowledge was tested again. Results: Different statistical tests were used for comparison of different sets of data. The Wilcoxon signed-rank test showed a statistically significant difference (p ˂ 0.001) compared to the results before and after education. The Kruskal–Wallis test comparing knowledge outcomes after three different types of education: video, lecture, and pamphlet, showed a statistically significant difference in the final knowledge between groups (p ˂ 0.05). A pairwise comparison between different types of education showed a significant statistical difference between education conducted by pamphlet and video material (p = 0.003) and pamphlet and lecture (p = 0.006). No difference was observed between the level of knowledge acquired through video material education and lectures (p = 0.928). Conclusion: Videos and lectures as means of education showed equal effectiveness in the adoption of oral health care knowledge, while the pamphlet was a method that proved to be less effective.

Methods of Thinking and Its Relation to The Multiple Intelligences for The Talented Students in Makkah Al-Mukarramah.

This study aims to identify the relationship between thinking methods and the multiple intelligences for talented students in Middle and Secondary schools in Makkah Al-Mukarramah, to identify the differences between the talented students in terms of their preferences for the methods of thinking based on the variable of gender and school stage. The researcher adopted the descriptive survey approach. Study sample consists of 151 talented students of middle and secondary schools. The researcher used Harrison Bramson Thinking Styles Scale and Rogers Multiple Intelligence Scale. The study was applied in the first semester of academic year 20118-2019 on the talented students in middle and secondary school in Makkah Al-Mukarramah. The following are the summary of study results: The degree of thinking methods of the talented students in Makkah came to be (intermediate), and the results revealed also that the degree of multiple intelligences of the talented male and female students in Makkah Al-Mukarramah was (intermediate). The results revealed that there was a strong positive correlation among the different thinking styles as a whole and the multiple intelligences as a whole, the special thinking methods dimensions and the dimensions of multiple intelligences. In light of the study results, the researcher recommended the most important recommendations as follows: the need to consider the different thinking methods, especially the prevailing ones such as the critical thinking in different methods of instruction; preparation of educational programs for the development of thinking methods in general, and the need to pay attention to the education of talented and untalented students through concluding courses, workshops, publications and other instructional means.

Teaching irregular words: What we know, what we don-t know, and where we can go from here

Instruction in regular letter-sound relationships is a key element of teaching children to read. However, in the English language, many words have irregular spellings (e.g. said, are, yacht). What is the best way to help children learn to read these words? To date, a number of different viewpoints have been put forward, but these viewpoints are seldom directly compared, and there is very little empirical evidence to adjudicate between them. Therefore, in this review, we outline the theoretical arguments for and against different methods of instruction, and synthesise the empirical research that does exist. We make recommendations for practice, and outline key areas where further evidence is required.

ПРЕДСТАВЛЕНИЯ СОВРЕМЕННЫХ РОДИТЕЛЕЙ О ТРЕБОВАНИЯХ, ПООЩРЕНИИ И НАКАЗАНИИ КАК КОМПОНЕНТАХ ВОСПИТАНИЯ ДЕТЕЙ

Statement of the problem. Solving the problem of psychological and pedagogical support of parents requires studying the request for psychological assistance from their side. In our opinion, this can be done by studying the social perceptions of modern parents about various aspects of the phenomenon of parenthood. The purpose of the article is to describe the semantic core of modern parents’ ideas about encouragement, punishment, and requirements as components of raising children in the family. Materials and methods. The research methodology is presented by the concept of social representations by S. Moscovici, as well as synthesized research in the field of social representations by Russian and foreign scientists (K.A. Abulkhanova-Slavskaya, G.M. Andreeva, E.Y. Artemyeva, M.I. Volovikova, T.P. Yemelyanova,L.G. Pochebut, J.K. Abrik, P. Verges, D. Jodle). Research results. The analysis of the results shows that the semantic core is the idea that the main task and responsibility of parents is to educate the child, and for this they can use methods of encouragement and punishment, moreover, they have the right to control and punish the child. The main tasks of different methods of education (requirements, prohibitions, punishments, incentives) is maintaining the authority of parents, taking care of the child’s safety, encouraging good behavior, good learning, and obedience of the child. These ideas tend to the traditional Russian understanding of the parent as an educator. Along with this, there is an appearance of ideas about non-mandatory education, the need to develop an educational strategy, and the need to avoid child-centered behavior. Conclusion. The results of the study allow us to make a request for the content of psychological and pedagogical support for parents within the educational system and psychological assistance services. Knowledge of modern parenting’s social concepts of parenting methods allows parents to develop education that is appropriate to their characteristics and needs.

Learning through video games: The impacts of competition and cooperation

The purpose of this study was to explore four different methods of instruction: a traditional slideshow control group, and three groups using an educational video game played either individually or facilitated with a competitive or cooperative social structure. The instructional tool was an educational video game designed to teach a personal finance lesson on credit scores through individual play. The research questions focused on differences in participant performance, engagement, and attitude. The participants in the study consisted of adults from traditional extension and outreach audiences associated with a land-grant university located in the intermountain western United States. The results of this study indicated that, with one exception, there were no significant differences in outcomes between the four different methods of instruction. The broad interpretations of this study are that educational outcomes of using educational video games may not vary greatly based on social context when using precise definitions of competition and cooperation. Importantly, this affords educators the general freedom to choose among a number of social educational structures without fear of significantly compromising educational outcomes.

A Study on the Effect of Emerging Technology on Students' Academic Achievements at Secondary Level

The rapid growth in the use of technology particularly the use of emerging technologies has provided an opportunity to educators around the world to investigate the most suitable learning environments and more effective related material that would cater students’ diverse learning styles and knowledge. Therefore, the aim of the present study was “a study on the effect of emerging technology on students’ academic achievements at secondary level”. The sampling population of the present study is all students of grade 10 who are studying in public high school in Punjab. Use of emerging technology and its experiment was delimited to Biology students of class 10th in Govt Girls High School No1 Fateh Jang (Attock) sessions 2016-17 and its experiments was delimited to four chapters of Biology textbook. This study sought to discover that learning through emerging technology improved student academic achievement. Two different methods of instruction were employed for this research study. The first method of instruction was the traditional lecture and whiteboard method. The second method of instruction was the use of technological instruction. Students of 10th class in subject Biology were studied. Two groups controlled and experimental was selected on the basis of pre test to equate the knowledge level for experiment. For item analysis, researcher used SPSS, Mean. Overall the achievements of students were satisfactory. After analysis of the data conclusions were drawn that there is major difference between the students of experimental post and control post. The mean score of experimental post students is greater than control post. It is recommended that Teachers should use Emerging Technology based teaching aids like computer animations etc. to develop student’s interest in the subject for maximum teaching learning out-comes.

Teaching Embedded Systems for Energy Harvesting Applications: A Comparison of Teaching Methods Adopted in UESTC and KTH

Further to China’s plan that was introduced in 2017 for attracting more students into engineering, many Chinese universities have started to explore new teaching methods that can be adopted into their programs. This shift was geared towards developing student-centred teaching materials rather than traditional teacher centred instruction. In this manuscript, we compare two different methods of instruction for a course on energy harvesting using embedded systems. We describe the learning materials and showcase the impact that project-based learning has had on a cohort of Chinese students that were enrolled in a joint master’s program between the University of Electronic Science and Technology of China (UESTC) and the Royal Institute of Technology (KTH). KTH has made remarkable progress in the teaching of embedded systems technology for energy harvesting applications, with great emphasis on active as well as collaborative learning. We demonstrate two examples of projects that Chinese students have completed in KTH and present evaluative data regarding their experiences. Our results show that KTH’s approach in teaching this module has had a positive impact on student learning, with an average of 80% of students think that teaching in KTH is conducive to students’ independent exploration.

تنفيذ الطريقة الإيحائية في تعليم اللغة العربية

Teaching methods have been esablished and continued to be of particularimportance to the classroom teaching process. Therefore, educators haveconcentrated mos of their research efforts throughout the current century on thedifferent teaching methods and their benefts in achieving desirable educationaloutcomes for sudents at different educational levels. This interes in teachingmethods has led to the spread of saying that (the successful teacher is only asuccessful way), and those who train teachers to train their sudents to use differentteaching methods that achieve the objectives of teaching easily and successfully,therefore, the oldes defnitions of the teaching method refers to being the easiesways to teach and learn.The suggesopedia method consiss of a set of educationalrecommendations derived from the suggesive science that Luzanov described as"science concerned with the sysematic sudy of the irrational and unconsciousinfluences, or both," to which humans respond continuously. The mos prominentfeatures of this method is the use of decor, furniture, and the special way to arrangethe classroom, and the use of music and authoritarian behavior followed by theteacher during teaching.This method aims to remove or remove psychologicalbarriers when sudents have trused the teacher and themselves. In terms oflanguage theory, this method does not direct the sudent to memorize vocabularyand acquire the habit of speech but to communicative practices. There are sixbasic principles of this method: authority, infantilization, dual comunication,intonation, rhythm, and semi-negative (Pseudo-passive).

Оценка вовлеченности будущих HR-менеджеров как фактора успешного профессионального становления

The article is devoted to the currently relevant topic of involvement in activities, but not the organization’s personnel, but future HR-managers in their learning process. The article presents various theoretical approaches to the defi nition of the concept of «involvement», «involvement of students», «student engagement», and also analyzes the factors infl uencing the degree of involvement of students in the learning process. A brief review of the literature on the study of the problem of involvement is given, the purpose of which is to form a general idea of the relevance and diffi culties in assessing involvement. The author off ers the experience of assessing the level of involvement of future specialists in the fi eld of personnel management in the process of their study at the university as an important factor in their successful development in a future profession. The author presents the results of a comparative analysis of changes in the level of involvement of students in the situation of using diff erent teaching methods in different years of study. The article focuses on the problem of the formation of professional competence of future HR-managers in the process of their training, and the connection of training success with involvement as a factor of motivation and increased interest in future professional activities. The article has a practical orientation, since studying the involvement of students in training will make it possible to adjust both the content and methods of training future HR managers taking into account not only the requirements of the Federal State Educational Standards of Higher Education, the professional standard of a personnel management specialist, the requirements of employers, but also the needs of the students themselves.

The importance of education on disasters and emergencies: A review article.

Disasters and emergencies have been increasing all over the world. Todays, with technological advancement, acquiring knowledge and its application in the realm of action is regarded as the only effective way for prevent disasters or reducing its effects. The present study aimed to review the importance of education and the effect of different methods of education on disaster risk reduction and preparedness in vulnerable people. To this aim, some articles indexed in Database of PubMed, Web of Science, Google Scholar, Scopus, Science Direct, and ProQuest were searched. The search was limited to reviewed articles in English published between 1990 and 2017. In addition, the selected articles were reviewed for relevant citations. The conducted studies were reviewed by two researchers independently. The primary search generated 128 relevant references. After eliminating the duplicates and articles which were not related to the review of the abstract, 41 references were identified for inclusion. After reviewing more, 31 references, which failed to meet inclusion index, were excluded from the study. Disaster education aims to provide knowledge among individuals and groups to take actions to reduce their vulnerability to disasters. During the last decades, the issue that trained people can be prepared for disasters and responding well has been extensively investigated. Based on the results, disaster education is a functional, operational, and cost-effective tool for risk management. Based on some evidence, it is important for vulnerable people to learn about disasters. There are different methods to educate vulnerable people, but no method is better than others. Trained people can better protect themselves and others. In this regard, planning and designing comprehensive educational programs are necessary for people to face disasters.

Periprocedural Antithrombotic Management from a Patient Perspective: A Qualitative Analysis

BackgroundPeriprocedural antithrombotic medication management is a complex, often confusing process for patients and their providers. Communication difficulties often lead to suboptimal medication management, resulting in delayed or canceled procedures. MethodsWe conducted telephone surveys with patients taking chronic antithrombotic medications who had recently undergone an endoscopy procedure. In the survey, we sought to better understand the periprocedural process for patients taking antithrombotic medications. We conducted a content analysis of patients’ unstructured responses from the periprocedural patient phone calls. We used a multistep group coding process to analyze responses. Relationships between different themes and categories were analyzed using original quotes and retrieving thematic segments from the transcripts. ResultsThe survey was administered to 81 patients; 74/81 respondents (91%) said they understood the plan to manage their antithrombotics, but 21/81 respondents (26%) were not completely satisfied with the coordination, communication, and management of their medications. Five primary themes emerged from the content analysis as patient-centered design features affecting periprocedural care: (1) patients require accurate and timely information; (2) a patient's prior experience with antithrombotic therapy affects their understanding of the process; (3) patients prefer receiving their information from a single source, and (4) also prefer different methods of instruction; (5) finally, patients expect their clinician(s) to be available through the periprocedural management process. ConclusionTo optimize the periprocedural medication management communication process, patients desire timeliness, accuracy, and adaptiveness to prior patient experience while offering a single, consistently available point of contact.

Does a more dynamic method of partial weight-bearing instruction translate to improved protocols?

Background: Partial weight-bearing protocols are commonly incorporated into rehabilitation to enhance recovery. Patients are often prescribed protocols that refer to a percentage of their body weight, such as 20% weight bearing, that should be placed through the healing limb during activities such as walking (gait). In order to achieve these partial weight-bearing protocols, patients are usually provided with walking aids such as crutches. Accurate reproducibility of and compliance with these protocols could be considered essential to the rehabilitation process; however, poor reproducibility of partial weight-bearing protocols during crutch assisted gait using a current method of instruction has been shown. Aims: The aim of this study was to determine whether a more dynamic method of partial weight bearing protocol instruction was more accurately reproduced. Methods: In total, 16 participants were randomly allocated to one of two groups and were taught 20% partial weight bearing using two different methods of instruction. A participant's ability to reproduce their target load using crutch assisted gait was assessed using a force plate. Findings: The mean error for the static method of instruction was significantly greater than the more dynamic method. Conclusion: As seen previously, the static method of instruction of partial weight bearing protocols, using bathroom scales, does not seem to translate accurately to dynamic motion; however, the more dynamic method assessed in this study appears to result in more accurate reproducibility.

Educating Patients on Preeclampsia and the Effect of Different Methods of Education on Patient Anxiety [33F

INTRODUCTION: To determine whether the exposure to two different methods of patient education regarding preeclampsia increased anxiety. METHODS: A randomized controlled trial was conducted of singleton primigravid patients at a tertiary care center between 18-25 weeks gestation. Patients were randomized to preeclampsia education with a graphic card or an educational video. Patients completed the validated State Trait Anxiety Short version 6 (STAI-6) anxiety assessment tool before and after exposure to the assigned educational tool. The change in score was compared to evaluate if patient anxiety level changed after education. RESULTS: A total of 101 patients were randomized with 56 to graphic card and 45 to educational video. The average STAI-6 scores before and after intervention for all groups were nearly within normal range (34-36). There were no significant differences in anxiety score before and after the intervention for those exposed to either the graphic card (p = 0.739) or the video (p = 0.121). CONCLUSION: Patient anxiety does not appear to be impacted by preeclampsia education with a graphic card or an educational video on preeclampsia.