Education Model Research Articles

Randomised controlled trial: role of virtual interactive 3-dimensional models in anatomical and medical education.

Purpose: Virtual interactive 3-dimensional models (VI3DM) and immersive virtual reality are implemented in medical education and surgical training. VI3DM allow learners to view and interact with a virtual 3D object and help in conceptualising learning objectives that demand high cognitive and visuo-spatial skills. However, the effects of VI3DM in medical education are unknown. We aimed to determine whether VI3DM are helpful in conceptualising complex anatomical structures. Materials and methods: We included 5 specimens, which were assessed by 200 first-year medical students categorised into experimental (n = 100) and control (n = 100) groups using a systemic randomisation method after matching for age and sex. The experimental group was given VI3DM as interventional learning resources while the control group was given 2-dimensional photographs as conventional learning resources for self-directed learning for 30 minutes. Participants completed a questionnaire before and after the learning session to assess their knowledge related to external features, attachments, and relations of anatomical specimens. Results: The scores of the experimental group improved significantly in the post-test compared to those of the control group for all 5 specimens included in the study (p < 0.05, confidence interval = 95%, unpaired student's t-test). Conclusions: VI3DM can help conceptualise external features, attachments, and relations of anatomical structures.

Building Trustworthy Generative Artificial Intelligence for Diabetes Care and Limb Preservation: A Medical Knowledge Extraction Case.

Large language models (LLMs) offer significant potential in medical information extraction but carry risks of generating incorrect information. This study aims to develop and validate a retriever-augmented generation (RAG) model that provides accurate medical knowledge about diabetes and diabetic foot care to laypersons with an eighth-grade literacy level. Improving health literacy through patient education is paramount to addressing the problem of limb loss in the diabetic population. In addition to affecting patient well-being through improved outcomes, improved physician well-being is an important outcome of a self-management model for patient health education. We used an RAG architecture and built a question-and-answer artificial intelligence (AI) model to extract knowledge in response to questions pertaining to diabetes and diabetic foot care. We utilized GPT-4 by OpenAI, with Pinecone as a vector database. The NIH National Standards for Diabetes Self-Management Education served as the basis for our knowledge base. The model's outputs were validated through expert review against established guidelines and literature. Fifty-eight keywords were used to select 295 articles and the model was tested against 175 questions across topics. The study demonstrated that with appropriate content volume and few-shot learning prompts, the RAG model achieved 98% accuracy, confirming its capability to offer user-friendly and comprehensible medical information. The RAG model represents a promising tool for delivering reliable medical knowledge to the public which can be used for self-education and self-management for diabetes, highlighting the importance of content validation and innovative prompt engineering in AI applications.

Exploration of the Blended Learning Model in English Major Education at Private Applied Universities

Exploration of the Blended Learning Model in English Major Education at Private Applied Universities

Exploring the Synergy of the SAMR (Substitution, Augmentation, Modification, and Redefinition) Model and Technology Integration in Education: The Key to Unlocking Student Engagement and Motivation

Exploring the Synergy of the SAMR (Substitution, Augmentation, Modification, and Redefinition) Model and Technology Integration in Education: The Key to Unlocking Student Engagement and Motivation

Harnessing Health Education: An Overview of Strategies and Impact During the COVID-19 Era

ABSTRACT Background The COVID-19 pandemic, a multifaceted crisis, affected all dimensions of human health, necessitating a multifaceted intervention to direct and modify public behavior. Purpose This study aimed to explore the role of health education in achieving this goal during the pandemic. Methods We conducted a Rapid Narrative Review using a quantitative lens to evaluate the impact of health education research and modeling in the context of the COVID-19 crisis. Five databases – PubMed, Web of Science, Science Direct, SCOPI, and MEDLINE – were searched for articles published from 2019 to 2022. Results Throughout the pandemic, Certified Health Education Specialists (CHES) have been pivotal, dynamically adjusting their roles to the evolving situation. Their contributions can be divided into three main phases: the initial outbreak, the vaccine development period, and the post-pandemic recovery stage. The Health Belief Model (HBM) emerged as the predominant theory employed to encourage preventive behaviors. Discussion In the face of global threats such as the COVID-19 pandemic, health education is a critical ally to other medical and clinical disciplines, providing vital leadership and guidance. Translation to Health Education Practice This study provides valuable insights for health educators, helping them select more effective models and strategies for their intervention programs.

Impact of stage-specific limb function exercises guided by a self-management education model on arteriovenous fistula maturation status.

The exercise of limb function is the most economical and safe method to promote the maturation of arteriovenous fistula (AVF). However, due to the lack of a unified exercise standard in China, many patients have insufficient awareness of the importance of AVF, leading to poor effectiveness of limb function exercise. The self-management education model can effectively promote patients to take proactive health-related actions. This study focuses on the characteristics of patients during the peri-AVF period and conducts a phased limb function exercise under the guidance of the self-management education model to observe changes in factors such as the maturity of AVF. To assess the impact of stage-specific limb function exercises, directed by a self-management education model, on the maturation status of AVFs. This study is a randomized controlled trial involving 74 patients with forearm AVFs from the Nephrology Department of a tertiary hospital in Sichuan Province, China. Patients were randomly divided into an observation group and a control group using a random number table method. The observation group underwent tailored stage-specific limb function exercises, informed by a self-management education model which took into account the unique features of AVF at various stages, in conjunction with routine care. Conversely, the control group was given standard limb function exercises along with routine care. The assessment involves the maturity of AVFs post-intervention, postoperative complications, and the self-management level of the fistula in both groups patients. Analyses were conducted using SPSS version 23.0. Count data were represented by frequency and percentage and subjected to chi-square test comparisons. Measurement data adhering to a normal distribution were presented as mean ± SD. The independent samples t-test was utilized for inter-group comparisons, while the paired t-test was used for intra-group comparisons. For measurement data not fitting a normal distribution, the median and interquartile range were presented and analyzed using the Wilcoxon rank sum test. At the 8-wk postoperative mark, the observation group demonstrated significantly higher scores in AVF symptom recognition, symptom prevention, and self-management compared to the control group (P < 0.05). However, the variance in symptom management scores between the observation and control groups lacked statistical significance (P > 0.05). At 4 wk after the operation, the observation group displayed a superior vessel diameter and depth from the skin of the drainage vessels in comparison to the control group (P < 0.05). While the observation group did manifest elevated blood flow rates in the drainage vessels relative to the control group, this distinction was not statistically significant (P > 0.05). By the 8-wk postoperative interval, the observation group outperformed the control group with notable enhancements in blood flow rates, vessel diameter, and depth from the skin of drainage vessels (P < 0.01). Seven days following the procedure, the observation group manifested significantly diminished limb swelling and an overall reduced complication rate in contrast to the control group (P < 0.05). The evaluation of infection, thrombosis, embolism, arterial aneurysm stenosis, and incision bleeding showed no notable differences between the two groups (P > 0.05). By the 4-wk postoperative juncture, complications between the observation and control groups were statistically indistinguishable (P > 0.05). Stage-specific limb function exercises, under the guidance of a self-management education model, amplify the capacity of AVF patients to discern and prevent symptoms. Additionally, they expedite AVF maturation and mitigate postoperative limb edema, underscoring their efficacy as a valuable method for the care and upkeep of AVF in hemodialysis patients.

Examining higher education through HyFlex

ABSTRACT This design-based research (DBR) study investigated the following research question: How can the HyFlex instructional model be leveraged to create more accessible and equitable education for graduate students? To address this question, the researchers explored two education doctoral courses in the USA, with 37 participants for one semester. The essential elements of the intervention included the following: digital, multimodal tools; equity of online and face-to-face learning environments; and engagement in community. A mixed methods approach to data collection and analysis was utilised in accordance with the DBR framework, including inhibiting and enhancing factors of the intervention, modifications made, unanticipated outcomes, and progress towards the goal. The discussion provides guidance for future implementation of the HyFlex model in higher education.

The Influence of Artificial Intelligence Technology on the Optimization of the Teaching Model of Higher Education in the Context of the Pandemic

The environment of the epidemic is a life changer for everyone, and specifically for the educational system is progress. In order to overcome the challenges in the educational system, this study proposes a new intelligent approach to teaching and learning. Teaching plays a vital role in higher education and can be advanced by utilising certain tools and technologies such as internet enabled mobile applications, automated scheduling of courses, assessment etc. The Emergency Distance Learning Methodology (EDLM) is proposed to improve the teaching-learning process by implementing artificial intelligence. Comparing the proposed system with the existing qualitative response analysis methods, it is observed that the proposed system provides 98.56% accuracy over the existing models. This study aims to assess the optimisation of teaching and learning models in higher education.

How does movie foster experiential learning in auditing education?

PurposeThis study explores virtual platforms’ capabilities, particularly emphasising the influence of educational movies embedded with lifelike narratives to serve as a potent medium for immersive learning within the auditing discipline. Through this exploration, we aim to discern how cinematic depictions can educate and encapsulate the intricate dynamics of real-world auditing scenarios, thereby enriching the educational experience for budding auditors.Design/methodology/approachBy employing an action research methodology, this study engaged 134 auditing students from China in an experiment, using a questionnaire to assess their grasp of auditing concepts like internal control, corporate governance, and professional ethics.FindingsPreliminary findings underscore the efficacy of movies as pedagogical tools. These movie experiences bridge the gap between theoretical knowledge and its real-world application, particularly highlighting the nuances of professional ethics and corporate governance. Results show that such a method amplifies students’ comprehension of auditor skillsets, practical complications, and ethical insight and nurtures professional scepticism about tangible audit issues.Research limitations/implicationsThis study illuminates a novel virtual learning approach using movies that primes students to exercise critical thinking and augments cognitive skillsets, especially when navigating ethical conundrums. The broader implication is the potential enhancement of auditing education quality in China, presenting educators with an innovative teaching modality that bolsters students’ critical analysis and cognitive development.Practical implicationsThis study has multiple implications for auditing education policy. It underscores the imperative need for curriculum revision in contemporary auditing education. Our study can significantly change contemporary auditing education by incorporating movie-based experiential learning. Educators and institutions in China and other parts of the world explore this avenue, customising it to fit the unique requirements of their respective courses and the country’s contexts. Our study also highlights the challenges and recommendations for real-world audit simulation for auditing education. While our research highlights the promise of educational movies, it also sheds light on the potential difficulties in their integration. Audit educators need adequate support and training for effective assimilation, ensuring they leverage educational movies to maximise learning outcomes. Careful curation and selection of movies, combined with strategic planning, are paramount to this teaching method’s success. With the continual evolution of video tools, there is an opportunity for a more immersive and holistic education model, shaping the next generation of auditors.Originality/valueThis study offers insights into innovative strategies to imbue real-world experience into traditional curricula, ensuring relevance and applicability across diverse educational landscapes.

Online palliative care education and mentorship in Nepal: Project ECHO - a novel approach to improving knowledge and self-efficacy among interprofessional health-care providers.

Palliative care access in Nepal is severely limited, with few health-care providers having training and skills to pain management and other key aspects of palliative care. Online education suggests an innovation to increase access to training and mentoring, which addresses common learning barriers in low- and middle-income countries. Project ECHO (Extensions for Community Health Care Outcomes) is a model of online education which supports communities of practices (COPs) and mentoring through online teaching and case discussions. The use of online education and Project ECHO in Nepal has not been described or evaluated. An online course, consisting of 14 synchronous weekly palliative care training sessions was designed and delivered, using the Project ECHO format. Course participants included health-care professionals from a variety of disciplines and practice settings in Nepal. The goal of this study was to evaluate the impact of a virtual palliative care training program in Nepal on knowledge and attitudes of participants. Pre- and post-course surveys assessed participants' knowledge, comfort, and attitudes toward palliative care and evaluated program acceptability and barriers to learning. Forty-two clinicians, including nurses (52%) and physicians (48%), participated in program surveys. Participants reported significant improvements in their knowledge and attitudes toward core palliative care domains. Most participants identified the program as a supportive COP, where they were able to share and learn from faculty and other participants. Project ECHO is a model of online education which can successfully be implemented in Nepal, enhancing local palliative care capacity. Bringing together palliative care local and international clinical experts and teachers supports learning for participants through COP. Encouraging active participation from participants and ensuring that teaching addresses availability and practicality of treatments in the local health-care context addresses key barriers of online education. This study describes a model of structured virtual learning program, which can be implemented in settings with limited access to palliative care to increase knowledge and attitudes toward palliative care. The program equips health-care providers to better address serious health-related suffering, improving the quality of life for patients and their caregivers. The program demonstrates a model of training which can be replicated to support health-care providers in rural and remote settings.

Cohesive Online Education Model Using Emergent Technologies to Improve Accessibility and Impact

It is commonly known that the present systems and techniques used in education are outdated. In 1983, UNESCO had already called attention to this, calling present techniques archaic and inefficient. Though a lot of new developments have been achieved and a lot of commendable work has been carried out to remedy particular shortfalls in present systems, no literature was found that develops a concise and complete model for an education approach that maps the use of emergent technologies and techniques to improve on shortfalls in present teaching and learning paradigms. This paper reviews emergent technologies and techniques and their impacts and successes, to propose a combined model for online education to improve the effectiveness, accessibility and impact of teaching and learning activities. This paper concludes by presenting the possible future scope of education and employment structures by examining the possible impacts of the proposed model.

Special education, pandemic and social representations: a state of the art survey

The Covid-19 Pandemic represented obstacles for students with Special Education Needs. In this context, we aimed to understand the Social Representations of researchers on Special Education during the Covid-19 pandemic. Through “State of the Art” and Hermeneutics research, with the theoretical contribution of the Theory of Social Representations, we interpreted publications by researchers on the subject in CAPES journals. To systematize the results, we used the IRaMuTeQ software, which made it possible to understand Social Representations through the Word Cloud and the Similitude Tree. We infer that the Social Representations on Special Education highlighted the difficulties of the educational process and the need for actions in the post-pandemic context such as efficient Policies, teachers and professionals’ formation aimed at providing assistance, the construction of new educational models and approaches.

ANALYSIS OF PARTICULAR SYSTEMS AND APPLICATIONS IN THE MODEL OF BLENDED LEARNING IN SECONDARY EDUCATION INSTITUTIONS

The article analyzes some information and communication technologies and tools that can be used in the process of organizing education in secondary education institutions according to the model of blended learning; their advantages and disadvantages are considered from the point of view of the teacher, students, and parents. The purpose of the article is to analyze information and communication technologies and tools that can be used in the process of organizing education in secondary education institutions based on the model of mixed education. Research methods applied: comparative analysis of particular systems and technologies for supporting blended learning in secondary education institutions to identify the most effective in modern conditions. A comparative analysis of such learning support systems as Moodle, Google Classroom, Human and Microsoft Teams, which are the most common in secondary education institutions of Ukraine, is provided; feedback systems Google Forms, Survio and Online Test Pad are considered, as they can be used to control the educational achievements of students both during classroom and out-of-class education. The possibilities, advantages, and disadvantages of the given testing systems are described. Also, the AR Book immersive application for visualization of the learning process and the possibility of creating a personal educational environment for both the student and the teacher is considered. The proposed overview analysis of some software tools for organizing the learning process by the blended learning model does not reveal the multifaceted nature of information and communication technologies and requires a more thorough consideration and description, especially immersive technologies in the concept of learning organization.

Transformation of Higher Education: Discussion of the Dimensions, Trends and Scenarios of Change in Ibero-America

Transformation of Higher Education: Discussion of the Dimensions, Trends and Scenarios of Change in Ibero-America

ORGANIZATIONAL AND MANAGEMENT CONDITIONS OF FORMATION OF PRIMARY EDUCATION CONTENT IN GREAT BRITAIN

ORGANIZATIONAL AND MANAGEMENT CONDITIONS OF FORMATION OF PRIMARY EDUCATION CONTENT IN GREAT BRITAIN

Internet of Things (IoT), PBL and 3D Holographic modelling for smart agricultural education at The University of Queensland

The project described in this paper builds on exciting technological developments in real time biophysical data gathering that are currently happening at The University of Queensland (UQ)’s regional campus (UQGatton ~1000ha of prime agricultural land ~85km SW of Brisbane in SE Queensland), via the Internet of Things (IoT) UQ Smart Campus Project. This paper will describe the development of multifaceted web-based interfaces, problem based learning modules, and 3D modelling using the real time streaming data acquired through the Internet of Things (IoT) technology of the UQGatton Smart Campus Initiative. The idea is to produce innovative teaching and assessment modules for multiple different courses in the UQ Science Faculty, and across 2 Campuses separated by 85kms of highway. The paper describes the technology involved, the challenges and workarounds and a number of examples of using the data collected for problem-based learning modules. Some discussion is included on what these technologies could provide for further Teaching &amp; Learning developments in the “E” space being trialed with partners UQ ITS, Microsoft and Telstra/Readify.

Realising the human development promise in dual VET

ABSTRACT Despite growing consensus around the need for a more holistic vision of development, realising the human development potential of educational interventions has proven a challenging task. This Forum grapples with how these tensions manifest in the international transfer of dual models of Vocational Education and Training (dVET) to low- and middle-income countries. While dVET has gained global currency, its developmental potential has been primarily framed in economic terms. Conversely, its alignment with human development remains an abstract possibility and is often not reflected in the policy design of dVET transfer attempts. Each contribution to this Forum probes a different facet of these tensions, exploring how dVET can be calibrated in different contexts to realise its human development potential. Taking a practice-led approach and featuring representatives from cooperation agencies, consultancy groups, and research organisations, this piece contributes to ongoing debates about the possibility of effectively integrating human development thinking into education policy.

Gender Perspectives on Role Models: Insights from STEM Students and Professionals

AbstractQualified professionals in science, technology, engineering, and mathematics (STEM) and STEM education are in increasingly short supply globally. Role models can help increase women’s representation in STEM, both at entry and senior levels. The study objectives were to identify the characteristics of role models in STEM higher education and careers and to investigate the differences in role model characteristics between career stages and between genders. We used a mixed-methods methodology involving a questionnaire and interviews. The participants, 788 alumni and final-year undergraduate and graduate students from a STEM research university, responded to the questionnaire, and ten leading women in STEM professions were interviewed. The questionnaire results indicated that a higher proportion of women than men reported being influenced by a role model during their studies. Seven key characteristics of role models were identified from the open-ended responses and the interviews: ambitious, charismatic, empathic and encouraging, inspiring, knowledgeable, gifted, and professional. The most frequent characteristics women mentioned were empathic and encouraging. The research findings support and align with the social cognitive career theory (SCCT), demonstrating how role modeling, which is part of the environmental theme, boosts intrinsic motivation—part of the personal theme, for individuals in STEM, especially women. These processes impact women’s determination and professional performance—part of the behavioral theme. Based on our findings, to advance toward a STEM workforce characterized by greater fairness, we recommend designing and deploying structured mentoring programs and forums in STEM departments that can provide young women with more role models for success and thus with more hope for success in these fields.

Study of Adaptive Behaviors in People with Mental Retardation

Coping with the pressures of life and acquiring personal and social skills have always been a part of the realities of human life and have been manifested in different forms in different periods of life. Conflicts do not show much in childhood, but with age and when facing the special difficulties of adolescence and youth, internal and environmental conflicts become more apparent. Therefore, if people master daily life skills and social responsibilities from childhood, they will perform well in stressful situations. The current research is designed to investigate adaptive behaviors in mentally retarded people. Because, the knowledge and awareness of educational specialists, parents and educators regarding the adaptive behaviors of children and also the use of different methods in facing problems and situations can be effective in dealing with them and forming adaptive behaviors and can affect different aspects of their lives. The present research is descriptive-analytical which was done in the form of a library. The tools for collecting information in this research are psychology books, research articles and reputable national and international scientific journals. Researches findings show, early assessment and interventions have a significant impact on the development of children's adaptive behaviors from an early age. This awareness can be a great help in planning and designing educational models for these children in the field of adaptive skills and problem solving.

Multilayer knowledge graph construction and learning behavior routing guidance based on implicit relationships of MOOCs

As a mature model of open or distance education, MOOCs provide learners and teachers with flexible knowledge propagation and independent learning methods, facilitate the online resource sharing of teachers, learners and knowledge, and realize the digital management and application of entire learning processes, but also brought the key challenge, how to achieve the adaptive learning behaviors based on knowledge graphs? This study constructs one multilayer knowledge graph prediction model of MOOCs, and implements the implicit relationships to drive suitable learning behavior routes. Firstly, the knowledge graphs in MOOCs are analyzed and described; Secondly, we combine with data structures and relationships, define appropriate node semantics and relationship characteristics, as well as learning behavior scenarios and learning needs, PMIR-BG model based on improved bipartite graph is designed to predict the implicit relationships. Experiments show that the model is efficient and reliable for tracking implicit relationships and building multilayer knowledge graphs; Thirdly, the analysis conclusions of corresponding problems are demonstrated. Through visualizing the knowledge graphs of multilayer relationships, the learning behavior routing guidance is realized. The whole research has strong theoretical value and practical significance, and provides key technologies and decisions to construct and optimize the personalized and adaptive learning processes.