Educational Approach Research Articles

Targeted and Saturation Approach for Sustainable Education

Targeted and Saturation Approach for Sustainable Education

A pharmacist's role in increasing access to menstrual products: an education and advocacy approach

A pharmacist's role in increasing access to menstrual products: an education and advocacy approach

Why is There a Picture of Me on Snapchat?: Educational Approaches to Overposting

Why is There a Picture of Me on Snapchat?: Educational Approaches to Overposting

Reimagining neuroscientific and andragogical principles for dementia care education.

This article aims to explore the integration of Louis Cozolino's (2013) andragogical strategies with the tenets of person-centered dementia care practices to enhance dementia care education. The article examines the multiple dimensions of learning in adulthood, highlighting the role of neural plasticity and lifelong brain adaptation in shaping learning and experiential strategies. This in-depth evaluation underscores the significance of tailoring andragogical approaches to the needs of adult learners, who, in this context, are care providers for persons with dementia. This is done through proper understanding of the neurobiological realities and the unique learning needs of adults. Such tailored approaches can be aligned with the brain's adaptive nature by recognizing the intricate interplay of cognitive, emotional, and social dimensions. Highlighting the need for including lessons on the person-centered approach in dementia care education, the paper argues that adult learners - who are essentially part of the dementia care workforce - first need to learn, appreciate, and embrace the approach before applying it in their caregiving practices. This article presents an overarching argument that integration of Cozolino's principles of adult learning with tenets of person-centered dementia care could provide a robust framework for dementia care education.

Realistic Mathematics Education (RME) Approach to Material on the Characteristics of Two-Dimentional Figures Using the Reog Ponorogo Performance in Elementary Schools

Realistic Mathematics Education (RME) Approach to Material on the Characteristics of Two-Dimentional Figures Using the Reog Ponorogo Performance in Elementary Schools

Acceptance of virtual patients as a continuous professional development approach among practicing nurses in primary health care settings in a low-income country: a quasi-experimental posttest setup design.

Virtual patients are an educational technological approach used in healthcare education. Its distinctive features have rendered virtual patient technology appealing for the training of medical and healthcare students, particularly in the enhancement of clinical reasoning. Virtual patients are less often applied for continuous professional development for practicing healthcare providers, and there is a scarcity of studies exploring this possibility. This study aimed to assess the acceptability of nurses for using virtual patients as a continuous professional development approach. The study used a quasi-experimental posttest setup design. The study was conducted in ten primary healthcare settings in Rwanda. Among 76 nurses who consented to participate in the study, 56 completed the intervention and responded to the study questionnaire. Following a one-week program of continuous professional development on four non-communicable diseases, the study used a self-administered questionnaire based on the Technology Acceptance Model 3 to collect data. Descriptive analysis served as the primary method for analyzing participants' responses. The study also used a correlation test to assess the relationship of variables. Across all items in the questionnaire, the median response tended towards either agree or strongly agree, with only a minority number of participants expressing strong disagreement, disagreement, or neutrality. The results indicated a significant positive correlation between perceived usefulness and behavior intention (p < 0.001). The findings indicate an acceptability and behavioral intention of adopting virtual patients as an alternative continuous professional development approach among nurses working at health centers in Rwanda or other locations with similar contexts.

Implementation of team based learning for MBBS students – An innovative teaching learning method in medical education

Team-Based Learning (TBL) is an educational approach that enhances student engagement through individual assessments and collaborative group work. It is an effective and structured form of small group learning adaptable to large classroom settings. TBL ensures student accountability through various stages, including pre-class preparation, readiness assurance tests, problem-solving exercises, and immediate feedback. This study aims to implement and assess the efficacy of the TBL strategy among MBBS students in a large group teaching environment. The pilot study adopted a TBL approach, involving steps such as pre-class preparation with PDF materials and a WhatsApp video guide issued a week prior, individual and team readiness assurance tests (iRAT and tRAT) conducted via Google Forms and hard copy MCQs, clarification sessions on MCQs and relevant medical topics, and collaborative learning through case scenarios related to Type 2 diabetes. Discussions and conclusions were facilitated by the faculty, followed by immediate and scheduled feedback using Google Forms. Statistical analysis was performed using an unpaired t-test to compare iRAT and tRAT scores. The study gathered 133 responses from the first batch and 140 from the second batch of first year MBBS students. The analysis revealed significant improvements in scores from iRAT to tRAT, indicating the effectiveness of TBL in enhancing student learning outcomes. Feedback from the students showed high levels of engagement and interest in the learning process, with over 98% in both batches finding the TBL approach interesting and interactive. The findings suggest that TBL is a valuable and effective educational strategy that improves learning outcomes and fosters collaborative learning among students.

Flipped classroom approach for trauma education: Attitudes of participants towards pre-course assignments before the advanced trauma life supports (ATLS) instructor course

A flipped classroom approach in principle, denotes pre-course engagement for an upcoming educational course. Although never used in trauma education, other educational literature is resplendent with the beneficial effects of pre-course engagement on the learning outcomes of the course itself. In this article we share the attitudes and perspectives of prospective Advanced Trauma Life Supports Instructors towards pre-course assignments to see whether this works in the field of trauma education.After an online pre-course session, we administered a validated questionnaire to 100 participants. The questionnaire had 4 categories - the first dealing with participants’ characteristics and the rest with their attitude and perspectives towards the pre-course sessions. The last category included three open ended questions for qualitative analysis to explain the attitudes of the participants.The participants showed a significantly positive attitude (p&amp;#60;0.029) towards this flipped classroom approach. The reasons cited were “effective sensitization”, “adequate feedback”, “peer learning” “user friendly platform” “enjoyable” and “relevance”. A significantly higher level of agreement with the questionnaire statements was seen amongst the private sector doctors as compared to those working in public sector medical colleges (p = 0.004). Same was observed amongst clinical specialists as compared to pre or para clinical specialists (p = 0.001). The Questionnaire had a Cronbach’s alpha of 0.86.The study concludes that a flipped classroom approach can work well in trauma education. A tailored approach, depending upon participant characteristics, may be needed to enhance the relevance of a flipped classroom approach.

The Effect of Dopamine Stimulation Activities on English Language Learners: An Empirical Research

This study explores the perceptions of dopamine-stimulating activities among students and the challenges faced by teachers in implementing these activities in language education at Dai Nam University. A mixed-methods approach was employed, involving surveys and semi-structured interviews with 220 non-English major students and language teachers. The surveys assessed students' perceptions of various dopamine-stimulating activities, including gamified vocabulary acquisition courses, interactive language games, reward-based speaking activities, physical activity breaks, and project-based learning with rewards. Results indicate varying perceptions across academic years, with first-year students expressing the highest perceptions of effectiveness, followed by a decreasing trend in perceptions among higher-year students. Teachers reported challenges such as balancing novelty with meeting specific learning objectives, resource constraints, and classroom management difficulties. Qualitative data from semi-structured interviews with language teachers provided additional insights into the challenges and strategies encountered in implementing dopamine-stimulating activities. Themes emerged around the excitement and perceived effectiveness of these activities, specific activities utilized by teachers (such as interactive games, multimedia presentations, and real-world simulations), challenges faced, positive outcomes observed (including enhanced student engagement, participation, and language proficiency), and the need for flexibility and creativity in overcoming challenges. The study highlights the importance of considering students' perceptions and challenges faced by teachers in optimizing the effectiveness of dopamine-stimulating activities in language education. Tailored approaches to address varying perceptions and challenges are necessary to ensure meaningful engagement and promote effective language learning experiences. The findings contribute to the ongoing discourse on innovative pedagogical approaches in language education and offer practical implications for educators seeking to enhance student engagement and learning outcomes.

Book Review: Powdyel, T.S. My Green School: An Outline; 2020; ISBN-13: 979-8677417979

The Green School—An outline reflects on the author’s vision of a holistic approach to the education system as a leading arrow for human beings and social prosperity. It is a needed book, an education of choice, conviction, and passion by Thakur S. Powdyel, former Minister of Education, Royal Government of Bhutan a long with several studies in terms of reflections on Gross National Happiness in the education context and globalization, and context of development. Thus, Powdyel’s Green School conducts all the fundamentals as well as many other crucial aspects related to greenery concepts in the entire school as a whole-green school approach for future education.

A study to evaluate the effectiveness of informative educational approach on knowledge regarding polycystic ovarian syndrome, it’s impact on reproductive system and preventive strategies among adolescent girls at selected colleges, Koppal district

A study to evaluate the effectiveness of informative educational approach on knowledge regarding polycystic ovarian syndrome, it’s impact on reproductive system and preventive strategies among adolescent girls at selected colleges, Koppal district

The effect of spaced E-Learning on knowledge of basic life support and satisfaction of nursing students: a quasi-experimental study

AimCardiopulmonary resuscitation (CPR) training is essential for all students, especially nursing students. One of the educational approaches to creating long-term learning in inclusive is spaced learning. Spaced learning consists of three or more training sessions in which information is presented over time and at intervals. The present study was conducted to investigate the effect of basic life support (BLS) training through spaced E-learning on the knowledge and satisfaction of nursing students.MethodsIn this quasi-experimental study with two groups, 106 undergraduate nursing students of Alborz University of Medical Sciences in Iran participated. The control group (n = 47) received BLS training with massed E-learning in one three-hour session, and the intervention group (n = 59) received spaced E-learning in three one-hour sessions. An electronic questionnaire including demographic information and a pre-test of BLS knowledge were sent to both groups. Also, immediately after receiving the training, two weeks later and one month later, they completed a post-test of BLS knowledge. Students were asked to indicate their level of satisfaction with the provided education by completing the SLS-OLE.ResultsThe post-test scores immediately after, two weeks later, and one month later of the intervention group were higher than the control group. The results of repeated measurement ANOVA showed that the score changes of knowledge are significant over time (p < 0.001), the number of sessions (p < 0.001), and the interactive effect of them (p < 0.001). There was no statistically significant difference in the level of satisfaction with education in both groups.ConclusionBased on the results, BLS training in both groups increased the knowledge of BLS. however, the increase in knowledge and its retention was higher in the intervention group that received the training in spaced learning.

Symptomatology and knowledge regarding pelvic floor dysfunctions and influence of gender stereotypes in female athletes

Pelvic floor dysfunctions (PFD) are highly prevalent among females who do athletics, a sport requiring jumping, strength, and running. Although educational approaches are useful options, the educational need for this particular population remains unknown. The objective of the present study was to describe the level of knowledge regarding PFD and its relationship with symptomatology and gender stereotypes in female athletes in Spain. A total of 255 female athletes completed an anonymous online survey to explore their knowledge regarding urinary incontinence (UI), pelvic organ prolapse (POP), anal incontinence (AI), and sexual dysfunction (SexD), as well as their PFD symptoms and gender stereotyped beliefs related to sport. Educational level and sports characteristics (training volume, experience, and athletic modality) were also explored. Participants demonstrated a low level of knowledge in terms of POP (52.5%), AI (64.0%), and SexD (40%), but not for UI (70.8%). The proportion of PFD complaints was 63.5% for dyspareunia, 51.8% for urine leakage, 42.4% for pelvic pain, 17.3% for AI, and 9.0% for POP, with no associations with knowledge (p > 0.05). Lower knowledge about UI and SexD was related to greater gender stereotypes (p < 0.05) and rejection of professional healthcare (p = 0.010). As a conclusion, the level of knowledge about PFD was low in female athletes who train and compete in athletics in Spain, mainly with regard to sexual dysfunction. Although 63.5% of athletes had dyspareunia and 51.8% urinary leakages, symptomatology was not associated with level of knowledge. However, a lower level of knowledge was associated with more stereotyped beliefs and rejection of professional healthcare for PFD. These findings confirm the need to design appropriate educational interventions to disseminate information on all the types of PFD, particularly sexual contents. The potential influence of gender stereotypes makes it appropriate to include the gender perspective in these interventions.

When religion meets mathematics: From mathematical anxiety to mathematical well-being for minority group student

The mission of positive psychology is to mitigate negative emotions while bolstering positive ones, thereby influencing student engagement in classroom learning activities, including mathematics. This study elucidates the Realistic Mathematics Education (RME) approach within the framework of Islamic teachings—specifically, inheritance law and charity—in the context of fractions and number operations. Its objective is to alleviate mathematics anxiety, a prevalent negative emotion, and enhance well-being during mathematical learning. Drawing upon flow theory from positive psychology, the research endeavors to optimize mathematical well-being by crafting appropriately challenging questions. Employing a descriptive qualitative methodology, the study focuses on an Indonesian mother and her ten-year-old son, residing in Uithoorn, Amsterdam, Netherlands, belonging to minority groups in ethnicity and identity, with religion being a significant aspect of their lives. Data collection involves observation, interviews, tests, and documentation, with analysis employing data reduction, presentation, triangulation, and verification techniques. The study utilizes socio-religious problems as a context, one of the characteristics of RME, such as inheritance division, to design mathematical challenges. The findings demonstrate a marked transition from math anxiety to math well-being, manifested through heightened enthusiasm and cheerfulness in learning mathematics, particularly by the mother. Noteworthy transformations include increased engagement, generous gestures towards the teacher, and frequent smiling, contrasting with previous instances of math anxiety during learning sessions. Furthermore, the results indicate that RME facilitates comprehension of mathematical concepts and fosters understanding of the intersection between mathematics and Islamic life among minority groups, as detailed in this article.

Improving Security and Environmental Awareness through Game-Based Learning with Minecraft

This paper presents an innovative educational approach centered on the use of the game Minecraft to shape attitudes and develop knowledge in young people. The Children’s University summer camps, although they revolve around various subjects, share a common goal: to enhance environmental and safety awareness and foster technological interest among younger generations. These camps enable students from participating elementary schools to learn interactively about key areas such as sustainable energy sources, information protection, and security in buildings. In the virtual realm of Minecraft, players encounter real-life challenges that demand the utilisation of their creativity and problem-solving abilities. The effectiveness of the camps was measured through questionnaire surveys. 33.3% of participants felt the knowledge acquired at the camp was very useful, and 38.9% felt it was useful for their future studies or careers. 55.6% of the participants felt that their problem-solving skills and creativity had greatly improved during the camp, while 27.8% noticed a less significant improvement in these skills. The camps were characterised by an atmosphere of cooperation and openness. The results of questionnaire surveys confirmed the effectiveness of the camps, not only in terms of improving environmental and safety awareness but also in terms of fostering creative work through cooperation.

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.

VIRTUALIZATION OF THE EDUCATIONAL ENVIRONMENT

VIRTUALIZATION OF THE EDUCATIONAL ENVIRONMENT

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.

Improving English Language Proficiency through Podcasts: A Multifaceted Educational Approach

This paper probes into the strength of podcasts in building the English language through varied dimensions of a learning approach. The paper sought to establish the applicability of podcasts in the learning of languages among EFL students, given that podcasts are increasingly becoming an informal learning platform. The study was carried out among learners of different age groups and language proficiency levels, and the collection of statistics regarding the use of podcasts within language learning was affected through both quantitative and qualitative data. Important findings indicate that regular use of podcasts can make the process of vocabulary acquisition, listening comprehension, and general proficiency stronger. Such findings support the use of podcasts in gaining better language competence in that it not only presents rich contextual content in an accessible manner but also puts into play learner skills. In effect, the inclusion of podcasts into the learning curriculum has implications that are far-reaching in that it could offer an effective improvement in the traditional methodologies of language learning by enhancing a dynamic and flexible learning environment that meets the needs of all learners. This research paper points out the imperative nature of podcasts in modern educational strategies and suggests their application in a wider context of language learning frameworks to bring about superior linguistic competence.

Team- and Problem-Based Learning in Health Services: A Systematic Literature Review of Recent Initiatives in the United States

The COVID-19 pandemic caused a sudden shift to virtual platforms. Physical distance and limited experience with both synchronous and asynchronous teamwork at work and school hampered problem-solving and the development of critical thinking skills. Under these circumstances, the implementation of team-based and problem-based learning (TBL, PBL, respectively) required a reevaluation of how teams collaborate and engage in problem-solving remotely. The research team conducted a systematic review to identify health services studies, themes, and attributes of learning initiatives associated with the success of TBL and PBL conducted during the COVID-19 pandemic. This systematic review was conducted using the preferred reporting items for systematic reviews and meta-analysis (PRISMA) guidelines. The review results identified three themes associated with TBL and PBL learning initiatives in health services: (1) TBL and PBL have transformed health services education with modified TBL (mTBL) and modified PBL (mPBL) as the new norms; (2) the amplification of age-appropriate principles for professional motivation in healthcare; and (3) active learning impacts practical abilities for professional success and future leadership roles. The pandemic underscored the importance of flexibility, resilience, and innovation in TBL and PBL approaches in health services education. Despite the superiority of mPBL and mTBL, the barriers to implementation and student acceptance of active learning include inadequate resource and space allocation, and student preferences for passive, traditional lecture. Further, online learning required increased facilitator training, administration time, and time to provide feedback.