Educational Methods Research Articles

Формування відповідальної поведінки молоді в процесі соціалізації.

The paper analyzes the problem of the influence of surrounding environment on the formation of responsible behavior of young people. The modern challenges of the digital society and the problems of the “aging” of human resources increase scientific attention to the question of the readiness of young people to take responsibility for the future social development. Therefore, it is important to determine the external conditions which form responsible behavior of young people. General scientific methods of research were used to fulfill the task: systematic approach, statistical and graphic methods, method of analysis and synthesis, method of empirical research. A meaningful connection between the categories “responsibility”, “responsible behavior”, “readiness for responsible behavior” was established; on this basis, the importance of early formation of responsible behavior of young people at the stage of socialization was substantiated. The key spheres of youth socialization were found out: those are family, education, public activities. The author established that under the influence of these institutions, the integrated accumulation of a knowledge base, practical experience of responsible actions is carried out by young people, which develops the ability for critical thinking and collectively forms in young people the readiness for responsible behavior as a norm and an integrated value. Proactive methods of informal education and social practices promising for the formation of responsible behavior of young people were identified, the author’s model of the Summer School was presented as an example, which integrates the acquisition of basic management skills with the practical development of social projects, which contributes to the acquisition of experience. As a result, the agents of socialization were suggested to direct the key influences on young people in the following directions: educational environment — introduction of proactive methods of informal education, social practices; family environment — development of family education strategy; public environment — implementation of motivational mechanisms to involve young people in the participation in non-governmental organizations, wide use of educational collective methods.

Design and Rationale of the Engage-HF Study: The Impact of a Gamified Engagement Toolkit on Participation and Engagement in a Heart Failure Registry

Abstract Aim Heart failure (HF) registries provide valuable insights into patients’ management and quality of care. However, healthcare professionals face challenges due to the administrative burden of participation in registries. This study aims to evaluate the impact of education through an engagement toolkit on HF nurse practitioners participation rate and data completeness in a national registry: the Netherlands Heart Registration- Heart Failure Registry (NHR-HF). Methods Engage-HF is an observational study (intervention at HF nurse level) with a pretest-posttest design within the participating hospitals. Between December 2022 and April 2024, 28 HF nurse practitioners from 12 hospitals will participate in a 24-week educational program using the Engage-HF engagement toolkit. The main interaction platform in this toolkit is a gamified smartphone-based educational application called Brightbird. The complete toolkit includes this educational application with weekly challenges, interactive posters, pop-ups and alert messages, and a follow-up call at week four. The primary endpoints are the NHR-HF participation rates and data completeness at 1-month and 6-months after using the toolkit. Additionally, we will analyze the experience of participants with the toolkit concerning their HF registry and ESC 2021 HF guidelines knowledge. Conclusion The ENGAGE-HF study is the first to explore the impact of education through a gamified engagement toolkit to boost participation rates in a HF registry (NHR-HF) and knowledge of the ESC 2021 HF guidelines. This innovative approach addresses challenges in healthcare registries roll out and guidelines implementation by providing a contemporary support base and time-efficient method for education.

The impact of using educational videos for the subject of management and economics on first-year female students Leadership and Business, in the North Hebron District

Technology has now become an urgent necessity in various fields, and it performs many functions that save people time and effort, and among these fields are: the educational process, where the demand for it has increased; Because of its ability to increase students’ effectiveness and academic achievement, especially educational videos. This study aimed to demonstrate the impact of using educational videos on raising the achievement of first year secondary school students - the Entrepreneurship and Business Branch in the subject of Management and Economics - at Bani Naim Secondary School for Girls. The experimental method was used to achieve the aim of the study. Due to its accuracy in observing the study population and its suitability to the research tool. The study demonstrated the positive impact of educational videos on the study population (students of entrepreneurship and business at Bani Naim Secondary School for Girls), as the students’ academic achievement increased and their grades in that subject rose. The researcher recommends that the teacher introduce educational videos into the teaching process, and consider them one of the modern educational methods in the teaching process

Impact of evidence-based pedagogical approach on clinical reasoning among undergraduate physical therapy students

Abstract Background: Various educational methods have been used by professional physical therapy teachers for their students. Since physical therapy includes both theory and practical, students may need to critically think about each patient’s intervention based on the stage of their illness. It is necessary to teach and assess students’ clinical reasoning abilities, so as to deal with the patients. The aim of the study was to find the impact of evidence-based pedagogical approach on clinical reasoning among undergraduate physical therapy students. Materials and Methods: The study was conducted in our institution and it was a pre- and post-test experimental study design. Forty students in their 3rd year of undergraduate physical therapy (BPT) degree program were randomly assigned to experimental group (evidence-based pedagogical approach, n = 20) and to control group (traditional pedagogical approach, n = 20). They were assessed with Self-Assessment of Clinical Reflection and Reasoning (SACRR), clinical reasoning assessment tool (CRAT) (3 domains), and multiple-choice test, at the baseline and after 4 weeks of training. Data were analyzed using an independent t-test. Results: Experimental group showed a significant difference in SACRR (t = 3.4446, P < 0.05), CRAT (Content knowledge and Conceptual reasoning domains showed significant differences with t = 3.2110; 2.7973, P<0.05, but Procedural knowledge domain was not significant with t = 0.7791, P<0.05), and multiple-choice test (t = 5.8538, P < 0.05) scores than the control group. Conclusions: The use of evidence-based pedagogical approach may be more effective than the traditional pedagogical approach for improving clinical reasoning among undergraduate physical therapy students.

Assessing an integrated team-teaching lecture in medicine and surgery program- Galala University

IntroductionAchieving integration in medical curricula without redundancy in basic medical sciences disciplines is a substantial challenge. Introducing co-teaching in such curricula with active inter-disciplinary participation is believed to best utilize the teaching and learning time for instructors and students, to motivate the students, and to provide a more robust base for bridging the gap between basic and clinical medical sciences in medical schools. Additionally, including more than one student-centered activity in one session is expected to increase the students’ involvement and improve the retention of knowledge. Our study aims at minimizing redundancy and improving the students’ motivation in learning the topic “insulin-glucose regulation” during the Endocrine and Metabolism module taught to year three students at Galala University, Faculty of Medicine in Egypt.MethodsThe authors designed a 3-hr co-teaching integrated session with 3 basic medical sciences aimed to explain the clinical terms including online accessed pre/post-tests, small student groups-created pre/post-session MCQ, with co-sharing of students in the introduction of scientific materials.ResultsThe students’ scores in the post-test showed that they gained more knowledge compared to before. Interestingly, there was only an improvement in the students’ performance in generating questions before and after the session, as well as in the integrated question in the end-of-semester exam, we suggest implementing this approach in other topics and modules in medical schools. It would also be favorable to follow up with the students taught using this approach and those taught differently to assess the effectiveness of this approach in a controlled manner.ConclusionIntegrated sessions effectively increase student awareness of medical concepts and reduce redundancy in basic medical sciences. This approach exposes students to a more comprehensive understanding of the subject matter, improving their comprehension and retention. It is a valuable method for educators and instructors seeking to enhance their students’ learning experience in the field of medical sciences.

Leadership development programmes in healthcare research: a systematic review, meta-analysis and meta-aggregation

BackgroundAcademic institutions benefit from researchers adopting leadership positions and, subsequently, leadership development programmes are of increasing importance. Despite this, no evaluation of the evidence basis for leadership development programmes for...

Co-designing assessment tasks with students in tertiary education: a scoping review of the literature

Traditional assessment methods in tertiary education may not suit students’ diverse learning needs, values, and preferences. Co-designing assessment with students may engage them more effectively. This scoping review determined assessment co-design processes employed in tertiary education, evaluated the impacts on student learning outcomes and key factors contributing to effective assessment co-design. Seven databases were searched, limited to human studies in English language published between 2003–2023, with records screened by two reviewers. Data were presented in tabular form and a narrative synthesis. From 6233 records identified, 51 articles were included. Three main assessment co-design processes were: co-design of assessment rubrics and marking criteria; assessment co-design with larger student groups (e.g. via multiple-choice question pools and co-creation workshops); and intensive assessment co-design with smaller groups. Positive student outcomes included increased assessment literacy, student autonomy, engagement and interest and development of professional and learning skills. Staff support and effective communication between team members were some key enablers, while some barriers included time constraints and student resistance to participation. There were diverse co-design processes and outcomes from assessment co-design across disciplines. Future research should prioritise assessment co-design with international students for inclusion and equity and graduate students to accommodate advanced learning skills.

Evaluation of a Filipinized My Dispense®: Impact on Students’ Dispensing Knowledge and Performance

MyDispense, an online virtual dispensing simulator, has been widely used by pharmacy students worldwide and was critical to the pharmacy undergraduate practice when the pandemic impacted standard medical education and training methods. Since the simulation does not accurately represent the pharmacy practice in the Philippines, this study aims to develop a Filipinized version of MyDispense® and assess its impact on students' knowledge gained, perception, competency skills, and confidence in drug dispensing, pre-intervention, and post-intervention. This study adopted a pretest-posttest randomized experimental research design with stratified random sampling and gathered eighty (80) second-year and third-year pharmacy undergraduates from Luzon, Visayas, and Mindanao, who were then randomly assigned to one of two groups: control or experimental. The control group answered the English MyDispense questionnaire to serve as the basis to be compared to the experimental group, which answered the Pretest and Posttest questionnaires before and after performing the Filipinized MyDispense cases. Furthermore, based on the statistical analysis of the mean and significant difference of the variables, the Filipinized MyDispense showed an increase in all aspects of performance (knowledge gained, perception, competency skills, confidence in drug dispensing). Despite the increase, however, only the perception and confidence in dispensing are deemed statistically significant. Thus, the hypothesis that the Filipinized Mydispense is more effective in comparison to the Standard MyDispense is only valid based on the respondents' perception and confidence in drug dispensing.

A Discussion on Chinese Family Education from the Perspective of Positive Psychology

In modern society, positive psychology has gained increasing attention as an important branch of psychology. This paper explores some issues and educational strategies in modern family education from the perspective of positive psychology. Firstly, the paper introduces the origin and basic concepts of positive psychology. Secondly, the current situation and problems of Chinese family education are analyzed. Lastly, a series of strategies applicable to family education based on the principles of positive psychology are proposed. These strategies include establishing a positive family education environment, cultivating children’s positive psychological qualities, adopting positive educational approaches and methods, paying attention to children’s individual differences and diverse development, fostering children’s positive emotional experiences and expression abilities, as well as enhancing children’s social adaptability. By implementing these strategies, family education can better promote children’s holistic development, improve their mental health and well-being, and lay a solid foundation for their future.

EFL Teachers’ Voices in Differentiated Instruction

Abstract: All children in Indonesia have an equal right to education at their level, and the curriculum acknowledges the diversity of Indonesian classrooms. Teachers must consequently incorporate this into the design of their lesson plans. In order to give students alternative possibilities for obtaining information, differentiated instruction involves rearranging classroom instruction and learning methodologies. Teachers may be familiar with the idea of varied education, but they frequently struggle to incorporate difference in terms of content, method, and output in their classrooms. In the framework of differentiated education, this thesis investigates the points of view and experiences of EFL (English as a Foreign Language) teachers. The purpose of this study is to hear these teachers' voices as they discuss the opportunities and difficulties that varied education methodologies in various classroom contexts bring. The study highlights the perspectives of EFL teachers on how differentiated instruction should be implemented. The results show how different educational approaches, assessment methods, and classroom management strategies are used by teachers to meet the various learning demands of their students. The study reveals the struggles and obstacles faced by EFL teachers as they attempt to strike a balance between the demands of a standard curriculum and the particular needs of each of their students. It also underlines how important professional development is in giving teachers the abilities and information required for successfully implementing differentiated instruction. The study's conclusion emphasizes the importance of administrative policies, administrative support systems, and teamwork in determining the overall success of courses for differentiated instruction. Keywords: differentiated instruction, challenges, EFL Classroom, Professional Development.

Sustainability in (engineering) education through reclaiming and reusing electronic components from e-waste: a last decade research review

Purpose This paper aims to investigate the e-waste aspect of sustainability in education, with a specific interest in engineering education. Specifically, it focuses on recycling through reclaiming electronic components from e-waste and reusing them in repairs or in the design and construction of new devices. Design/methodology/approach A systematic literature review is performed according to the PRISMA methodology. In total, 27 articles are analysed as to publication parameters, characteristics and evaluation of educational interventions on e-waste and evaluation results across major domains of learning (cognitive, affective and 21st century skills). Findings The reviewed subject is under-research; publications are rare and mostly in conference proceedings. The majority of interventions take place at university level, in face-to-face mode, using a practical approach in hands-on labs. Educational methods draw from modern, learner-centred pedagogies such as collaborative learning and constructionism. Topics focus on innovative design and construction, while interventions tend to become embedded in engineering curricula/courses. Evaluation of learners’ gains across domains of learning is rare and follows informal procedures that shake the reliability of results. Domains other than the cognitive are scarcely and subjectively evaluated. Originality/value Contrary to other aspects of sustainability, the aspect of e-waste has not been reviewed. The applied, hands-on approach and the analytic, synthetic, collaboration and creativity skills it requires are all much valued in education. The current review, therefore, comes to inform, inspire and guide educators and researchers in planning and implementing activities on this subject.

The Effect of Different Education Methods Before Invasive Urodynamics on Patients’ Anxiety, Pain, Readiness and Satisfaction Levels: Randomized Controlled Clinical Trial

Urodynamic testing is an invasive procedure that causes pain and anxiety. Patient education is an evidence-based nursing intervention that relieves pain and anxiety and increases patient satisfaction. This study was carried out to compare the effects of different education methods utilized before a urodynamic testing procedure on patients' pain, anxiety, readiness for the procedure, and satisfaction. The study is a randomized controlled clinical trial. Participants (n = 80) were randomly assigned to four groups. While patients in the control group were provided with routine clinical information, patients in the intervention group were given education with brochures, videos, and brochure-supported videos. The research data were collected by using a Data Collection Form with items about participants' descriptive characteristics, the Visual Analog Scale, and the State Anxiety Inventory. It was determined that pain expectation before urodynamics and the severity of pain during urodynamics were lower in intervention groups than in the control group. Pain expectation before urodynamics was lower in the brochure-supported video education group than in the brochure education group. Anxiety levels were lower and satisfaction levels were higher in the video education and brochure-supported video education groups than in the control and brochure education groups. Of the methods utilized, it was determined that the most effective one was brochure-supported video education as it affected all parameters positively.

Reproductive health assessment and reports of fertility counseling in pediatric and adolescent patients with sickle cell disease after hematopoietic cell transplantation

Conditioning regimens for hematopoietic cell transplant (HCT) in patients with sickle cell disease (SCD) place patients at risk for reproductive health issues. The purpose of this study was to assess reproductive health and reports of fertility counseling in patients with SCD who received a transplant. This was a secondary analysis of gonadal hormone production, future infertility risk assessment and parent-proxy/patient reports of fertility counseling in SCD transplant recipients who are currently pubertal and were enrolled in the Atlanta sites of the Sickle Cell Transplant Evaluation of Long-term and Late Effects Registry (STELLAR) between May 2017 and October 2023. Clinical information was abstracted from medical records and reproductive health survey data from the STELLAR database. Descriptive statistics were reported as median (IQR) or percentages. There were 20 females and 12 males in the study population. Females were median (IQR) 19.6 (9.4) years old and males 20.8 (11.4) years old at the time of the study. Transplants most commonly occurred in the decade 2010 - 2019 at 10.7 (4.8) years old for females and 11.1 (4.1) years old for males. Most participants received bone marrow stem cells (95.0% females, 100.0% males) from matched sibling donors (90.0% females, 100.0% males). Participants received one of seven HCT conditioning regimens with cyclophosphamide equivalent doses ranging from 3,388mg/m2 to 9,706mg/m2. The majority of females (90.0%) had diminished ovarian reserve with low anti-Mullerian hormone levels, and 61.1% had premature ovarian insufficiency with two follicle-stimulating hormone levels (FSH) ≥ 40 mIU/mL post-HCT. All males had normal testosterone levels, but 63.6% had elevated FSH levels suggestive of impaired spermatogenesis post-HCT. Parent-proxies (for patients < 18 years old) and patients ≥ 18 years old completed surveys 9.0 years (5.2) and 7.9 years (9.3) since HCT in females and males respectively. Twenty five percent of parent-proxies and 45% of patients reported that they had not been informed by a healthcare provider of the risk of infertility post-transplant. There are high rates of gonadal dysfunction post-HCT, but many parent-proxies and patients do not recall being told of the risk for future infertility. More effective methods of education are warranted to ensure SCD patients and their families clearly understand the risk for reproductive health issues post-HCT.

Empowering University Lecturers in the Digital Age: Exploring the Factors Influencing the Use of Digital Technologies in Higher Education

In an era where digital technologies (DTs) are reshaping educational delivery methods, university lecturers’ ability and willingness to integrate these innovations into their teaching practices are increasingly important. This study, conducted from October 2022 to February 2023, aims to examine the impact of attitude and training on university lecturers’ self-efficacy in using DTs and to assess the influence of self-efficacy on their interest in using DTs. A total of 294 university lecturers participated in the study and completed a questionnaire assessing their perception of DTs as a didactic tool, attitude towards the use of virtual classrooms, perceived self-efficacy, and interest in the use of DTs, and training in the use of DTs. Data were analyzed using descriptive statistics, correlations, and multiple linear regressions to explore the relationships between study variables. The results indicated that positive attitudes and suitable training were positively associated with higher self-efficacy. Moreover, high levels of self-efficacy were found to be aligned with an interest in using DTs. These findings shed light on key factors that can effectively encourage the successful adoption of DTs among lecturers.

Implementasi P5 PPRA dalam Pengembangan Minat dan Bakat Siswa MI YMI Wonopringgo 03 Kabupaten Pekalongan

This study explores the implementation of the Pancasila Student Profile Strengthening Project (P5) and Rahmatan lil 'Alamin Student Profile (PPRA) within the Merdeka curriculum at MI YMI Wonopringgo 03, Pekalongan Regency. The research aims to address the challenges in nurturing and developing students' interests and talents at Madrasah Ibtidaiyah (MI). Initial observations identified several issues affecting student engagement, including laziness, lack of responsiveness, and a tendency to give up easily. These behaviors hinder the optimal development of students' potential. Through a comprehensive analysis, the study examines how innovative teaching approaches and collaborative planning can enhance student engagement and achievement. The findings highlight the significance of integrating religious practices with modern educational strategies to foster a holistic learning environment. The Merdeka curriculum's emphasis on religious habituation is found to be instrumental in motivating students and uncovering their latent talents. MI YMI Wonopringgo 03, known for its consistent student achievements at various levels, serves as a model for effective implementation of the curriculum. The study concludes that tailored educational models and methods significantly contribute to the development of students' interests and talents, leading to improved educational outcomes and the overall quality of the institution. This research underscores the importance of continuous innovation and personalized learning approaches in education, particularly within religious institutions. The successful integration of P5 and PPRA within the Merdeka curriculum at MI YMI Wonopringgo 03 offers valuable insights for educators and policymakers aiming to enhance student potential and academic performance in similar educational settings.

The effect of an educational peer-based intervention program on sexual and reproductive health behavior.

The fact that adolescent people experience risky sexual behavior and have insufficient knowledge of sexual and reproductive health (SRH)indicates the need for SRH education. This study investigates the impact of peer-educated SRH programs on the knowledge and behaviors of adolescents. This study was conducted as a randomized controlled trial on 275 university students. The subjects were randomly assigned to the peer educators (n = 25), intervention (n = 125) and control (n = 125) groups using systematic random sampling. Peer educators provided face-to-face SRH education to the intervention group. The researcher provided the same education to the control group via the online conference method. SRH knowledge and behavior evaluated with scales before, after, and 3 and 6 months after the SRH education. The obtained data were analyzed using SPSS version 25 through statistical tests and analysis of covariance. The female and male ratio of the participants was almost equal (49.4%, 50.6%). The mean age was found to be 20.42 ± 1.14 years. The mean scores of the students in the intervention group increased from 21.20 ± 0.14 to 35.20 ± 0.07 for sexual health knowledge questionnaire (SHKQ), and from 130.56 ± 0.55 to 147,90 ± 0,25 for reproductive health scale (RHS) after the education. Compared with the control group, these increases in the mean scores of SHKQ and RHS were found to be statistically significant. The findings show the important role of the SRH peer education method on the effect of transferring knowledge about sexual behaviors. Health and education policy-makers are advised to implicate SRH peer education.

Impact of Chemotherapy Educational Videos for Patients with Acute Myeloid Leukemia.

Patient education in acute myeloid leukemia (AML) has become increasingly complex with the introduction of new treatments and chemotherapy regimens. Video education presents an opportunity to supplement traditional patient education and address some of the gaps associated with standard methods. This single-center study sought to assess the potential impact of supplemental video education on patients receiving induction chemotherapy for AML. Participants were consented to be randomized to receive their education with or without a supplemental video designed for their treatment regimen. We then provided a survey to each participant to assess knowledge retention, anxiety, and overall satisfaction with their care. Patients that received video education were found to have significantly improved knowledge retention compared to those that did not. There were no differences detected in anxiety or patient satisfaction. Video education appears to be an effective supplemental method for patient education in AML. Limitations include the single-center nature of the study at an urban academic medical center with a relatively well-educated, primarily Caucasian, younger population. Future research is warranted to assess the video in a diverse set of languages and to explore its broader benefits.

Teaching Psychomotor Skills in Undergraduate Nursing Education: An Integrative Review.

Psychomotor skills, a cognitive and fine motor process, are an essential component to undergraduate nursing education. Currently, no national guidelines exist to guide nursing programs on the best way to educate students to ensure competent and safe practice of psycho-motor skills in the clinical setting. This review sought to determine what methods of education, training, and practice of psychomotor skills enhanced psychomotor skill competency in undergraduate nursing students. An integrative review was conducted to determine teaching and practice strategies to support psychomotor skill competence. Four significant categories were identified and included (1) simulation; (2) technology; (3) deliberate practice; and (4) theoretical and collaborative instruction. Overall, simulation and technology were found to be the most effective in psychomotor skill competence. Additional research is needed to identify which teaching strategies best support nursing students' long-term knowledge acquisition and competency as they transition into professional practice. [J Nurs Educ. 2024;63(7):421-426.].

Profound Love and Dialogue: Paulo Freire and Liberation Education.

Paulo Freire, Brazilian philosopher and educator, proposed an educational method for adults based on what he called "the problem posing method." This method was based on dialogue that he deemed necessary for education and was not oppressive and controlling. Freire argued that traditional educational methods were inherently oppressive because they served the interest of the elite, instituted what he called "the banking method" in hopes to turn people into better workers. In contrast to this, Freire advocated for an education that was liberating and required dialogue. Dialogue, however, could only take place with profound love. This article reflects on Freire's call for profound love and dialogue within his pedagogical framework, and its necessity for social and political change. Further, this article explores what Freire meant by profound love and dialogue, and explores how love and dialogue are applicable to current and future health literacy and health education efforts. [HLRP: Health Literacy Research and Practice. 2024;8(3):e118-e120.].

Factors associated with care partner identification and education among hospitalized persons living with dementia

ObjectiveCare partners of persons living with dementia (PLWD) often feel unprepared to care for their loved ones. Improving PLWD care partner identification and education during hospital stays can improve preparedness. This retrospective EHR study investigated PLWD characteristics that may relate to care partner identification, education, and teaching methods during hospital stays. MethodsEncounters from a Midwestern academic healthcare system were used. Patients were over 18, had a documented dementia diagnosis, were admitted to the hospital for at least 24 h, and had information documented in care partner or education data fields (N = 7982). Logistic regressions assessed patient's demographics, care partner identification and education. Chi-square tests compared education teaching methods and patient discharge location. ResultsPLWD's who were unmarried, discharged to other care facilities, or received the diagnosis “degeneration of nervous system due to alcohol” were associated with lacking care partner identification. Care partners of unmarried PLWDs or those with the diagnosis “Alzheimer's disease, unspecified” received less education. Multiple teaching methods were associated with discharge location. ConclusionMultiple characteristics were related to PLWD care partner identification and education differences during hospital stays. InnovationNovel analyses highlight need for a protocol to systematically prepare dementia care partners.