Effectiveness Of Course Research Articles

Abstract 9048: Heart Failure Training Course for Home Health Aides in New York City: A Mixed Methods Pilot Study

Introduction: Although home health aides (HHAs) often care for adults with heart failure (HF), studies have found that the majority have not received HF training and lack confidence with HF caregiving. To address this, we tested the feasibility, acceptability, and effectiveness of a virtual HF training course for HHAs. Methods: We partnered with the Education Fund of the 1199SEIU United Health Care Workers East, the largest healthcare union in the US, which provides training to 55,000 HHAs in NYC. HHAs typically receive in-person training, but due to COVID-19, we conducted this course virtually. The 2-hour course, taught in English and Spanish, utilized case-based learning and motivational interviewing to engage HHAs in interactive discussions on HF signs, symptoms, and HF self-care. HHAs with access to Zoom (via smartphone, computer, or tablet) were eligible. We conducted pre/post surveys and semi-structured interviews. Measures included: a) feasibility (attendance, retention), b) acceptability (modality, technological ease, satisfaction); and c) effectiveness (change in knowledge [Dutch Heart Failure Knowledge Scale, range 0-15] and caregiving self-efficacy [HF Caregiver Self-efficacy Scale, range 0-100]). Results: 48 HHAs employed by 15 distinct home care agencies enrolled and completed the course; course size ranged from 4-9 participants. The majority were middle-age women (60% Hispanic, 10% non-Hispanic Black). To participate, 59% used a smartphone, 32% a computer, and 10% a tablet. Compared to prior in-person courses, 83% participants reported that the course ran more smoothly and was more convenient; only 7% reported technical problems. Participants and course instructors reported high levels of satisfaction and engagement. Post-course data showed significant and clinically meaningful improvements in HF knowledge (11.21 [1.90] v. 12.21 [1.85]; p = 0.0000) and HF caregiving self-efficacy (75.21 [16.57] v. 82.29 [16.49]; p = 0.0017). Conclusions: A virtual HF training course was feasible and acceptable among HHAs and improved their HF knowledge and caregiving confidence. Efforts to scale and disseminate the course may be warranted. Future studies are needed to test the effect of the course among HHAs and their patients.

Effects of Course Related Factors on Academic Performances of Undergraduates-A Study with Science Courses

Aims: Academic performances of undergraduate students may depend on many factors. Researches in literature have taken different factors into consideration and these effects may vary depending on different aspects such as place, period and group. This study aimed to identify effects of course related factors on academic performances, which are linked with design of courses. As the course related factors, subject of course, type of course (theoretical, practical), volume of course (number of credits), and level of course (year of study) were considered.
 Place and Duration of Study: This study was carried out at Faculty of Science, Eastern University, Sri Lanka with the undergraduate courses in the science stream and results of students in a batch completed the degree recently.
 Methodology: A group of all students in a batch that recently passed out from the faculty was used as the sample and there were 109 students. Data including gender, stream of study, subject of course, type of course (theoretical/practical), volume of course in terms of numbers of credits, levels of courses were gathered as the factors and grades of courses was taken as the measure that represents academic performances of students. Grades were transformed to grade point values and then it was used as the main response. Analysis was carried out with both parametric and nonparametric statistical approaches.
 Results: It could be revealed that academic performances of undergraduates depend on course related factors tested. Performances tend to decrease with the increase in number of credits of the course meanwhile higher performances could be observed in practical courses compared with theory based courses. Irrespective of other factors, performances for courses in the third year of study were higher than that of courses in other years of studies.
 Conclusion: Academic performances of undergraduates are dependent on these factors related to courses. However, it needs further work to generalize the results.

Strategies and Implementation Paths for Curriculum Setting of Digital Media Major in the Digital Age

The professional courses of digital media major face several problems: too many influencing factors, unclear implementation strategy, and difficulty in evaluating the implementation effect. To solve these problems, this paper explores strategies and implementation paths for the professional courses of digital media major in the digital age. Firstly, the essential elements in curriculum setting were discussed, and the symptoms of the relevant problems were summarized; On this basis, the authors derived detailed strategies for the curriculum setting of digital media major. To ensure the effectiveness and reasonability of the professional courses of digital media major, an evaluation system and an evaluation model were constructed for judging the implementation effect of these courses. The research provides a strong support for the smooth implementation of the designed professional courses of digital media major, and a good reference for theorists and engineers in the relevant fields.

A Psychoanalysis of Milk: The Case of Alfred Hitchcock

A Psychoanalysis of Milk: The Case of Alfred Hitchcock

Effects of Drama Method on the Decision-Making Skills of Primary School Students

The purpose of this study is to determine the effects of courses that integrate drama method in primary schools on the decision-making skills of students. In line with this purpose in present study pretest-posttest control grouped experimental research pattern has been employed. The study was conducted in Cahit Sıtkı Tarancı Primary School located within Ergani district in the city of Diyarbakır. Population of the research consisted of classes 4/C (control group) and 4/D (experimental group) in the particular school. Experimental group received drama activities for a period of 8 weeks whilst control group received no drama activities. To the end of measuring students’ decision-making skills, “Decision-making Skills Assessment Scale (DMSAS)” developed by Karakaş (1999) was employed. For the aim of analyzing the difference between pretest scores of the groups, dependent groups t-test and lastly in order to detect the difference between posttest scores of groups “Covariance Analysis” was implemented. At the end of conducted study, no significant difference could be identified between scores of experimental and control groups. It has thus been concluded that implemented drama activities triggered no statistically significant difference in the decision-making skills of the participants.

The Effect of Courses of the Preparation and Training Department to Developing Imagined Fluency According to (VTS) for Some Teachers and Female Teachers of Physical Education in the Karbala Education Directorate

The research problem and its importance were dealt with while mentioning the imposition of the researchand its objectives in which the researchers sought to measure imagined fluency with the latest technologicaltechnologies, some physical education teachers and teachers have knowledge of the effect of courses of thepreparation and training department to developing this important mental variable. The researchers also dealtwith the concept and types of fluency, the executive functions of the brain, cognitive flexibility, and othertopics related to the research problem. Then the researchers mentioned the research methodology, its fieldprocedures, the most important tools, devices and tests used, along with a detailed explanation of the ViennaTest System (VTS) abbreviated to (Vienna Test System). To conclude with the research results that werepresented, analyzed and discussed. To come up with conclusions, the most important of which is the positiveimpact of the training courses held by the Preparation and Training Department, recommendations andscientific and practical proposals, most notably the call to establish a contemporary psychological laboratoryin the Iraqi education directorates to measure and develop complex psychological, mental and personalcapabilities. With documentation of Arab and foreign sources and an appendix to a sample for the resultof the (5 point) test, which measures the imagined fluency and cognitive flexibility of the research sample

APPLICATION OF COMPREHENSIVE FUZZY EVALUATION BASED ON STUDENT PARTICIPATION IN GENERAL EDUCATION COURSE EXAMINATION

In view of the assessment methods of general education courses, an assessment and evaluation model is constructed, which consists of the usual results, material learning, cooperative discussion and classroom performance, and the final results, which are combined with on-site assessment and paper assessment. Introducing students to participate in the process assessment and on-site assessment of general education courses innovatively improves students' enthusiasm to participate in the general education class. In the process of empirical research, the order relation analysis method was firstly used to judge the importance of "homework summary, material learning, cooperative discussion, classroom performance ", etc., and then the weight coefficient was determined. Then the comprehensive evaluation method based on fuzzy mathematics was adopted. Homework summary, material learning, cooperative discussion, classroom performance review and field is not so easy to use, such as the exact scores show with the method of fuzzy evaluation, the process of fully reflect the students' learning process of a curriculum, and intensify students participate in class, let students participate in curriculum evaluation, can more active classroom and improve the effect of course.

An Effective Life-Sex-Emotions Course for Taiwanese Adolescents on Health Perceptions: A Cohort Study.

Aim: Adolescence is a time of transition from childhood to adulthood, when young people go through a number of vital physical and psychological developments. It is surprising yet unfortunate that the number of teenage suicide deaths and teenage infections of gonorrhea have increased over the years, becoming serious public health concerns in Taiwan. The aim of this study was to investigate the effect of an education course on teenagers' understanding of adolescence and their attitudes toward life, sex, gender equality, and mental health.Material and Methods: Participants were comprised of Taiwanese students in Grades 5 to 9 who completed a Life–Sex–Emotions course, titled “Sailing through Adolescence.” The effect of the course was measured using pre- and post-test scores on the Perception Index of Life–Sex–Emotions Education (PILSEE) instrument. Qualitative data included subjective responses to questions before and after the course. Data were collected between September 2017 and June 2020.Results: A total of 10,506 completed questionnaires were collected. The mean PILSEE pretest scores for each subscale ranged from 8.71 to 13.37 (SD = 1.499–1.99); posttest subscale scores ranged from 9.30 to 13.95 (SD range = 1.490–2.288). The mean overall pretest score was 86.86 (SD = 10.83); the mean posttest score was 92.62 (SD = 10.30). The paired t-test demonstrated that post-test scores were significantly higher than pretest scores (t = 55.46; p < 0.01). Qualitative feedback indicated that the course improved students' self-esteem, their understanding adolescence, and awareness of influences of the media.Conclusion: Our findings indicate that an educational course about life, sex, and emotions during adolescence can be an effective intervention to help teenagers understand the impact of adolescence on attitudes toward life, sex, mental health, and gender equality.

The Effect of Courses, Training and Entrepreneurship Seminars To Student’s Entrepreneurship Interest Of Study Program DIII Kebidanan STIKes Pamenang

Higher education has a role in fostering entrepreneurial interest for students by providing courses, training and seminars. This research aims to determine the effect of entrepreneurship courses, training and seminars on student interest in entrepreneurship. This quantitative research was descriptive approach. There were three variables, the independent variables were courses, training and entrepreneurship seminars. The dependent variable was entrepreneurship interest. This research started from September 2017 to September 2019. Data were collected from students of the DIII Midwifery Study Program at Stikes Pamenang and the sample size was 135 female students. The sampling technique used purposive sampling. The instrument for this study was questionnaire and it has been tested for validity and reliability. Data analysis using multiple linear regression analysis. The results stated that courses, training and seminars respectively affect student’s interest in entrepreneurship

The effect of entrepreneurship education on nascent entrepreneurship

The literature has been enriched by studies examining the effect of entrepreneurship education on entrepreneurial or goal intention. Yet, few articles have considered how entrepreneurship education affects nascent entrepreneurship as a more sought-after outcome. Similarly, some scholars assess entrepreneurship education as an aggregate rather than a multidimensional construct comprised of alternative methods with peculiar characteristics yielding distinct student outcomes. Possibly, the present shortage of specificity in the investigation of methods in entrepreneurship education reduces empirical understanding of efficacious teaching and learning modes for optimising entrepreneurial behaviour. Hence, by way of contribution, this inquiry isolates and measures the direct effect of courses, workshops, guest speakers and simulations on new venture creation among UK students. It also measures indirect influence in the same relationships, with self-efficacy as a mediator. A structural equation analysis is performed and the findings show that discretely, in this order, simulations, workshops and courses stimulate nascent entrepreneurship. However, there is particular insignificance in the direct link between guest speakers and nascent entrepreneurship, and further dissociation in the indirect link between workshops and simulations leading to self-efficacy. Theoretical implications arise for future correlation and configurational studies, as well as practical ramifications for entrepreneurship education practitioners, simulation developers and public institutions.

АНАЛИЗА РЕЗУЛТАТА АНКЕТА О СТУДЕНТСКИМ СТАВОВИМА ПОВОДОМ ПИТАЊА ИЗ МЕТОДОЛОГИЈЕ И ФИЛОЗОФИЈЕ НАУКЕ

The aim of this paper is to make a qualitative and quantitative analysis of the results of the project, which was carried out in the framework of research work at the Faculty of Philosophy, University of Niš, in order to monitor the work of students and evaluate the effects of courses in philosophy on the formation and change of student attitudes. Our basic question is whether the newly acquired knowledge of methodology and philosophy of science affect students’ beliefs. If this effect is visible, in what direction and in what intensity does it go? We used the survey as a research method and a comparative and statistical method for data processing. The results we obtained confirmed the assumption, which we wanted to examine, of the significant influence of philosophy courses on the formation of student attitudes. Acquired knowledge of methodology and philosophy of science work to strengthen critical awareness and nondogmatic approach when considering specific problems. The results are in accordance with the theoretical orientation of the whole study of philosophy as well as the specific aims of the courses (presented in syllabuses).

Пандемия коронавируса и перспективы развития оборонно-промышленного комплекса Европейского союза

The article analyzes the impact of the current crisis on the defence policy of the EU countries. Coronavirus has had a negative impact almost on all industries. According to the forecast of International Monetary Fund the growth of the world economy is expected to be at the level of -4.9%. In such conditions where social sphere including medical is going to be the most important one, governments are faced with the problem of relocation of their expenditures. Therefore, the military expenditures probably would suffer cuts like it was during last crises for example financial crisis of 2007-2008. The EU defence industry is also influenced by coronavirus crisis, this was yielded in the downtime and supply dates shifts during lock down. However together with armed forces defence companies were engaged in fight with coronavirus: production of medical and protective equipment, disinfection, transportation and etc. But these efforts cannot be considered as an efficient measure to limit negative impacts of coronavirus crisis on the prospects of defence industry. The following coronavirus crisis consequences for the defence industry can be outlined: stock prices fall, civil aviation crisis, supply chain disturbance and difficulties for small and medium enterprises during lock down. Such effects of course can slow down the development of the defence industry and complicate the operation. However the most crucial one is military expenditures cuts, because such changes put defence industry in the new environment with reduced demand for arms. Defence cuts are also a threat to the joint EU defence industry development programs. The importance of these programs is that their goal is to contribute to the military capability of the EU and these programs could be used for coronavirus crisis consequences overcome. However the budget allocated for these programs was also cut, so their implementation is hampered. But defence companies and their associations are working on the plans to boost the development. The author believes that in such conditions the key point for the successful overcome of coronavirus crisis and further sustained development of the EU defence industry is the joint efforts in this direction. The current level of cooperation between member state in the sphere of defence industry is not enough not only for the overcome of coronavirus crisis, but also for the development even in the standard conditions. Therefore the deepen of the cooperation is required and important like never before. As a result current crisis situation is a chance for the EU defence industry to joint the efforts in the defence sphere and expend integration in defence and security.

Development of a Web-Based Intervention Course to Promote Students' Well-Being and Studying in Universities: Protocol for an Experimental Study Design.

BackgroundThe decline in the well-being among university students well as increasing dropouts has become a serious issue in universities around the world. Thus, effective ways to support students’ well-being and their ability to study are highly needed.ObjectiveThe purpose of this study was to build an intervention course for university students, which promotes both students’ well-being as well as their learning and study skills, and to describe the experimental study design that explores the effects of this intervention course.MethodsResearch has shown that psychological flexibility has a great effect on the well-being as well as the study skills of students pursuing higher education. The basis of our intervention course was to promote psychological flexibility and students’ study skills with the help of peer support and reflection.ResultsThis course was offered as a voluntary course to all the students at the University of Helsinki twice during the academic year 2020-2021. The first course was from October to December and the second course was from January to March. This course was advertised in fall 2020 through social media and by different student organizations and program leaders at different faculties of the University of Helsinki. As of October 2020, we enrolled 566 students comprising 310 students for the course in fall 2020 and 256 students for the course in spring 2021. Of the 256 students who enrolled in the second course, 170 students voluntarily participated in this study and they answered the questionnaires, including all the measures, simultaneously with the participants in the first group and thus served as the control group. The effect of this course will be measured with multiple data, including questionnaire data, reflective journals, and physiological data of well-being with a longitudinal experimental design. This research very strictly follows the ethical guidelines drawn up by the Finnish National Board on Research Integrity. We expect to publish the results of this study in fall 2021 at the latest.ConclusionsWe argue that a web-based, 8-week intervention course, which promotes both student well-being and their study skills, is a good way to support students pursuing higher education, and both aspects should be considered when supporting university students.International Registered Report Identifier (IRRID)DERR1-10.2196/23613

Educação especial e formação continuada de professores de Educação Física: uma revisão sistemática

A formação continuada dos profissionais da Educação Física, para atuarem na educação inclusiva, é uma possibilidade de oferecer subsídios para um trabalho mais assertivo. Portanto, este estudo objetivou identificar como se caracterizam as propostas de formação continuada, na perspectiva de um ensino que ofereça subsídios para o trabalho desses profissionais junto aos estudantes Público-Alvo da Educação Especial nas aulas de Educação Física. As informações foram coletadas a partir de Teses e Dissertações indexadas na Biblioteca Digital Brasileira de Teses e Dissertações (BDTD) e no Catálogo de Teses e Dissertações da CAPES. Após critérios de inclusão e exclusão, doze documentos foram escolhidos e lidos na totalidade e passaram por uma análise temática de abordagem qualitativa. Seis deles trouxeram informações sobre cursos de formação continuada elaborados, aplicados e/ou analisados pelo próprio pesquisador, e, nos outros, os pesquisadores objetivaram investigar os efeitos de cursos oferecidos por algum órgão, na formação e/ou na prática dos professores. Concluiu-se que os cursos de formação continuada oferecidos para professores de Educação Física estão trabalhando com definição de termos e conceitos, com elementos relacionados ao trabalho destes professores, com estratégias e instrumentos de ensino e aprendizagem, exemplos de atividades, possibilitando o desenvolvimento de novas estratégias e do repensar sobre suas práticas, visando atender às necessidades, promover a participação e a retenção dos alunos Público-Alvo da Educação Especial em suas aulas.

The short- and long-term effects of a course on rational drug use: A comparative study between prefinal- and final-year undergraduate medical students who attended the course in different clinical years.

BACKGROUND:Rational pharmacology use and appropriate prescribing are among the key learning outcomes in medical education. Some medical faculties include rational pharmacotherapy course in their education programs at different years of education in Turkey. The aims of this study were to investigate the differences in effect of rational pharmacotherapy course on short- and long-terms by comparing two cohorts who attended the course in different clinical years of medical education by identifying which parameters of prescription items are different among groups.MATERIALS AND METHODS:This quasi-experimental study was conducted in School of Medicine. Participants consisted of 157 students who attended the course in Grade 4 (n = 110, Group A) and Grade 5 (n = 47, Group B). Students were asked to complete a prescribing task both upon completion of the course and 1 year after. The performance in prescribing was determined by prescription scoring form. Repeated measures ANOVA was employed to test the intervention effect between two periods. McNemar test was employed to measure the change in each item on the prescription. Point-biserial correlations between each item on the prescription and their scores on the test as a whole were calculated.RESULTS:The mean score of Group A dropped to 59.41 (standard deviation [SD] = 14.06) from 90.43 (SD = 8.90), and the mean score of Group B dropped to 73.37 (SD = 12.56) from 83.91 (SD = 10.03). All the prescription components in the scripts of the Group A students worsened significantly, except the “name of drug,” whereas Group B students maintained most of them after 1 year.CONCLUSIONS:This study shows that the long-term retention effect of rational pharmacotherapy course conducted in later years of education is better than the course conducted in earlier years of education, which may be related to the fact that students in later years are more likely to take on responsibility for patient therapy process in clinical education.

Effectiveness of the course “simulation teaching” in the educational process

The article describes the process of simulation training and its specific aspects, which are important in medical education. Based on world experience, there is information on the work carried out in the framework of simulation training centers and courses, training for teachers and the effectiveness of the training course for students.

Citicoline in the treatment of cognitive impairment in first-degree relatives of AD patients: the influence of the ApoE genotype

To study the effects of a three-month course of therapy with citicoline, aimed at preventing the progression of cognitive deficit in 1st-degree relatives of patients with Alzheimer's disease (AD), depending on the carriage of the ApoE4(+) genotype. Study participants: 82 blood relatives of AD patients, 66 of them with signs of minimal cognitive dysfunction (group 1) objectively confirmed by clinical neuropsychological examination and 16 people with mild cognitive decline syndrome (group 2). Open comparative multidisciplinary study of the dynamics of cognitive status in relatives of AD patients who received a three-month course of citicoline therapy. The baseline indicators of the cognitive functioning of the relatives of the two groups were compared with the indicators at the end of the three-month course of therapy with citicoline in a daily dose of 1000 mg, depending on whether the treated persons had genotypes ApoE4(+) or ApoE4(-). Clinical-psychopathological, neuropsychological, psychometric, molecular-genetic, statistical. An association of the ApoE4(-) genotype with a significantly more pronounced positive effect of the course therapy with citicoline was established according to the general clinical impression (CGI-I scale), indicators of cognitive functioning (MMSE and MoCA scales), as well as according to most psychometric tests (with the exception of the number repetition test in reverse order), as well as for almost all indicators of the neuropsychological «express method» (excluding the parameter of the volume of visual memory). The results of course therapy with citicoline showed a negative effect of the carriage of the ε4 allele of the ApoE gene on the efficiency of treatment of blood relatives of AD patients who had signs of cognitive decline before the start of therapy, which did not reach the level of dementia. The obtained data can serve as the basis for the development of preventive therapeutic measures aimed at preventing the progression of cognitive deficit and the development of dementia in the group at high risk of developing dementia - in 1st degree relatives of AD patients, especially in carriers of the ApoE4(+) genotype.

A case study of multi-platform collaborative ICT integrated online language teaching during the pandemic：advantages and challenges

The COVID-19 pandemic in the first half of 2020 made millions of Chinese college students, and teachers could not return to campus as scheduled. This situation forced full-scale online teaching in Chinese higher education institutions (HEls) and accelerated the integration of information and communication technology (ICT) in Chinese HEls'foreign language teaching. A large number of foreign language lecturers have participated in this practice, and various online teaching strategies have been developed during this process. To find out whether college students are satisfied with online foreign language teaching or not, this paper made a case study on the college English courses during the pandemic in a Chinese key university, focusing on the attitudes of students, advantages and challenges of the ICT integrated foreign language teaching. Using an online questionnaire, this study investigated students from various grades and found that students were generally satisfied with the online language teaching and would like to arrange more online courses in their future study. However, when it comes to the effect of courses, more students claimed that they prefer offline classes. Students also believe that instructors' quality and curriculum design are crucial for satisfactory online teaching. Lack of self-control and technical problems are considered to be the prominent problems for online teaching. This study also attempts to build a multi-platform collaborative model for online foreign language teaching based on the case analysis.

Rewarding teaching excellence in higher education: an analysis of an incentive program at a tier I research institute and a prescription for future teaching incentive programs

There is significant interest in promoting teaching effectiveness at colleges and universities. At Texas A&M University, the chancellor offered a voluntary cash-based teaching incentive program to faculty members teaching graduate and undergraduate courses. This program rewarded top teaching performers each semester based on student feedback of instructional quality. The program awarded cash rewards to 57 faculty members (out of 731 applicants) in the colleges of business and engineering over five semesters. This study examines the effectiveness of the award program on teaching and the effects of course and instructor characteristics. The instructor evaluation data for two years before the award was instituted, during its duration, and for a year after the award program ended was compiled and analysed. Results indicate that already high performing junior and non-tenure track faculty applied for and won the teaching awards. Also, the award program did not significantly change the teaching performance or grading outcome in the classroom. In spite of consistent participation from a wide range of faculty members, the program ended after five semesters. Insights from this incentive program inform a discussion of key attributes that should be part of a successful teaching incentive program in higher education.

Rewarding teaching excellence in higher education: an analysis of an incentive program at a tier I research institute and a prescription for future teaching incentive programs

There is significant interest in promoting teaching effectiveness at colleges and universities. At Texas A&M University, the chancellor offered a voluntary cash-based teaching incentive program to faculty members teaching graduate and undergraduate courses. This program rewarded top teaching performers each semester based on student feedback of instructional quality. The program awarded cash rewards to 57 faculty members (out of 731 applicants) in the colleges of business and engineering over five semesters. This study examines the effectiveness of the award program on teaching and the effects of course and instructor characteristics. The instructor evaluation data for two years before the award was instituted, during its duration, and for a year after the award program ended was compiled and analysed. Results indicate that already high performing junior and non-tenure track faculty applied for and won the teaching awards. Also, the award program did not significantly change the teaching performance or grading outcome in the classroom. In spite of consistent participation from a wide range of faculty members, the program ended after five semesters. Insights from this incentive program inform a discussion of key attributes that should be part of a successful teaching incentive program in higher education.