Effective Educational Tool Research Articles

103 Unpicking the Mechanisms Used in Simulation-Based Education that Support Undergraduate Students’ Development of their Collaborative Practice Skills

Annually, approximately 80 undergraduate physiotherapy and occupational therapy students participate in simulation-based learning, as part of a second-year module. The experience provides opportunities for students to achieve core module outcomes, such as developing communication skills, inter-professional practice and clinical reasoning. The simulation is supported by a small team of academic faculty and a professional actor, all trained in simulation and debriefing. The students are required to assess an older person at home as part of an emergency response team. They work in groups of up to eight students, are pre-briefed and given a profession-specific written brief of their role in the scenario. A two-pronged approach to debriefing is used; the origami approach, utilizes pauses to capture teachable moments The aim of the study was to identify the mechanisms used in simulation-based education that support development of collaborative practice skills of undergraduate students.The simulation-based learning scenario was iteratively developed, delivered and evaluated over 3 years. Staff reflection and content analysis of 3 years of feedback from anonymous evaluation questionnaires, and a sample of student assignments, were used to identify aspects of simulation delivery that supported students’ development of collaborative practice.Although students consistently report anxiety about participating in the simulation, they also identify it as one of the most intense but helpful learning experiences of their on-campus degree programme. The use of trained, experienced actors, indistinguishable from service users maximizes student engagement. Effective pre-briefing reduces student anxiety and provides an opportunity to add complexity via the written brief. The student roles as observers and/or participants (in a familiar role) improve students’ experience and support students with diverse needs. Assigning clear staff roles improves delivery and cost-effectiveness. Combining the two approaches to debriefing students was necessary to allow reflection-in-action and -on-action. Thorough debriefing is essential, challenging and requires planning and practice.Simulation is an effective pre-qualifying education tool. Adequate pre-briefing, effective debriefing styles, and clear assignment of staff roles aid in effective delivery. Simulation scenarios need to be carefully constructed and delivered to ensure that all students remain within their optimal learning zone and to support students with diverse needs.

105 A Simulation-Based Departmental Induction Using Virtual Reality 360

One of the challenges faced during the COVID-19 pandemic was the need for quick departmental inductions to allow rotating and redeployed junior doctors to familiarize themselves with rapidly changing departmental environments. We were unable to continue traditional inductions due to various challenges including lack of senior staff to provide the induction due to increased workload; lack of administrative staff to support inductions due to sickness and self-isolation; and lack of physical space under the constraints of social distancing. Thus, an alternative was needed incorporating all aspects of a traditional induction. Video Reality 360 (VR360) technology and video simulation have been on the rise during the last few years in medicine The aim of the study was to produce a simulation-based departmental induction programme that would be equally effective to the traditional model.We started with identifying the components of a departmental induction and then held a multi-disciplinary team meeting to encourage the addition of topics felt to be important and often overlooked. Stakeholders were involved in a needs analysis on the induction material; previous and current departmental junior doctors, the lead pharmacist, medical registrars, emergency physicians, acute physicians, the clinical lead, the medical director and the director of medical education were all contacted with specific questions on content and junior doctors’ needs. Components of the recent General Medical Council surveys were taken into account to allow for a more junior doctor-centred induction. Subsequently, scenarios were designed with input from the directors of simulation and approved by the acute medical unit (AMU) lead. With the help of our colleagues at Hull Institute of Learning & Simulation (HILS) the scenarios were filmed, edited, and filed to produce an educational tool.The end-product of our VR360 induction has been checked by the educational lead of AMU against specific variables and standards and was characterized as ‘much more flexible and a potentially more effective educational tool for junior doctors’ medical induction’. Initial feedback from junior doctors has been very positive; however, further feedback comparing traditional and VR360 induction is needed. Work is ongoing to produce an interactive VR360 induction video with the hope that this could replace face-to-face departmental induction within our hospital.

Development and Evaluation of a Chinese Character Educational Board Game for Non-Native Learners

There is no doubt that knowing Chinese gives graduates a competitive advantage. The ability to communicate fluently in Chinese has long been a requirement for Chinese employers, particularly those looking to do business in China's e-commerce market. Non-native learners must master four fundamental abilities in order to become literate in the Chinese language: listening, reading, writing, and speaking. Previous research has found that writing Chinese characters is frequently the most difficult task for both non-native and native learners. The issue arises during the process of learning Chinese characters and excessive use of gadgets, while online learning inspires both researchers to create a Chinese educational board game dubbed the LiSCReW Family Board Game (LiSCReW). LiSCReW is an acronym for Listen, Speak, Count, Read, and Write. The purpose of this study is (i) to develop and evaluate the effectiveness of the LiSCReW for learning Chinese characters; and (ii) to share non-native learners' perspectives and experiences while playing LiSCReW during a one-day exhibition at Universiti Teknologi MARA (UiTM) Johor Campus. To facilitate playtesting and evaluation of the board game, a total of 22 students from UiTM Johor were conveniently selected. The findings indicate that the LiSCReW board game is an effective educational tool for learning Chinese characters. The results show that respondents are more confident in recognising Chinese characters (90.9%), pronouncing Chinese characters (68.2%), reading Chinese characters (54.6%), and applying the Chinese characters they learned while playing LiSCReW to their Chinese test (77.2%). The findings can be used to guide future research into the empirical testing of Flow Theory's applicability among a large number of respondents.

DIGITAL STORYTELLING AS A TEACHING METHOD IN ADULT EDUCATION - THE CORRELATION BETWEEN ITS EFFECTIVENESS AND WORKING MEMORY

<p>In recent years, technology has been growing rapidly. The impact that Information and Communication Technology (ICT) and associated teaching tools have on the learning process is already significant, and this is expected to grow further in the future. Digital Storytelling (DST) is a combination of interaction and learning at the same time and it could prove to be an excellent teaching method at the disposal of the educator. The present study is an attempt to examine the impact of the method in adult education, providing that the learners are the creators of digital stories. In addition, the current research is an attempt to examine the relationship between learners’ Working Memory and the impact of DST on their learning performance. The research has been conducted in a public vocational training institute. The findings revealed that DST is an effective learning tool in adult education that can improve learners’ performance. In addition, the findings suggest that the method is more effective in learners which have higher working memory rates than others.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0987/a.php" alt="Hit counter" /></p>

Virtual Reality Research: Design Virtual Education System for Epidemic (COVID-19) Knowledge to Public

Advances in information and communication technologies have created a range of new products and services for the well-being of society. Virtual Reality (VR) technology has shown enormous potential in educational, commercial, and medical fields. The recent COVID-19 outbreak highlights a poor global performance in communicating epidemic knowledge to the public. Considering the potential of VR, the research starts from analyzing how to use VR technology to improve public education in COVID-19. The research uses Virtual Storytelling Technology (VST) to promote enthusiasm in user participation. A Plot-based VR education system is proposed in order to provide an immersive, explorative, educational experiences. The system includes three primary modules: the Tutorial Module, the Preparation Module, and the Investigation Module. To remove any potential confusion in the user, the research aims to avoid extremely complicated medical professional content and uses interactive, entertainment methods to improve user participation. In order to evaluate the performance efficiency of the system, we conducted performance evaluations and a user study with 80 participants. Compared with traditional education, the experimental results show that the VR education system can used as an effective educational tool for epidemic (COVID-19) fundamental knowledge. The VR technology can assist government agencies and public organizations to increase public understanding of the spread the epidemic (COVID-19).

Teaching leadership with popular culture: Practical lessons from Harry Potter

ABSTRACT The scholarship on using popular culture – specifically from films – as an effective educational tool to enhance teaching opportunities that link leadership theory to practice has gained traction in the past decade. This article extends the discourse and uses Harry Potter, the cultural phenomenon fantasy film series, as a source of teaching material apt with practical lessons in leadership. A content analysis of the 8-film series found 151 leadership scenarios that can be used as models in which leadership theories and approaches can be recognized, applied, and promote classroom discussion. However, seven specific clips are showcased to recognize a limited number of leadership theories and approaches frequently taught in a public affairs leadership classroom. They include the situational and behavioral approaches to leadership, leader-member-exchange theory, authentic leadership, team leadership, transformational leadership, and race/culture in leadership.

Evidence for the Appropriate Use of Telemedicine in Female Pelvic Medicine and Reconstructive Surgery.

Purpose of ReviewTo summarize the available literature regarding telehealth interventions in the management of pelvic floor disorders.Recent FindingsMost Female Pelvic Medicine and Reconstructive Surgery (FPMRS) patients own and feel comfortable operating the technology required to participate in telehealth interventions and would be willing to interact remotely with their providers. Telehealth may be an appropriate and effective tool for patient education about bladder and pelvic physiology and pathophysiology, remote pelvic floor muscle strengthening when in-person physical therapy is not accessible, overactive bladder follow-up and medication management, and for postoperative care following uncomplicated incontinence and prolapse surgery.SummaryThere is a growing body of literature specific to FPMRS supporting various telehealth interventions that could reasonably be expected to improve access to sub-specialty care while maintaining or improving healthcare quality and reducing costs to the patient and the healthcare system.

Building better conservation media for primates and people: A case study of orangutan rescue and rehabilitation YouTube videos

Abstract Conservation organizations rely on social/internet media platforms to raise awareness and fundraise. Social media is a double‐edged sword: it can be a wide‐reaching and effective tool for education and fundraising, but can also have counterproductive impacts on public views towards wildlife and understanding of wildlife conservation. For example, depicting humans interacting with wildlife in media may increase video popularity, but animals shown in anthropogenic contexts are also viewed as appealing pets. We are interested in understanding whether this is true for social media posts (YouTube videos) by orangutan rescue and rehabilitation organizations, which rely on social media for fundraising and awareness raising. Our goal is to provide data and recommendations to guide these organizations in building media with positive conservation impact while minimizing potential negative effects. Using YouTube analytics and sentiment analysis of comments on 117 videos, we ask how viewer responses to videos vary with (a) the amount of human–orangutan interaction depicted, (b) the ages of the orangutans featured and (c) the mention of threats to orangutans. Videos with longer human–orangutan interaction time were viewed more, but comments on them were significantly more likely to be negative towards Indonesian/Malaysian people. Comments on orangutan rescue/rehabilitation videos were more likely to be categorized as negative for orangutan conservation compared to videos about orangutans generally, and within these, so were comments on videos featuring infant and juvenile orangutans. Based on our findings, we recommend that orangutan rescue and rehabilitation organizations feature adult and mixed age groups of orangutans rather than infants and juveniles, minimize the amount of human–orangutan interaction shown and talk about conservation threats to orangutans in their videos. We also recommend that, as a precaution, other primate rescue and rehabilitation groups also abide by these suggestions. A free Plain Language Summary can be found within the Supporting Information of this article.

Teachers’ Pedagogical Content Knowledge on Drawing in the Acquisition of Communication Skills in Early Years Education in Kenya

Studies globally and regionally indicate a low reading and communication attainment by children, with 90% of them in 3 rd world countries not attaining the average levels required. The majority across Africa struggle to read and communicate, which leads to meagre academic performance, Kenya is no exception to this trend. This scenario has been associated partly with challenges related to communication skills acquisition. Therefore, how teachers' aid learners to obtain the ability to converse is a question in this study. This study sought to explore Teachers' pedagogical content knowledge of drawing; The study was guided by Piaget’s Cognitive theory. The study adopted a pragmatic philosophical approach which allows for a mixed method research design. The study's population comprised of 6 ECDE sub-county EYE program officers, 1201 EYE schools and EYE teachers and 53,276 PP2 class learners in Nandi County. The study stratified Nandi County into six sub-counties and used Yamane formula to arrive at the sample of schools. 300 teachers, one per school was purposely sampled out and 15 teachers were selected through convenience sampling for the interviews. Non-Proportionate purposive sampling was used to pick the drawings from the pupils. A census of 6 EYE program officers was picked as respondents. The research instruments used in this study were questionnaires, interview schedules and document analysis. A mixed approach research design was used whereby quantitative data were analyzed using descriptive and inferential statistics while qualitative data were analyzed using themes. The study found that there is a significant positive relationship between the teachers' pedagogical content knowledge on drawing and use in the acquisition of communication skills in Early years education (β1=0.206, p<0.05). This was supported by views of the teachers and program officers who were interviewed and documents analyzed. The study concluded that the majority of EYE teachers are not adequately prepared with content knowledge on drawing and that drawing is an effective tool in Early Years Education and teachers can utilize it to assist learners acquire their communication skills. Therefore, the study recommends refresher courses and further training, especially on the Early Years Education curriculum design, to improve the teachers' pedagogy in drawing.

Influence of Webinar-Based Learning on Practice of Percutaneous Nephrolithotomy: Outcomes of a Global Survey.

Background: With webinars looking to be the mainstay post-pandemic, it is important to demonstrate whether webinars are, indeed, effective educational tools for professional training and skill acquisition. We aim at demonstrating, via a global survey, the efficacy of webinars on percutaneous nephrolithotomy (PCNL) and how this knowledge transforms clinical practice. Methods: A structured online survey covering the following sections: (1) Demographics, (2) PCNL techniques, and (3) PCNL equipment was circulated. The target study population were practicing urologists and residents. Categorical data were presented with counts and percentages, and they were compared by using Chi-square test. Continuous data were analyzed with non-parametric methods. Respondents were dichotomized according to attendance of webinar type, attendees of dedicated PCNL webinars (Group A), or attendees of endourological webinars that discussed some aspects of PCNL (Group B). Results: A total of 303 respondents from 38 countries participated. Overall, 91.7% (n = 278) were in Group A and 8.3% (n = 25) were in Group B; 77.9% were younger than 50 years, whereas 51.8% had more than 10 years of urology experience. In group A, urologists of all ages, in academic institutions and private practitioners, significantly benefited in gaining knowledge about the merits of newer devices and the role of suction-assisted devices in modern PCNL. The majority of group A also reflected that by attending a dedicated PCNL-based webinar they benefited in learning newer positions for PCNL access, especially supine, and how to effectively use laser as energy devices for lithotripsy. In Group B, the only area of benefit was in lasing techniques and the use of newer lasers such as the thulium fibre laser. Conclusion: Our survey positively validates the two proposed hypothesis, that is, webinars as a medium of education do benefit practicing urologists in knowledge and the clinical practice domains. Age, experience, or place of practice is no barrier to adopting newer mediums of education such as webinars.

360-degree video in education: An overview and a comparative social media data analysis of the last decade

Due to its immersive and interactive nature, 360-degree video is becoming ever more popular. However, little is known about the public’s viewpoints and attitudes regarding the use of this emerging technology in educational contexts. This study reviews the research evidence for 360° video, virtual learning environments and social media and presents related studies. Moreover, the methodology, the tools and the analysis process used to comparatively analyze social media data are presented and the results that arose are showcased. The use of 360° video in education is discussed and directions for future research are given. Based on the data from the last 10 years, the main findings of the study show that 360° video and its use in educational settings are recognized positively by the public who mostly express anticipation, trust and joy when referring to it. Nonetheless, teachers are unfamiliar with 360° video and do not have the necessary technical skills to develop educational material using it or incorporating it into teaching activities. Finally, 360° video is proven to be an effective educational tool which satisfies the emerging educational needs, enriches the teaching and learning process and promotes students’ motivation, active participation and engagement, rendering, thus, learning more effective.

Utilization of Moderate-Duration Summary Podcasts Compared to Long-Duration Podcasts for Psychiatry Education by Canadian Pre-clerkship Medical Students.

The ideal length of podcasts for undergraduate medical education is unclear. Although many medical schools post full-lecture podcast recordings, there is increasing evidence that podcasts of shorter duration may be a more effective educational tool. Data on podcast utilization for psychiatry education in particular remain limited. This study aimed to compare traffic statistics (views and downloads) of both moderate- and long-duration podcasts. Resident-driven, 5- to 15-min, moderate-duration audiovisual podcasts ("summary podcasts") were created to supplement the existing full-lecture podcast recordings ("long podcasts") during the 22-day University of Calgary medical school pre-clerkship psychiatry curriculum from November to December 2019. The authors compared traffic statistics including number of views and downloads of summary podcasts against long podcasts. Six lectures during the curriculum had both long podcasts and summary podcasts available to students. Overall, there was no statistically significant difference between the mean combined views and downloads of the summary podcasts compared to the long podcasts. When looking at views and downloads across the span of the curriculum, the long podcasts were predominantly accessed in the days following the lecture, with the summary podcasts being accessed more frequently in the days preceding the final examination. This study suggests that both long podcasts and summary podcasts were accessed by students. The differing patterns of when each type of podcast was accessed may indicate a preference for the summary podcasts being used as review tools, rather than as a primary means of learning the material.

Enhanced Learning and Retention of Medical Knowledge Using the Mobile Flash card Application Anki.

As medical schools condense the basic science phase of undergraduate medical education, it has become increasingly important to identify methods and tools that facilitate learning, mastery, and application of medical knowledge. One increasingly popular tool that promotes engagement with content is Anki, a web-based flash card system. Using Anki, medical students can access pre-made flash cards specifically tailored to prepare students for the United States Medical Licensing Exam (USMLE) Step 1 exam. The objective of this study was to identify Anki use and its association to USMLE Step 1 performance. In March 2020, medical students in years 2, 3, and 4 who had completed USMLE Step 1 were administered a survey to measure Anki usage. The survey was locally developed and was reviewed by survey experts on campus. Survey responses were paired with USMLE Step 1 results for analyses. Descriptive and inferential statistics were used for analysis. Anki usage was associated with higher USMLE Step 1 scores. Additionally, amongst those who used Anki, those with more consistent use had higher USMLE Step 1 scores and higher perceived levels of knowledge retention. This research suggests that Anki is an effective educational tool that should be recommended to medical students alongside other evidenced-based study tools, such as the popular question bank USMLE World. Future research should attempt to identify a relationship between Anki usage and future clinical performance to demonstrate the implications that Anki has on clinical skills. The online version contains supplementary material available at 10.1007/s40670-021-01386-9.

SafePsych: improving patient safety by delivering high-impact simulation training on rare and complex scenarios in psychiatry

IntroductionDespite an evidence base demonstrating simulation to be an effective medical education tool, it is not commonly used in postgraduate psychiatry training as it is in other medical specialties.ObjectiveThis paper...

Perceptions Regarding Optimal Breast Imaging Education for Radiology Residents: Results of a National Survey

ObjectivesTo assess perceptions among breast radiologists regarding optimal breast imaging rotation organization and educational activities for radiology residents. MethodsAn IRB-exempt anonymous questionnaire was developed in REDCap and distributed as a member survey email by the Society of Breast imaging to 2188 members June 2019. A form with 33 questions asked questions about opinions related to resident rotation composition, read-out strategies, study/procedure volume, simulation and educational materials specific to breast imaging. ResultsA total of 109/2,188 (4.98%) complete survey responses were received. Of the responders, 69/109 (62%) work in academic practice, 16/109 (15%) work in private practice with residents, and 24/109 (22%) work in private practice without residents. There was no significant variation in opinion between those who have >10 years of experience teaching breast imaging 49/109(42.2%) to those with less <10 years’ experience 60/109 (55%). A range of opinions is demonstrated regarding the multiple questions asked with more support for diagnostics and procedures on the second and thirds rotations compared to first rotations. There was strong support of in-person staffing, checklists, simulation for ultrasound-guided procedures (91%) and formal training on delivering bad news (90%). Radiology-pathology conferences and faculty-developed teaching files were highest-rated for effective educational tools. ConclusionsThe results from this survey show varied opinions regarding perceived best practices for resident breast radiology rotations . Further research is needed to determine training outcomes related to rotation organization. This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

How to write an image challenge multiple choice question

In each issue of Heart , we publish an image challenge which consists of a brief clinical vignette, an image and an accompanying multiple choice question (MCQ), followed by a...

Enhancing OT Students’ Awareness of Social Inequities and Implicit Bias With a Poverty Simulation

Abstract Date Presented 04/12/21 Poverty attributions of health professionals affect how care is provided to this population. Literature indicates a gap in OT student learning to effectively work with individuals living with low income. This study found that a community action poverty simulation was an effective educational tool to address the initial first step of increasing OT students' awareness of their attitudes and their implicit bias of the challenges faced by this population. Primary Author and Speaker: Priya Bakshi Contributing Authors: Abigail Herman, Mairead Gormley, Erica Di Meo, Jessica Leonard

Gamification for the Improvement of Diet, Nutritional Habits, and Body Composition in Children and Adolescents: A Systematic Review and Meta-Analysis.

Currently, one of the main public health problems among children and adolescents is poor adherence to healthy habits, leading to increasingly high rates of obesity and the comorbidities that accompany obesity. Early interventions are necessary, and among them, the use of gamification can be an effective method. The objective was to analyse the effect of game-based interventions (gamification) for improving nutritional habits, knowledge, and changes in body composition. A systematic review and meta-analysis were performed in CINAHL, EMBASE, LILACS, MEDLINE, SciELO, and Scopus databases, following the PRISMA recommendations. There was no restriction by year of publication or language. Only randomized controlled trials were included. Twenty-three articles were found. After the intervention, the consumption of fruit and vegetables increased, as well as the knowledge on healthy food groups. The means difference showed a higher nutritional knowledge score in the intervention group 95% CI 0.88 (0.05–1.75). No significant effect of gamification was found for body mass index z-score. Gamification could be an effective method to improve nutritional knowledge about healthier nutritional habits. Promoting the development of effective educational tools to support learning related to nutrition is necessary in order to avoid and prevent chronic diseases.

Effectiveness of Undergraduate-Generated Animations: Increasing Comprehension and Engagement for Neuroscience Majors and Non-Majors

Background: Animations of scientific concepts may improve comprehension by explaining and visualizing the steps of complex processes, but unless they engage student interest in meaningful ways, their effectiveness as teaching tools is limited. We achieve this through a novel approach to animation design that includes the target audience (undergraduates) so that the resultant animations align with their learner characteristics. Objective: This case study investigated whether undergraduate-generated animations were more effective educational tools than informationally equivalent text-and-illustration presentations and whether learners’ background influenced the relative benefits of animations. Method: Incorporating feedback from faculty and undergraduates, we created animations and text-plus-illustration content to explain how neural signals are generated and measured by scalp electrodes. Neuroscience majors and non-majors were presented with either animations or static presentations followed by comprehension and engagement assessments. Results: Both groups showed comprehension and engagement benefits for animations. Although majors showed better overall comprehension, animations improved comprehension for non-majors over static presentations. Conclusion: When educational content is directed for a target audience, animations can be more effective teaching tools for a broader student audience. Teaching Implications: The relevance of online tools for remote instruction makes animations, developed for and by undergraduates, important tools for effectively introducing difficult content.

Cartoon Based Information Booklet Versus Traditional Teaching for Better Outcome in Oral Hygiene among Primary School Students

Dental caries and periodontal diseases have been considered the most important global oral health burdens. Dental caries is still a major oral health problem in both developing and developed countries, affecting 60%–90% of school children and majority of adults. The traditional teaching method is one of the oldest and most common methods of teaching. Innovative methods of teaching are needed for better uptake of information and behavior change. The objective of this study was to compare the effect of cartoon-based information booklet versus traditional teaching regarding oral hygiene on knowledge and practice among primary school students. The quasi-experimental study included a total of 46 Class IV primary school students from two different primary schools. Two schools were randomly assigned as experimental and control groups, the experimental group students had cartoon-based booklet and the control group had traditional method of teaching regarding oral hygiene practices. Structured interview schedule and observational checklist were used to collect the data. The result showed that knowledge and practice of oral hygiene improved after both teaching programme i.e., cartoon-based information booklet and traditional teaching as evident by paired “t” value for knowledge, and also paired “t” value for practice, but when both teaching methods were compared, it was found that cartoon based information booklet was more effective in bringing better outcome in knowledge and practice of oral hygiene compared to the traditional method of teaching. Cartoon-based booklets can be an effective educational tool to improve knowledge and behavior in primary school children.