Educational Experience Research Articles

Transvaginal Ultrasound Simulation/Curriculum for Third-Year Medical Students Improves Educational Experience on Obstetrics and Gynecology Clerkship [ID 2683421

INTRODUCTION: The purpose of this study was to assess the effect of transvaginal ultrasound (TVUS) curriculum with simulation on third-year medical students' obstetrics and gynecology clerkship. METHODS: Institutional review board approval was waived for this study. The TVUS curriculum was introduced in May 2023. A 2-hour educational session with simulation was held at the beginning of the 6-week obstetrics and gynecology clerkship. At the end of the clerkship, a survey was administered to assess students’ experience and comfort level with TVUS. Students who completed their obstetrics and gynecology clerkship prior to the curriculum (July 2022 to April 2023) or were not present for the TVUS educational session were administered the same survey. Likert scale responses were compared using ordered logistic regression. RESULTS: Forty-one of 69 students present for the TVUS curriculum, and 66 of 187 who were absent, completed the post-clerkship survey. Students present for the TVUS curriculum were more likely to report greater understanding of the TVUS they observed during their obstetrics and gynecology clerkship (OR 2.63 [1.25, 5.65]; P=.012). They were more likely to report increased comfort recognizing normal anatomy (OR 5.18 [2.42, 11.59]; P<.001), and gynecologic pathology (OR 8.40 [3.84, 19.24]; P<.001), on real-time TVUS. Additionally, they were more likely to report increased overall understanding on their obstetrics and gynecology clerkship because of their TVUS knowledge and experience (OR 5.47 [2.56, 12.20]; P<.001). CONCLUSION: Universal implementation of TVUS curriculum with simulation should be considered in undergraduate medical education given the potential to improve educational experience on the obstetrics and gynecology clerkship.

User-Centric Avatar Design: A Cognitive Walkthrough Approach for Metaverse in Virtual Education

Metaverse, once a concept confined to science fiction, has emerged as a transformative reality during the digital era. As this immersive virtual world gains prominence, the role of avatars and the digital representations of users in shaping educational experiences within a metaverse becomes increasingly crucial. This study examined the design of avatars and their effectiveness in virtual education. Using the cognitive walkthrough (CW) method, a well-established user-centric assessment approach, this study examined how users engage in avatar design in virtual educational settings, highlighting their cognitive processes. Through the CW approach, this study identified usability issues and learning challenges, providing valuable insights into the user experience. The investigation focuses on the VRoid platform for avatar design, selected for its user-friendly interface and robust customization features. Participants (n = 12; six men and six women) from diverse educational backgrounds were carefully selected to offer a comprehensive range of perspectives. They performed avatar design tasks that closely mirrored the learning environment of the metaverse, followed by in-depth post-exercise interviews. The findings of this study highlight the essential role of avatar design in enhancing user engagement and improving the learning outcomes of virtual education. Furthermore, we provide practical recommendations for educators and designers to effectively leverage avatar innovation. In a continuously evolving era of metaverse, this research contributes significantly to the ongoing discourse on user-centered design in educational settings, thereby influencing the future trajectory of virtual education.

Technology-Mediated Learning in Higher Education Physiology Classes: The Use of MeGli App to Teach Glycemic Control

Glycemic control is a fundamental physiological concept in diabetes and obesity. Proper training of healthcare professionals in this content is essential for disease prevention and management. Active learning methods, including technology-mediated learning (TML), are important for effective education and student engagement. Given the complexity of physiology, educational technology can facilitate the visualization of its dynamic processes. Thus, we've developed the MeGli smartphone application as an educational tool to teach glycemic control and related conditions, aimed at undergraduate students in health and biological courses. Our hypothesis is that the use of MeGli in Physiology classes promotes student learning and satisfaction. MeGli ( https://t.ly/crEwT ) is a didactic simulator for glycemic metabolism, allowing users to observe postprandial and fasting events, interact with objects, and explore cellular processes. The aim of this study was to conduct and evaluate a TML class using the app and its impact on students' outcomes in Biological Sciences Physiology classes at University of Campinas (n = 23). We analyzed pretest-posttest knowledge questionnaires using the Wilcoxon matched-pairs signed rank test (p ≤ 0.05) due to non-normal data (Shapiro-Wilk normality test). Additionally, we applied a Likert scale opinion survey. Prior to the intervention, students provided informed consent, ensuring anonymous participation. The use of MeGli in a non-expository class, where students consulted the app in an active-learning process for answering and discussing questions, led to a significant improvement in their performance on the topic of glucose metabolism and diabetes (pretest mean 5,739± 0,3784 versus 8,652± 0,2142 on posttest; p < 0.0001). In terms of student feedback, opinion questionnaire results were overwhelmingly positive. All students agreed that the app was useful for learning and helped in their understanding of diabetes mechanisms. 87% understood the importance of healthy eating and physical exercise through the app. 91.3% reported a higher acquisition of knowledge due to the app's use and found the app-integrated class more stimulating and engaging. These findings strongly support the effectiveness of the MeGli application in facilitating physiology education, leading to a more motivating educational experience. Consequently, this study is significant in introducing an innovative tool that mediates active learning with technology, enhancing physiology teaching strategies and improving the education of future healthcare professionals. CNPq (441028/2020-9), FAPESP (2018/26080-4), CEPID (2013/07607-8). This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Managing Satisfaction in synchronous online learning: results of a statistical study on the material of teaching Russian as a foreign language

Introduction. The widespread adoption of distance learning makes it relevant to reflect on the experience gained during the period of ubiquitous transition to the online format in 2019-2021. The purpose of the research is to investigate the factors influencing student satisfaction with synchronous online courses and to develop recommendations aimed at creating a positive educational experience for students in the online environment, specifically for teachers and methodologists. Materials and methods. This study draws upon survey data concerning the synchronous online acquisition of Russian as a foreign language among tertiary education students, both domestically and internationally. The sample comprised 307 individuals representing 16 countries, all of whom had engaged in at least one synchronous online course in the Russian language. Evaluation of satisfaction regarding the online learning experience centered on the variable denoted as "Course Satisfaction Assessment." The survey instrument was constructed based on the three-factor model, Community of Inquiry (COI), recognized for its efficacy in assessing effective online learning. This model, adapted to suit the context of synchronous online learning, comprehensively incorporates cognitive, pedagogical, and group communication factors. Results. As a result of correlation analysis, the ten most significant correlations with the variable "Course Satisfaction Evaluation" were identified. The most significant correlation of satisfaction with learning was established with positive evaluation of the course content – its practical usefulness and relevance to the needs of learners (r=0,44; p<0,01). Factors related to feedback from the instructor (r=0,34; p<0,01) and the motivational effect of the learning showed a high level of correlation with satisfaction with the training (r=0,35; p<0,01). Meanwhile, the factors of group communication did not show significant correlations. Considering the most important factors of satisfaction, recommendations were formulated to improve the effectiveness of synchronous online learning and enhance student motivation through content and organizational aspects of learning. Conclusion. The conducted study contributes to the understanding of significant aspects of student satisfaction management in synchronous online learning. Practical recommendations have application value for the practice of online learning design and teaching in synchronous online format.

Educating the next generation of radiologists: a comparative report of ChatGPT and e-learning resources

Rapid technological advances have transformed medical education, particularly in radiology, which depends on advanced imaging and visual data. Traditional electronic learning (e-learning) platforms have long served as a cornerstone in radiology education, offering rich visual content, interactive sessions, and peer-reviewed materials. They excel in teaching intricate concepts and techniques that necessitate visual aids, such as image interpretation and procedural demonstrations. However, Chat Generative Pre-Trained Transformer (ChatGPT), an artificial intelligence (AI)-powered language model, has made its mark in radiology education. It can generate learning assessments, create lesson plans, act as a round-the-clock virtual tutor, enhance critical thinking, translate materials for broader accessibility, summarize vast amounts of information, and provide real-time feedback for any subject, including radiology. Concerns have arisen regarding ChatGPT's data accuracy, currency, and potential biases, especially in specialized fields such as radiology. However, the quality, accessibility, and currency of e-learning content can also be imperfect. To enhance the educational journey for radiology residents, the integration of ChatGPT with expert-curated e-learning resources is imperative for ensuring accuracy and reliability and addressing ethical concerns. While AI is unlikely to entirely supplant traditional radiology study methods, the synergistic combination of AI with traditional e-learning can create a holistic educational experience.

School Reforms for Low-Income Students Under Conflict Theory

A solid education is one of the crucial elements of achieving the American Dream. However, the privileged dominate the distribution of limited educational resources, leading to a large academic gap between people with different economic statuses. Specifically, the influence of poor experiences on disadvantaged populations, such as low-income students, has been neglected in education development. Conflict theory provides a refreshing sight to examine what obstacles low-income students have confronted and motivate school changes. The literature review explores the unequal educational experiences in low-income students, indicating challenges on their academic achievement and possibilities to success. In addition, it illustrates how to understand school reforms making efforts to eliminate gaps between the wealthy and poor students to pursue educational equity under the conflict theory.

Music and mathematics: Key components and contributions of an integrated STEAM teaching approach

The limited number of STEAM educational experiences in Spain was the motivation behind this study, whose goal was to identify the contributions and essential components of integrated STEAM teaching, specifically the approach that relates the arts (music) to science subjects (mathematics). To this end, a multiple case study was carried out in primary classrooms at three schools. The interviews carried out with teachers, students, and management teams, and the observation of the application of different activities provided a comprehensive vision of the keys to integrated STEAM teaching (co-teaching, coordination, and an interdisciplinary relationship between subjects). The data also brought to light the benefits of STEAM educational practice (procedural mimesis between subjects, student motivation, links between teachers, and professional growth) and also the difficulties encountered. All this, contrasted with the ideas expounded in the literature, enables us to propose lines of work that the educational community should find suggestive and inspiring since the combination of science with the arts, creativity, integration, and innovation has the potential to promote the necessary aptitudes for students in the 21st century.

An innovative clinical interprofessional education experience to advance knowledge and skill in communication with aphasic patients: A randomized controlled pilot study

BackgroundBecause of its impact on communication, aphasia increases patients’ risk for poor healthcare outcomes. Healthcare teams should be equipped to effectively serve this population. PurposeThe primary aim was to pilot the effectiveness of an aphasia communication.partner training program for healthcare students by examining changes in knowledge and behavior. A secondary aim assessed learners' understanding of other healthcare professionals’ roles and responsibilities. MethodStudents in pharmacy, physician assistant, and occupational therapy were randomly assigned to experimental or control groups. The former participated in didactic training with speech-language pathology students and mentored interactions with aphasic patients. Both groups completed pre-/post-training knowledge assessments and participated in semi-structured patient interactions. DiscussionThe clinical IPE experience resulted in statistically significant differences in aphasia knowledge and associated behaviors. Additionally, learners’ understanding of healthcare professions improved. ConclusionsClinical IPE experiences are effective at improving clinical communication skills and increasing knowledge of language-impaired populations.

Enhancing Local Cultural Education: Proposing a School Model Infused with Heritage for Vietnamese High School Students

Heritage education for students is essential for developing an understanding of history, culture, and UNESCO's sustainability goals. In Vietnam, Tra Vinh city stands out for its cultural diversity, showcasing tangible and intangible cultural heritages from the Vietnamese, Chinese, and Khmer ethnic groups, including national treasures and intangible relics. Despite this richness, there exists a research gap in enhancing cultural heritage education in Tra Vinh, limiting the educational utilization of its cultural wealth. This paper introduces a school model integrating heritage education in Tra Vinh city to enhance the local curriculum and support sustainable development. Emphasizing student-centered learning with local heritage materials and experiential learning, the model promotes practical application of heritage knowledge. Through curriculum integration, extracurricular activities, field trips, and scientific research projects incorporating local heritage, the proposed model aims to enrich students' educational experiences and deepen their appreciation for Tra Vinh's cultural heritage. By applying the experiential learning theory and integrating technology, the model seeks to create a dynamic educational environment fostering students' connection to Tra Vinh's cultural legacy and advancing local sustainability efforts.

Learners’ Grit, Self-Regulation, and Classroom Engagement

The complex interaction of personal characteristics and the learning environment has a substantial impact on learners’ educational experiences. This study aimed to determine how grit and self-regulation are associated with the learners' classroom engagement. It sought to find out the learners’ level of grit in terms of consistency of interest and perseverance of effort, self-regulation, and classroom engagement in terms of learner-learner, learner-teacher, and learner-class, and its significant relationships. The respondents were the 134 Grade 6 learners of the North-II District of Gingoog City. It utilized a questionnaire adapted from Duckworth’s Grit Scale survey and Moilanen’s Self-Regulation combined with a self-made questionnaire for engagement. The study made use of a descriptive correlational design utilizing a universal sampling among respondents. Moreover, it used Mean, standard deviation, and Pearson Product Moment Correlation (r) statistical techniques to treat the data of the study. Results revealed that learners' grit is Very High in terms of consistency of interest and High in perseverance of effort, and Very High in self-regulation. Moreover, the study concluded a significant relationship between learners’ grit and classroom engagement, and learners’ self-regulation and classroom engagement. Further, it recommended integrating learning activities in school programs such as homeroom guidance, Gender and Development, and Catch-up Fridays, as well as several learning areas that will enable the fostering of grit and self-regulation among learners.

Strengthening the Indomitable Spirit of Nurses Through Targeted Resilience Education

AbstractNurses face complex stressors in their work including routine exposure to human suffering and potentially traumatic events. Consequently, nurses are at risk of moral distress, workplace burnout, and compassion fatigue. The aim of this study was to design, develop, and test a health-promoting resilience education program for nurses. The research questions were as follows: (1) Are resilience scores of nurses affected by resilience education? (2) How do nurses understand resilience in the context of their workplace? (3) What role does resilience play in nurses’ mental health? (4) Is single-session targeted resilience education effective in maintaining resilience scores over time? Nurses in this study are moderately resilient as noted by their pre-education scores on the Resilience Scale (RS) and the Resilience at Work (RS@W) Scale. Resilience scores significantly increased immediately after resilience education and were sustained over time. Nurses have an array of health strategies for maintaining their resilience; these were further enhanced through experiential education. Increased resilience scores resulted in changes in nurses’ behavior and thinking, and new strategies were integrated into the nurses’ “toolbox” of cognitive and behavioral skills. Building and sustaining a strong foundation of resilience and well-being is key for nurses to maintain mental health, cope with work-related stressors, and provide safe competent patient care. Study outcomes offer opportunities to change the narrative from nursing as perilous and risky to one of strength, flourish, and growth. Beyond individual resilience, system-level change is required to support the well-being of healthcare personnel.

Growth Mindset Training for Teacher: Method of Changing the Teacher's Mindset

Background. The academic success of students in schools is significantly shaped by their mental attitudes, especially when they face challenging situations that demand substantial effort and resilience. The influence of teachers' attitudes, or mindsets, plays a crucial role within the educational environment, as these directly impact students' own mindsets and subsequently their approach to learning. Specifically, the concept of a 'growth mindset' – which is the belief that one's abilities and intelligence can be developed through dedication and perseverance – has been shown to transform how individuals perceive their capabilities and respond to failures. Objectives. In light of this, a specific study was conducted to evaluate the effectiveness of 'Growth Mindset Training' targeted at teachers. This training aimed to cultivate a growth mindset among educators, hypothesizing that a shift in teacher attitudes would, in turn, positively affect their students. Materials and methods. To assess the impact of the training, researchers utilized a growth mindset scale to measure the mindsets of 19 participating teachers, comprising 11 women and 8 men, both before and after they underwent the training program. Results. The findings from this study were quantitatively robust, with a T-statistic of -3.529 and a significance level of less than .005, indicating a statistically significant improvement in the teachers' growth mindsets post-training. Additionally, the analysis of mean scores from the pretest and posttest further confirmed an upward trend, suggesting that the mindset of the teachers had indeed shifted towards a more growth-oriented perspective. Conclusions. Thus, Growth Mindset Training emerged as a potent intervention tool, not merely altering teachers' perceptions but potentially setting a foundation for enhancing the overall educational experience by fostering a culture of perseverance and continuous improvement in schools.

Case-based learning in undergraduate orthodontic education: A cross sectional study

Introduction Student centric learning approaches have been reported to be effective in introducing higher order cognitive skills required by the health professionals. However, learners’ perceptions must be constructively aligned with new learning interventions to achieve a positive impact on their learning. The aim of this study was to explore the learning experiences of undergraduate dental students with case-based learning in orthodontics. Methods A case-based learning model was introduced on orthodontic diagnosis and treatment planning for final year students on a Bachelor of Dentistry programme toward the end of their academic year. A survey was conducted to explore the perceptions and experiences of the participants. The research instrument was based on a previously validated questionnaire and included information on demographics and consisted of 12 items aimed at evaluating the benefits and challenges of cased based learning. Results All 67 students in the final-year cohort participated in study, yielding a response rate of 100 percent. Participants across the board perceived CBL to be an effective strategy to learn the subject content and helpful in improving the students’ skills in orthodontic diagnosis, treatment planning and team-working. CBL did not pose any significant challenges or barriers to student learning. Discussion Participants reported high acceptance of CBL in orthodontic teaching and learning and a positive impact on their educational experiences. CBL was perceived to be an appropriate strategy to enhance the diagnostic, treatment planning and team-working skills of dental students.

Academic achievement, creativity, multiple intelligences, and motivation in Iranian medical students

Exploring the relationship between academic achievement, creativity, multiple intelligences, and motivation among Iranian medical students can provide valuable insights into their educational experiences and inform the development of effective strategies to enhance learning outcomes. This study investigated the relationship among Iranian medical students through a correlational-descriptive design. Participants included all 200 BA-level students of Islamic Azad University, Iran. The Attitude/Motivation Test Battery (AMTB) in Persian, the Torrance Creative Thinking Test (TCTT) in Persian, and Gardner's Multiple Intelligences Questionnaire in Persian were used to collect data. The university archived their grade point averages (GPAs) to determine students' academic progress. The Kolmogorov-Smirnov Goodness-of-Fit Test, descriptive statistics, Pearson product-moment correlation tests, and independent samples t-tests were used to examine the acquired data. The data analysis revealed a significant correlation between Iranian EFL learners' creativity, multiple intelligences, motivation, and academic success; creative learners outperformed non-creative learners in terms of academic achievement; extrinsic learners outperformed intrinsic learners in terms of academic achievement; the highest academic achievement was associated with the interpersonal intelligence profile, while the lowest academic achievement was associated with the intrinsic intelligence profile. The findings may provide insight to stakeholders in the field, such as curriculum planners, tutors, and policymakers, regarding the relationship between creativity, multiple intelligences, motivation, and academic achievement, as well as the importance of factoring this relationship into ELT program design.

The Application Degree of the Principles of Leadership Theory with the Ethics of Sheikhs among School Principals in the Jordanian Ministry of Education and its Relationship to Some Variables

The study aimed at revealing the application degree of the principles of leadership theory with the ethics of sheikhs among school principals in the Jordanian ministry of education and its relationship to some variables. The researchers used the descriptive survey methodology. The study sample consisted of (1133) teachers, who were distributed among three directorates of education, representing the three regions of the Kingdom. The results indicated that school principals were practicing the principles of leadership theory with ethics of sheikhs at a high level from the point of view of teachers. Also, the results pointed out that there were no statistically significant differences in the degree of school principals apply the principles of leadership theory with ethics of sheikhs due to the region, school level and educational experience. Furthermore, the results showed that there were statistically significant differences in the degree of school principals apply the principles of leadership theory with ethics of sheikhs due to the gender variable. Based on the previous findings, the study came out with several recommendations.

Inter-Viewing Socialist Dancing Bodies

In October 2021, I interviewed three Chinese professional dancers who had completed undergraduate dance degrees in China and pursued their MFA in Dance degrees in the US. Their bi-cultural experiences and unique training narratives motivated me to re-search the Chinese dancing bodies beyond the borders. In this article, I draw on Robin Nelson’s methodologies of Practice/Performance as Research and Diana Taylor’s Performance Studies theory of the archive to examine the performativity of my interviewees’ dance experiences and my own educational experiences in both the US and in China. I explore how Chinese dancers, with their distinctive, yellow-skinned appearance, embody the national spirit and cultural traditions of China as they navigate various dance practices across the diverse landscape of the United States. Through their daily movements, these dancers inhabit a space of in-betweenness, leaving indelible but untraceable traces of their experiences on their bodies. My analysis delves into how these dancers, through their encounters in the field of dance and performance in the US, reinterpret their cultural memories, social identities, and socialist ideologies through choreography. Drawing from my own cross-border experiences between the US and China, I approach the examination of their performances through interviews, textual analysis, and movement interpretations.

Fostering Mathematical Proficiency and Creative Thinking Skills in 10th Grade Students Through the 5E Inquiry-Based Learning Approach with Supplementary Media

This research aims to enhance mathematical proficiency and stimulate creative thinking among 10th-grade students through the implementation of the 5E Inquiry-Based Learning approach with Supplementary Media. The study explores the effectiveness of this pedagogical approach in transforming the learning experience and outcomes in mathematics education. The study focused on comparing students' performance before and after the intervention, as well as investigating their creative thinking abilities in terms of flexibility, originality, fluency, and elaboration. The participants consisted of 10th-grade students from a large-sized school in the northeastern region of Thailand, specifically one classroom comprising 40 students. The tools include Lesson plans, Mathematics Proficiency test and Creative thinking skills test. The results revealed a significant improvement in mathematical proficiency following the implementation of the 5E Inquiry-Based Learning Approach with supplementary media, with a notable increase of 37.25%. Prior to the intervention, students scored an average of 4.64 out of 20, which increased to 12.08 out of 20 post-intervention. Furthermore, the investigation into creative thinking skills indicated that students exhibited a proficient level overall, with an average score of 22.60 out of a maximum of 32 points. The analysis of specific dimensions of creative thinking revealed average scores of 5.60 for Originality, 5.78 for Fluency, 5.63 for Flexibility, and 5.60 for Elaboration.

Building Interprofessional Competency Through A Virtual Cardiopulmonary Case Collaboration

Introduction Interprofessional education (IPE) experiences are prioritized as a key component of physician assistant (PA) and Doctor of Physical Therapy (DPT) education programs’ curricula to reflect contemporary practice. Virtual IPE is reported to facilitate clinical decision making and teamwork in students. However, limited studies exist on its effectiveness to promote the IPE Collaborative's (IPEC) core competencies. As we aim to increase IPE in our curriculum, virtual IPE offers several advantages. The purpose of this study was to evaluate whether a case-based, virtual IPE improved students' knowledge and attitudes of collaborative team skills using the Interprofessional Collaborative Competencies Attainment Scale (ICCAS). Methods This study used a retrospective pretest-posttest design. Students in first-year PA and DPT programs (n = 130, PA = 48, DPT = 82) completed the ICCAS survey before and after attendance of a mandatory virtual IPE event. The virtual IPE session centered on designing a collaborative plan of care for an individual with congestive heart failure in an outpatient setting. To assess skill attainment, students completed the ICCAS survey. t Tests with Bonferroni's correction (P < .01) were conducted for analyses. Results One hundred twenty-two students (PA = 46, DPT = 76) provided complete survey data. Statistically significant improvement was noted for all 20 questions (P < .001). Large pre/post-IPE event effect sizes were observed for all 20 statements in the ICCAS. No statistically significant differences between the 2 disciplines were noted. Discussion Our findings suggest that a virtual case-based IPE experience may offer benefits to improve the student's attitude and knowledge related to IPEC during the initial year of PA and DPT programs. These data are encouraging as integration of virtual IPE experiences may affect teamwork competencies in healthcare programs.

Self-Efficacy and Quality of Life Among Farmers in Indonesia: A Literature Review

Background: The level of self-efficacy plays a role in influencing the quality of life of hypertension patients. Self-efficacy helps individuals cope with and maintain hypertension health conditions that can affect their quality of life. 55.18% of the total population in Indonesia work in the agricultural sector. Purpose: The aim of this literature review study is to explore the correlation and publications providing information on self-efficacy related to the quality of life of elderly farmers. Methods: This literature review study uses a narrative review approach and analyzes six articles from sources such as Google Scholar, ScienceDirect, and PubMed. Results: The findings suggest a significant association between self-efficacy levels and the quality of life of elderly hypertension patients in Indonesia. Hypertensive elderly farmers with high self-efficacy tend to have a better quality of life. A significant relationship was also found between self-efficacy, subjective well-being in tobacco farmers, and adherence to a healthy lifestyle among hypertension patients. Conclusion: The study concludes that factors such as gender, age, education, and life experience influence self-efficacy. Quality of life is influenced by age, education, gender, marital status, duration of hypertension, and occupation. High levels of self-efficacy are positively correlated with the ability of the elderly to face hypertension challenges and improve their quality of life. Nurses should provide education and motivation to hypertension patients to enhance their self-efficacy.

Physician Assistant Educators' Production Blueprint for Video Pedagogy.

This article presents a blueprint for effective video media production in physician assistant (PA) education based on validated pedagogical practices found in the literature. Using the cognitive load theory and a practical blueprint for video production designed for PA educators, this method aims to improve video production practices and better engage students within a format that improves learning outcomes for a diverse body of PA students. Students are interacting with videos, and there is an opportunity for educators to hone practices in video production to enhance student learning. A literature review of pedagogical practices in video production guides the production blueprint for video production. The practical principles of cognitive load theory improve efficiency in assimilating new information, enhance student engagement, and facilitate active and deep learning for a student learner engaging with the instructional video. Based on the literature and the author's educational video creation experience, a guide in the form of a production blueprint specific to PA education is proposed.