Feedback Questionnaire Research Articles

An Initial Feasibility Trial of Providing Yoga in School for Children with Additional Support Needs.

Yoga is used widely as a therapeutic tool for physical and mental well-being. However, greater understanding of the effect yoga may have on young people who require additional support for learning is warranted. Therefore, the aim of the present study was to assess the feasibility of delivering and evaluating an 8-week school-based yoga program targeted to children with additional support needs in a mainstream primary school. Data were collected from 11 pupils (aged 4-12) with additional support needs. The Behavior Rating Inventory of Executive Function and Strengths and Difficulties Questionnaire were completed pre- and postintervention by parents and the pupil's schoolteachers. Observation of the yoga class engagement was conducted at baseline, midway through, and at the end of the intervention. A visual adaptation of the Children's Feeling Scale was completed each week pre- and post-yoga class by each student. Qualitative measures, including a parent feedback questionnaire, interview with the yoga instructor, and focus group with the pupil support assistants, were undertaken. The program was delivered as planned. The yoga instructor, parents, and pupil support assistants found the program to be beneficial to the students and a feasible part of their school week. There were no significant differences pre- to postintervention in any scores of the Strengths and Difficulties Questionnaire or Behavior Rating Inventory of Executive Function. Some positive changes in mood were found, although effect sizes were small. This study demonstrates the feasibility of delivering a school-based yoga program for children with additional support needs, as well as a feasible evaluation approach. The overall experiences for pupils, pupil support assistants, and the yoga teacher were positive and suggest that wider implementation and evaluation of the school-based yoga program would be of value.

Adapting TeachABI to the local needs of Australian educators - a critical step for successful implementation.

Background The present study is the foundational project of TeachABI-Australia , which aims to develop and implement an accessible, nation-wide digital resource for educators to address their unmet acquired brain injury (ABI)-related professional learning needs. The aim of the present study was to identify the adaptations required to improve the suitability and acceptability of the TeachABI professional development module within the Australian education system from the perspectives of Australian educators. Methods The research design employed an integrated knowledge translation approach and followed the ADAPT Guidance for undertaking adaptability research. A purposive sample of eight educators eligible to teach primary school in Australia provided feedback on the module through a quantitative post-module feedback questionnaire and a qualitative semi-structured interview. Results Participants rated the acceptability of the module as 'Completely Acceptable ' (Mdn = 5, IQR = 1), and reported 'only Minor' changes were required (Mdn = 2, IQR = 0.25) to improve the suitability to the Australian context. Qualitative analysis of transcripts revealed three broad categories: (1) the usefulness of TeachABI , (2) the local fit of TeachABI , and (3) pathways for implementing TeachABI in the local setting. Recommended adaptations to the module collated from participant feedback included changes to language, expansion of content, and inclusion of Australian resources, legislation, and videos. Conclusions TeachABI is acceptable to Australian educators but requires modifications to tailor the resource to align with the unique schooling systems, needs, and culture of the local setting. The systematic methodological approach to adaptation outlined in this study will serve as a guide for future international iterations of TeachABI .

Health coaching intervention with or without the support of an exercise buddy to increase physical activity of people with chronic low back pain compared to usual care: a feasibility and pilot randomised controlled trial

BackgroundExercise buddies (people to exercise together with) might support people with low back pain (LBP) to become active. However, involving buddies in randomised controlled trials (RCT) might challenge recruitment, data collection and follow-up. ObjectivesTo explore the feasibility of the intervention, recruitment and data collection approaches and potential effects of a health coaching intervention (focused on physical activity) with or without exercise buddies’ support on physical activity of people with chronic LBP versus usual discharge care. DesignFeasibility and pilot RCT. MethodsAdults (n = 30) discharged from LBP treatment were randomised to the Buddy-Assisted (health coaching intervention with exercise buddy's support), Individual-Only (health coaching only), or usual care groups. Data were collected at baseline, three and six months. The feasibility of trial's procedures was assessed through recruitment rate (acceptable if >70%), data completion rate (acceptable if ≤ 20% missing data), and follow-up rate (successful if ≥ 85%). The intervention's acceptability was assessed via feedback questionnaires. Preliminary effects on physical activity and other outcomes were also explored. ResultsRecruitment and baseline data completion were acceptable. However, data collection and follow-up rates post-randomisation were not. 85% of the Buddy-Assisted Group believed the buddies helped them to increase physical activity and would recommend the intervention. 70% of the Individual-Only and Control groups believed exercise buddies would help them to become further active. ConclusionThe data collection and follow-up approaches were not successful and need amending before a large-scale RCT. Nonetheless, the buddy-assisted intervention was well-accepted. A future RCT will focus on differences in clinical outcomes. Trial registrationThe study was registered at the Australian New Zealand Clinical Trial Registry (ACTRN12620001118998).

Novel Web-Based Drop-In Mindfulness Sessions (Pause-4-Providers) to Enhance Well-Being Among Health Care Workers During the COVID-19 Pandemic: Descriptive and Qualitative Study.

The COVID-19 pandemic exerted extraordinary pressure on health care workers (HCWs), imperiling their well-being and mental health. In response to the urgent demand to provide barrier-free support for the health care workforce, Pause-4-Providers implemented 30-minute live web-based drop-in mindfulness sessions for HCWs. This study aims to evaluate the use, feasibility, satisfaction, and acceptability of a novel mindfulness program aimed at enhancing the well-being of HCWs during the COVID-19 pandemic. Accrual for the study continued throughout the first 3 pandemic waves, and attendees of ≥1 session were invited to participate. The evaluation framework included descriptive characteristics, including participant demographics, resilience at work, and single-item burnout scores; feedback questionnaires on reasons attended, benefits, and satisfaction; qualitative interviews to further understand participant experience, satisfaction, benefits, enablers, and barriers; and the number of participants in each session summarized according to the pandemic wave. We collected descriptive statistics from 50 consenting HCWs. Approximately half of the participants (24/50, 48%) attended >1 session. The study participants were predominantly female individuals (40/50, 80%) and comprised physicians (17/50, 34%), nurses (9/50, 18%), and other HCWs (24/50, 48%), who were largely from Ontario (41/50, 82%). Of 50 attendees, 26 (52%) endorsed feeling burned out. The highest attendance was in May 2020 and January 2021, corresponding to the first and second pandemic waves. The participants endorsed high levels of satisfaction (43/47, 92%). The most cited reasons for attending the program were to relax (38/48, 79%), manage stress or anxiety (36/48, 75%), wish for loving kindness or self-compassion (30/48, 64%), learn mindfulness (30/48, 64%), and seek help with emotional reactivity (25/48, 53%). Qualitative interviews with 15 out of 50 (30%) participants identified positive personal and professional impacts. Personal impacts revealed that participation helped HCWs to relax, manage stress, care for themselves, sleep better, reduce isolation, and feel recognized. Professional impacts included having a toolbox of mindfulness techniques, using mindfulness moments, and being calmer at work. Some participants noted that they shared techniques with their colleagues. The reported barriers included participants' needing time to prioritize themselves, fatigue, forgetting to apply skills on the job, and finding a private place to participate. The Pause-4-Providers participants reported that the web-based groups were accessible; appreciated the format, content, and faculty; and had high levels of satisfaction with the program. Both novel format (eg, drop-in, live, web-based, anonymous, brief, and shared activity with other HCWs) and content (eg, themed mindfulness practices including micropractices, with workplace applications) were enablers to participation. This study of HCW support sessions was limited by the low number of consenting participants and the rolling enrollment project design; however, the findings suggest that a drop-in web-based mindfulness program has the potential to support the well-being of HCWs.

Teaching clinical anatomy to medical students by flipped classroom.

Background We aimed to introduce the flipped classroom approach for teaching clinical anatomy and to assess its perception and feasibility among medical undergraduate students. Methods Our study included 151 MBBS students of the first professional. We took written informed consent after the study was approved by the Ethics Committee. Selected topics of clinical anatomy were taught using the flipped classroom (FCR) method. It involved pre-class, in-class and post-class activities. In pre-class activity, pre-reading material was given to the students 1 week before the class. An assignment was given 2 days before the class in the form of solving multiple- choice questions, drawing well-labelled diagrams, etc. In- class activity included a pre-test followed by a discussion of the topic in the form of problem-based questions in the class on the principle of Think-Pair-Share. Post-class activity included summarization of the topic by students in the form of a group activity followed by a feedback session. Feedback was collected using a pre-validated feedback questionnaire on Google forms. Data collected were analysed using SPSS 21.0 and Microsoft office 2010. The response to close-ended questions was expressed as percentage. Open-ended questions were analysed by grouping of qualitative responses. Results We found FCR to be a feasible, interesting and necessary pedagogical tool for medical education. Most students (95%) agreed that FCR is a useful technique for better understanding of clinical anatomy. They learnt better from FCR than other teaching methods and their in-depth understanding of the topic improved with FCR. Conclusion FCR is an established teaching-learning tool but it needs to be implemented in undergraduate teaching of clinical anatomy for better understanding of the topics. Didactic lectures do not touch upon clinical correlations in a case-based manner, which can be easily discussed in FCR.

IMPROVING EDUCATION AND DETERMINING THE NUTRITIONAL STATUS OF TODDLERS IN REALIZING NUTRITION-CONSCIOUS FAMILIES IN BANYUWANGI USING R-SHINY

Stunting is a condition where a child's development and growth is disturbed, which has long-term impacts, including the potential for impaired brain development due to insufficient cognitive development and a greater risk of developing chronic diseases such as diabetes, hypertension, obesity, cancer, and so on. One effort to reduce stunting rates is to increase knowledge of nutrition awareness in the family. UNAIR Statistics Study Program, participates in efforts to reduce stunting rates with community service activities (Pengmas), in the form of outreach activities regarding basic and practical knowledge in the form of workshops and training activities using R-Shiny based WEB and Android to determine the nutritional status of toddlers which can used anywhere and anytime. This community service activity was carried out in the working area of ​​the Tampo Community Health Center, Banyuwangi, East Java, involving 62 female cadre representatives from 31 local posyandu. The results of this community service activity can increase knowledge regarding education and nutrition knowledge for toddlers in the context of achieving nutrition-aware families. This is proven by the results of statistical analysis of pre-test and post-test scores which conclude that there is an increase in scores from pre-test to post-test with a significance level of 5%. Based on the results of the feedback questionnaire given to participants, the posyandu cadre mother felt very satisfied with an average score of 86, gained useful knowledge, and made it easier for posyandu cadres to find out the nutritional status of toddlers.

Assessing the Effects and Acceptance of Silver Diamine Fluoride Treatment in Early Childhood Caries.

Early childhood caries (ECC) is a widespread dental problem that impacts children below the age of six years. Traditional restorative treatments like fillings are often challenging and invasive for young children. Silver diamine fluoride (SDF) offers a minimally invasive and cost-effective alternative for managing ECC. However, theeffects, acceptance, and understanding of this treatment by parents remain crucial for its successful implementation. To evaluate the impact and level of acceptance of SDF treatment in ECC. Thirty-two children from an Anganwadi centeraged between two to five yearssuffering from ECC were selected. A 38% SDF was applied for 3 minutes on the identified carious lesion, and the arrest percentage was checked after a recall period of three weeks and three months. The Likert scale was used for the questionnaire regardingparental feedback about the ease of application procedure, tooth discoloration, possible pain associated with the procedure, andthe taste of SDF. In the present study, a total of 75 surfaces were subjected to the application of SDF. After a period of three weeks, it was observed that 64 of these surfaces had successfully undergone the process of caries arrest. This finding was deemed to be statistically significant, with a P value of 0.021. Furthermore, the remaining surfaces that had not achieved caries arrest were subsequently treated atthree months. The results of this subsequent treatment were also found to be statistically significant, with a P value of 0.027. These findings highlight the efficacy of both caries treatment and caries arrest in relation to the utilization of SDF. SDF was found to be minimally invasive, easy to administer, inexpensive, highly efficient, and effective treatment in arresting caries in the primary dentition of young children, particularly in patients lacking cooperation.

A feasibility study on indoor therapeutic horticulture to alleviate sleep and anxiety problems: The impact of plants and activity choice on its therapeutic effect

IntroductionTherapeutic horticulture (TH) is increasingly being applied for sub-health or patient mental health care. Whether plant and activity type will affect TH’s effectiveness is unclear. AimTo evaluate the feasibility of an indoor TH for alleviating the anxiety symptoms and sleeping problems of people with poor sleep quality, and explore the potential affection of plant and activity type on health benefits. MethodThirty subjects (all with sleep problems and half with anxiety problems) were randomly assigned to three groups to do horticultural activities with ornamental plants, general aromatic plants, or aromatic plants with reported mental health functions, respectively. Six indoor TH activities were then held sequentially within two weeks. Psychological scales, subjective feedback questionnaires, and physiological indicators were used as evaluation indexes before and after horticulture activities. ResultsThe TH relieved subjects' sleep and anxiety problems and was particularly effective in alleviating anxiety among people with high anxiety levels. Using ornamental plants was more effective in relieving stress while functional aromatic plants performed better in sleep improvement and satisfaction to TH. Each horticultural activity could improve mood state but showed different effects on the vitality of the participants. ConclusionThe above findings provided some basis for the potential benefits of selecting plants and activities based on psychological care needs in the development of TH plans. Future research that expands upon the current project is warranted. A larger sample size is beneficial for obtaining more powerful statistical results.

Efficacy of Google Form-based MCQ tests for formative assessment in medical biochemistry education.

Biochemistry, being a vast and complex subject, can be challenging for Phase I MBBS students to comprehend and retain. Embracing rapidly evolving technology can facilitate a more accessible learning experience. In this study, we investigated the effectiveness of using Google Form-based multiple-choice question (MCQ) tests as a formative assessment tool after each biochemistry lecture series. The aim was to assess the improvement and gather feedback of Phase I MBBS students on the utility of this assessment tool. This educational prospective longitudinal study was conducted by the Department of Biochemistry at a university-affiliated medical college and tertiary care hospital. The study included 150 Phase I MBBS students as participants. Google Form-based MCQ tests were implemented as educational interventions after each lecture series during the study period. The study compared the internal assessment (IA) MCQ marks of students before and after the implementation of the intervention. In addition, feedback questionnaires were collected from the students. There was a significant improvement in students' scores between the first IA (mean ± standard deviation [SD], 8.16 ± 3.08) and second IA (mean ± SD, 17.64 ± 2.02) (P < 0.0001). According to students' feedback, 149 out of 150 (99.3%) students found the use of Google Form-based MCQ tests as a formative assessment tool in the teaching-learning process to be highly beneficial and motivated them to engage in their biochemistry studies. With the shift toward competency-based medical education (CBME) in India, it is crucial for educators to embrace novel teaching-learning and evaluation approaches. Our study highlighted the efficacy of employing Google Form-based MCQ tests in enhancing students' comprehension of the biochemistry subject, evaluating their scores and improving the overall quality of learning. Through this mode of assessment, teachers were able to provide targeted feedback on areas that required improvement, thereby enhancing the learning experience.

A Flipped Classroom Applied: Undergraduate Students' Perception in Mathematics

This study was designed to determine undergraduate students’ perception in a flipped Applied Mathematics classroom. A survey research design was employed to measure students’ responses after a successful seven-week deployment of the flipped model of instruction delivery at a University in North Central Nigeria. An intact class of 32 students was used for the study, out of which 21 students returned the adopted Feedback Questionnaire on Flipped Classroom Activity. Analysis of the results of the study shows a positive level of students’ perception (grand mean = 2.765) and an enriched learning experience in terms of curiosity, engagement and enlightenment. Based on the findings of the study, it was recommended that teachers at all levels of mathematics education should always seek instructional approaches that are student-driven like the flipped classroom to sustain interest and improve academic performance.

Instrumented Balance Error Scoring System in Children and Adolescents-A Cross Sectional Study.

Background: The Balance Error Scoring System (BESS) is a commonly used method for clinically evaluating balance after traumatic brain injury. The utilization of force plates, characterized by their cost-effectiveness and portability, facilitates the integration of instrumentation into the BESS protocol. Despite the enhanced precision associated with instrumented measures, there remains a need to determine the clinical significance and feasibility of such measures within pediatric cohorts. Objective: To report a comprehensive set of posturographic measures obtained during instrumented BESS and to examine the concurrent validity, reliability, and feasibility of instrumented BESS in the pediatric point of care setting. Methods: Thirty-seven participants (18 female; aged 13.32 ± 3.31 years) performed BESS while standing on a force plate to simultaneously compute stabilometric measures (instrumented BESS). Ellipse area (EA), path length (PL), and sway velocity (VM) were obtained for each of the six BESS positions and compared with the respective BESS scores. Additionally, the effects of sex and age were explored. A second BESS repetition was performed to evaluate the test-retest reliability. Feedback questionnaires were handed out after testing to evaluate the feasibility of the proposed protocol. Results: The BESS total score was 20.81 ± 6.28. While there was no statistically significant age or sex dependency in the BESS results, instrumented posturography demonstrated an age dependency in EA, VM, and PL. The one-leg stance on a soft surface resulted in the highest BESS score (8.38 ± 1.76), EA (218.78 cm2 ± 168.65), PL (4386.91 mm ± 1859.00), and VM (21.93 mm/s ± 9.29). The Spearman's coefficient displayed moderate to high correlations between the EA (rs = 0.429-0.770, p = 0.001-0.009), PL (rs = 0.451-0.809, p = 0.001-0.006), and VM (rs = 0.451-0.809, p = 0.001-0.006) when compared with the BESS scores for all testing positions, except for the one-leg stance on a soft surface. The BESS total score significantly correlated during the first and second repetition (rs = 0.734, p ≤ 0.001), as did errors during the different testing positions (rs = 0.489-0.799, p ≤ 0.001-0.002), except during the two-legged stance on a soft surface. VM and PL correlated significantly in all testing positions (rs = 0.465-0.675, p ≤ 0.001-0.004; (rs = 0.465-0.675, p ≤ 0.001-0.004), as did EA for all positions except for the two-legged stance on a soft surface (rs = 0.392-0.581, p ≤ 0.001-0.016). A total of 92% of participants stated that the instructions for the testing procedure were very well-explained, while 78% of participants enjoyed the balance testing, and 61% of participants could not decide whether the testing was easy or hard to perform. Conclusions: Instrumented posturography may complement clinical assessment in investigating postural control in children and adolescents. While the BESS score only allows for the consideration of a total score approximating postural control, instrumented posturography offers several parameters representing the responsiveness and magnitude of body sway as well as a more differentiated analysis of movement trajectory. Concise instrumented posturography protocols should be developed to augment neuropediatric assessments in cases where a deficiency in postural control is suspected, potentially stemming from disruptions in the processing of visual, proprioceptive, and/or vestibular information.

Enhancement of International Students’ Psychological Well-Being and Social Integration Through Peer-to-Peer Support Networks

This study explores the efficacy of “Peer-to-Peer Wellbeing Circles” in enhancing the psychological well-being and social integration of international students. Through a combination of literature review, innovative program design, and empirical evaluation, we address the prevalent issues of loneliness, cultural shock, and mental health challenges faced by this population. Our methodology involves matching students based on shared interests and backgrounds and facilitating monthly exchange activities to foster connections. Findings from questionnaire feedback highlight significant improvements in participants’ social interactions and mental health support, with a majority reporting enhanced well-being. This initiative underscores the vital role of peer support networks in educational settings, offering a replicable model for institutions aiming to improve international student experiences. Our results contribute to the growing body of evidence supporting structured peer support programs as a means to alleviate the psychological stresses of studying abroad.

Evaluating The Bachelor Of Sciences In Office Administration Practicum Program: A Comprehensive Assessment Of Student Profiles, Host Evaluations, And Student Feedback

This study aims to evaluate the BS in Office Administration practicum program by assessing students’ profiles, employer ratings, student feedback, and the relationships between different variables. The research objectives include profiling the students participating in the program, assessing employer evaluations of students’ performance, gathering feedback from students, examining the relationships between grades, employer ratings, and student feedback, and exploring the relationship between employer ratings and students’ performance. The study utilizes a descriptive research design and collects data through records, employer ratings, student feedback questionnaires, and surveys. Data analysis involves descriptive statistics, correlation analysis, and thematic analysis. The findings reveal that the majority of students are female, with a high percentage of students aged 21. Students generally perform well, with excellent attendance and punctuality. Employer evaluations indicate excellent performance in attendance, punctuality, performance, and general attitude. Students provide positive feedback, highlighting alignment with their field, challenging experiences, and positive working relationships. Correlation analysis shows no significant relationship between grades and employer ratings or student feedback. However, moderate positive relationships exist between grades and attendance, punctuality, performance, and general attitude. The study concludes that the practicum program effectively prepares students for the office administration sector, but recommends further focus on gender equality, career development, industry partnerships, continuous improvement, and feedback mechanisms. The findings contribute to enhancing the program’s curriculum and support systems, ultimately improving student outcomes and employer satisfaction.

Digital tools used on the teaching-learning process in geotechnical engineering

This article presents the incorporation of information and communication technologies on the teaching-learning process of geotechnical engineering to improve the quality of education and provide practical knowledge to civil engineering students. The content of this paper is divided into three main modules, which are: Treatment of laboratory tests results, Slope stability and Rock mass stability. For this, some software were used, including 2D limit equilibrium stability analysis, stability analysis of rock wedges and a dynamic mathematics, to obtain and analyze soil shear strength parameters, among others. Furthermore, a digital tool was developed to analyze the results gathered in compaction, one-dimensional consolidation, and direct soil shear tests, in order to clarify the relationship between theoretical concepts and practical results of the tests and analyses and to help students on doubts, in addition to increase their interest and motivation to perform the complete interpretation of the collected data. The activities were conducted in classes of geotechnical disciplines of the undergraduate course in Civil Engineering at the Federal University of Viçosa, aiming to promote active learning and improve teaching quality. Based on the results of an applied feedback questionnaire, it was observed that most students were satisfied with the resources used in the classroom, demonstrating that the implemented digital tools work as a didactic instrument that facilitates learning and comprehension of practical problems, in addition to enabling the resolution of several geotechnical engineering problems much more quickly and efficiently.

Comparison of Peyton's Four-Step Approach With the Conventional Bedside Technique in Teaching Clinical Examination Skills to Medical Students.

Conventional bedside teaching (CBT) is an integral and classical method for imparting clinical skills to undergraduates in medical schools. It is a traditionally successful approach, especially when it comes to imparting patient-doctor relationship skills and knowledge on clinical management.Peyton's four-step approach (PFSA) is one of the newer structured instructional approaches for teaching-learning, especially for imparting procedural and complex psychomotor skills.The present study compares the application of PFSA in teaching complex systemic examination skills to the CBT technique in teaching the same skill to MBBS students. The impact of the acquisition of this examination skill was assessed statistically to compare PFSA and CBT methodologies. The target population was MBBS (Bachelor of Medicine and Bachelor of Surgery)students; for this study, the phase II MBBS students were considered as the study population since they were relatively naïve to clinical bedside examination skills. Students were allotted groups and they were taught clinical skills through CBT and PFSA separately. Using the OpenEpi toolkit Version 3 open-source sample size calculator for comparing two means, the sample size was 30 students in each group. The students were assessed for their competency and were also made to fill out a feedback questionnaire to compare the two methods of education dispensing. Results: The results of this study showed that PFSA is definitely suitable for teaching clinical examination skills. The acquisition of skills was found non-inferior to CBT while the retention of these skills was found to be equally good or even superior with PFSA than with CBT. Conclusion:PFSA has already been proven to be a good teaching method for the acquisition of complex procedural skills. This study expands the role of PFSA in teaching clinical bedside examination skills to medical students.Further large-scale studies may clarify the learning impact and outcomes of PFSA in clinical bedside teaching.

Immunization Simulation Using Actual-Size Infant Manikins for Medical Students in Indonesia

Introduction Manikins are tools used in simulation training for medical students to develop important skills, one of which is immunization. However, conventional manikins often do not resemble the actual size of an infant's arm or leg. This study aimed to determine the impact of using actual-size manikins on students' knowledge and practical skills, evaluate their confidence in immunization practice, and assess students' responses and feedback regarding the practice using actual-size manikins. Methods This was a quasi-experimental study involving medical students at the Faculty of Medicine, Universitas Indonesia, from October 2020 to April 2021. Students in the intervention group used newly developed actual-size infant arm and leg manikins, while the control group used conventional manikins. All students underwent the objective structured clinical examination (OSCE) and the scores were compared between the 2 groups. Within the intervention group, data on pretest and posttest scores, feedback questionnaires, and self-confidence assessments were also obtained and analyzed. Results A total of 205 students were included. Statistically significant difference was found in the OSCE scores between the intervention and control groups (P &lt; 0.01). Students in the intervention group (n = 108) showed significant improvement in knowledge scores after the workshop (P &lt; 0.01). Most students (81.7%) expressed confidence in administering vaccines to live patients after practicing with manikins. In addition, 98.2% of students (n = 107) acknowledged the benefits of practicing with actual-size manikins in accurately determining the injection sites. Conclusions Simulation with the actual-size manikins significantly improved students' knowledge and practical immunization skills, leading to increased confidence and competence in their immunization skills.

Livogena: The Ikteros Curse-A Jaundice Narrative Card and Board Game for Medical Students.

Jaundice is a common condition that requires integrating knowledge of biochemistry, physiology, pathology, and general medicine. However, medical students face difficulty in learning with passive teaching methods. To enhance their learning, an educational story game that promotes active learning and assessment with immediate feedback was implemented. This jaundice game was named Livogena: The Ikteros Curse-denoting the liver as the principal organ and jaundice (icterus) as a problem. One hundred fifty first-year medical students were divided into small groups to play using a game board and cards. The players moved ahead on the game board by providing the correct answer and completing the activities. The first team to reach the end was the winner. Perceptions and feedback questionnaires were distributed to students at the end of the game. Individual views about the game were recorded for qualitative analysis. Also, to analyze the effectiveness of this intervention, pre- and posttests on jaundice were conducted. Livogena: The Ikteros Curse resulted in a highly significant improvement in students' knowledge and application skills in jaundice, from 5.5 (SD = 2.4) in the pretest to 11.2 (SD = 7.6) in the posttest for 20 marks (p < .001). Students perceived and rated the game exceptionally positively. This educational game significantly increased learners' understanding of the concepts of jaundice. Highly positive perceptions from students further affirm this to be a creative innovation to enhance their learning and application of knowledge in an active and team-based learning environment.

An assessment of preclinical removable prosthodontics based on multiple-choice questions: Stakeholders' perceptions.

Item analysis of multiple-choice questions (MCQs) is an essential tool for identifying items that can be stored, revised, or discarded to build a quality MCQ bank. This study analyzed MCQs based on item analysis to develop a pool of valid and reliable itemsand investigate stakeholders' perceptions regarding MCQs in a written summative assessment (WSA) based on this item analysis. In this descriptive study, 55 questions each from 2016 to 2019 of WSA in preclinical removable prosthodontics for fourth-year undergraduate dentistry students were analyzed for item analysis. Items were categorized according to their difficulty index (DIF I) and discrimination index (DI). Students (2021-2022) were assessed using this question bank. Students' perceptions of and feedback from faculty members concerning this assessment were collected using a questionnaire with a five-point Likert scale. Of 220 items when both indices (DIF I and DI) were combined, 144 (65.5%) were retained in the question bank, 66 (30%) required revision before incorporation into the question bank, and only 10 (4.5%) were discarded. The mean DIF I and DI values were 69% (standard deviation [Std.Dev] = 19) and 0.22 (Std.Dev = 0.16), respectively, for 220 MCQs. The mean scores from the questionnaire for students and feedback from faculty members ranged from 3.50 to 4.04 and from 4 to 5, respectively, indicating that stakeholders tended to agree and strongly agree, respectively, with the proposed statements. This study assisted the prosthodontics department in creating a set of prevalidated questions with known difficulty and discrimination capacity.

An Estimation of Digital Learning Culture Index of Secondary Education in Nigeria

The socioeconomic vulnerability of youths in developing economies is a challenge that can be mitigated by quality education and digital learning skills. However, it is increasingly demanding for developing economies still struggling with universal access to preadult education to provide their youths with quality education. Mitigating this challenge, therefore, will require a social reengineering of the educational system of developing economies. Critical to this, reengineering is a comprehensive appraisal of their educational system’s support for digital learning. We set two objectives for this study: (i) examine the digital learning culture (DLC) of secondary education in Nigeria—a typical developing economy and (ii) estimate the digital learning culture index (DLCI) of secondary education in readiness for a lifelong learning skill among the Nigerian youths. Data were collected using the questionnaire survey and the stratified random sampling technique. A total of 2,107 students’ questionnaire feedback and 666 secondary schoolteachers’ questionnaire feedback at all secondary education levels across communities in the six geopolitical zones of Nigeria were analyzed. The DLCI of secondary education in Nigeria has been estimated to be 0.21. The results revealed two key findings: (1) evidence of sharp divides in DLC of secondary education among the communities in Nigeria and (2) statistical evidence that secondary education in the North-East zone of Nigeria has a higher DLCI than all other zones in the country except for the South-East zone.

Reducing epilepsy diagnostic and treatment gaps: Standardized paediatric epilepsy training courses for health care professionals.

To evaluate improvement in knowledge and clinical behaviour among healthcare professionals after attendance at paediatric epilepsy training (PET) courses. Since 2005, 1-day PET courses have taught evidence-based paediatric epilepsy management to doctors and nurses in low-, middle-, and high-income countries. A cohort study was performed of 7528 participants attending 252 1-day PET courses between 2005 and 2020 in 17 low-, middle-, and high-income countries, and which gathered data from participants immediately after the course and then 6 months later. Training outcomes were measured prospectively in three domains (reaction, learning, and behaviour) using a mixed-methods approach involving a feedback questionnaire, a knowledge quiz before and after the course, and a 6-month survey. Ninety-eight per cent (7217 of 7395) of participants rated the course as excellent or good. Participants demonstrated knowledge gain, answering a significantly higher proportion of questions correctly after the course compared to before the course (88% [47 883 of 54 196], correct answers/all quiz answers, vs 75% [40 424 of 54 196]; p < 0.001). Most survey responders reported that the course had improved their epilepsy diagnosis and management (73% [311 of 425]), clinical service (68% [290 of 427]), and local epilepsy training (68% [290 of 427]). This was the largest evaluation of a global epilepsy training course. Participants reported high course satisfaction, showed knowledge gain, and described improvements in clinical behaviour 6 months later. PET supports the global reduction in the epilepsy 'treatment gap' as promoted by the World Health Organization.