Improve Learning Experiences Research Articles

Mastery Learning in Preclinical Endodontics Using Customized 3D-Printed Tooth Models for Deliberate Practice: An Application of Educational Design Research

IntroductionThis study, conducted within an educational design research (EDR) framework, assessed the use of customized 3D-printed tooth models at various difficulty levels to enhance mastery learning and deliberate practice in preclinical endodontic training. MethodsThe EDR was conducted in a preclinical endodontic training involving 42 third-year students. The study focused on developing and evaluating 3D-printed tooth models customized into 3 difficulty levels to facilitate mastery learning for the access opening procedure on upper anterior teeth. To promote deliberate practice, we ensured ample availability of these models. The evaluation combined quantitative analysis, using Friedman and Wilcoxon Signed-Rank tests to assess practice volume and performance, with qualitative feedback from interviews and focus groups, analyzed via content analysis. ResultsThere was a significant reduction in practice time across the different model levels, with students using an average of 1.5–1.8 models per level. No significant differences in performance scores were observed across levels and natural tooth (P = .333). Feedback highlighted the models' educational value in enhancing dental training, indicating their effectiveness in improving learning experiences and skill development in endodontic education. ConclusionsThe innovative design of a 3D-printed tooth model system, which features 3 levels of difficulty and was developed within an EDR framework, allowed for tailored learning progressions and ample practice opportunities. This significantly enhanced the endodontic training experience and skill development by providing varied and realistic challenges.

LIZGAIRO: Improving learning experience through Scrum in telecommunications engineering curriculum

AbstractThis article presents the LIZGAIRO project, which aims to promote students’ understanding of fundamental engineering concepts and their ability to apply them to solve real‐world problems through project‐based learning. The project was run over a 3‐year period, with students from the telecommunication degree at the Universidade de Vigo. The Scrum framework, an agile project management framework, was used to promote effective teamwork, active participation and ownership among students. The article describes the effectiveness of the project and its impact on students' learning success, delivered project quality and overall skills acquisition. After implementing LIZGAIRO, both teachers and students reported a positive impact on student learning, with high levels of essential skill acquisition and project quality. Although learning the framework fundamentals takes time for both teachers and students, the adaptability of Scrum and the use of continuous assessment were found to be beneficial.

Impact of Chat GPT on Academic Performance Among Undergraduate Students in the State of Goa

Artificial intelligence refers to the simulation of human intelligence processes by machines, particularly computer systems. These processes include the acquisition of information and rules for using the information, using rules to reach approximate or definite conclusions and self-correction. The study aims to understand how the integration of ChatGPT into educational settings affects students' learning outcomes, study habits, and overall academic performance. It focused on exploring the integration of ChatGPT in the Goa's education sector. Descriptive Analysis, Factor Analysis and Regression Analysis has been carried out on the Data collected. The findings showed a significant influence of ChatGPT on various aspects of academic progress, including Learning Dynamics, Academic Support, Skills Enhancement, Academic Growth and Academic Performance Enhancement. The study highlights the importance of integrating AI technologies responsibly to enhance teaching methods, improve learning experiences, and boost student academic performance. The study concluded that ChatGPT play a significant role in shaping the future of education in Goa, emphasizing the need for ethical and responsible use of AI technologies to optimize student academic performance and enhance learning outcomes among undergraduate students. Keywords: Artificial Intelligence, Chat GPT, Education, Undergraduate, Goa

Interactive Media Revolutionizes Education, Boosting Global Student Engagement

This study focuses on developing desktop-based interactive learning media, "MISTAR," to address challenges such as student boredom and comprehension difficulties in computer lab settings. Using the ADDIE method, the research involved interviews with a network systems administration teacher, observations of X-grade TKJ students, and expert validation. Results showed high feasibility (88% media expert validation, 91% subject matter expert validation, and 90.8% average from limited-scale trials), indicating strong potential for improving engagement and understanding in educational environments. Further research is recommended to explore implementation and effectiveness in schools. Highlight: Improved Learning Experience: Interactive media development enhances student engagement effectively. Expert Validation: High feasibility validated by media and subject matter experts. Educational Impact: Interactive media improves understanding in computer lab environments. Keyword: Interactive Learning Media, ADDIE Method, Feasibility Evaluation, Engagement Improvement, Educational Research

Personalized Learning Models Using Decision Tree and Random Forest Algorithms in Telecommunication Company

In response to the rising popularity of online training, this study addresses the crucial need for effective assessment methods at PT XYZ. The research focuses on developing a comprehensive solution through a data visualization dashboard and a machine learning model. The data visualization dashboard, created using Tableau, provides an interactive platform for exploring training data. It offers valuable insights into employees learning progress and needs, empowering them to monitor their advancement and identify areas for improvement effectively. Simultaneously, a machine learning model was developed using Python and Google Collab, employing decision trees and random forest algorithms. The model exhibited promising results with an accuracy rate of 69% for decision trees and 70% for random forests, indicating its proficiency in predicting skill groups. Furthermore, the study rigorously evaluated the dashboard and machine learning model using a 20% holdout dataset, affirming their effectiveness. The dashboard, deployed on a web server, ensures accessibility to all PT XYZ employees, enhancing user experience and engagement. Notably, the dashboard's user-friendly interface allows employees to actively participate in their learning journey, while the machine learning model generates personalized training recommendations based on their progress and needs. In summary, this research provides a practical and innovative solution to the challenge of online training assessment at PT XYZ. By combining data visualization techniques and machine learning algorithms, the developed tools significantly enhance the efficiency and effectiveness of training programs. These findings contribute valuable insights into online training assessment methodologies and pave the way for improved learning experiences in the digital age.

Harnessing Information Technology in Learning: Exploring Emerging Trends and Innovative Approaches

In today's education landscape, incorporating information technology is crucial for changing teaching methods and improving learning experiences. This paper delves into the ever-evolving landscape of pedagogy, shedding light on emerging trends that are reshaping educational practices and unique approaches. This paper examines the evolving use of information technology in education, focusing on current trends like multi-agent educational systems, virtual worlds, and web-based learning. By synthesizing insights from scholarly literature and recent research, this paper identifies, and examines key trends such as personalized learning, competency-based education, and immersive learning experiences. Through an imaginative exploration of these innovative methods, this paper aims to highlight their potential to transform teaching and learning. Through a creative exploration of these innovative, and approaches, this paper aims to inspire educators and policymakers to embrace new paradigms in teaching and advanced learning. Drawing from academic literature and recent studies, this paper offers insights into the theoretical basis, practical applications, and future implications of information technology in education. By combining varied viewpoints and presenting innovative ideas, this paper strives to encourage educators and policymakers to embrace the transformative power of information technology in shaping the future of education.

AI in education: Enhancing learning experiences and student outcomes

This research article makes an attempt to investigate the potential of Artificial Intelligence (AI) in enhancing the learning experiences, as well as student outcomes. As a result, it has developed a study that will be able to understand how the different AI tools, including machine learning, data learning, virtual reality (VR) and augmented reality (AR), automation, and so forth can be used to develop learning experiences and outcomes. Subsequently, a case study involving a mathematics classroom was used to collect data and confirm whether indeed AI led to improved learning experiences and study outcomes. The study confirms that AI resulted in positive outcome with positive performance measure sin academic performance, motivation and engagement, learning progression, and so forth.

Doing language testing: learner-initiated side sequences in a technology-mediated language learning environment

ABSTRACT We present doing language testing sequences; L2 learners decide for themselves to test themselves or each other explicitly on new linguistic items, outside the official task cycle with no professional present, investing extra time and energy. We examine how and why pairs of learners do this, and its impact on their learning. They use an App to learn Chinese language and culture whilst cooking in their university dormitory kitchens, receiving multimedia instructions and help from a tablet. Using a mixed-methods research design, we asked: How is the practice of doing language testing organised in interactional terms? Using multimodal CA we found: learners organised the interaction themselves and introduced their own learning interests. Some self-tested and some peer-tested; some consulted the system and some did not. To ascertain the reasons why the learners decided to do language testing, we used post-hoc interviews and found their major motivation was to have an improved learning experience. We then compared their vocabulary post-test score gains with those who did not do language testing and found they made significantly higher gains with a learning advantage. The study shows that some students are motivated to do language testing in order to enhance their task performance and learning experience, in which they succeed.

The Application of Information Technology in Physical Education Teaching and Training

This research determined the application strategy of information technology in the learning of physical education, and sports and training of Hunan Institute of Physical Education. The study conducted a parallel analysis of the assessment collected from both sports-student-respondents and physical education teacher-respondents. This research which used a purposive sampling technique adopted the descriptive-comparative-correlational research design. It was conducted during the second semester of school year 2022-2023. The results garnered from both group of respondents were compared, analyzed, and interpreted. Based from the findings, majority of the students are below 18 years old, mostly females, and were from grade 10. majority of the teachers are 31 -40 years and 41-50 years old; are females; and have up to 16-20 years of teaching experience. On the application of information technology in the learning of physical education in terms of learning experience, the assessment showed that the students and teachers agreed, denoting a high level of the use of technology for improved learning experience when it comes to increased flexibility as in virtual learning, providing individual-oriented experience, use of gaming systems in gym classes to enhance learning experience, etc. The assessment scores of the teachers on the use of IT for learning physical education were significantly higher compared to those of the students. From the perspective of the students and teachers, technology was used for analyzing sports performance at a high level because coaches apply information technology for visual feedback and replays, high-definition cameras are used to monitor players in the pitch, data analytics are used to study and understand the team, information technology is applied in sports to provide measurable training routines, for Live-tracking performances, etc. The assessment scores of the teachers on the use of information technology for sports and training were significantly lower compared to those of the students. The negative correlation between the use of information technology for sports and training and the learning experience of the students suggests that a low-level usage of information technology for sports and training was connected to a poor learning experience of the students. Lastly, the researcher proposed a plan to promote the use of information technology in physical education learning and sports training

The level of applying evidence-based strategies in teaching students with learning disabilities and its relationship to their professional competence from their teachers’ point of view

Introduction. Educators face particular obstacles when working with pupils who have learning impairments (LDs), as they must gain a thorough grasp of the unique requirements of their students and employ individualized methods of instruction. Improved learning experiences and outcomes for students with LDs have been shown to be possible through the use of evidence-based interventions. These methods have been shown to be effective in scientific studies, and they can have a major impact on a student's grades. There may be a correlation between teachers' level of professional competence and the extent to which they incorporate these tactics into their classroom practices. Aim. The current study aimed to determine the level of evidence-based strategy application by teachers of students with learning disabilities and its relationship to their professional competence. Methodology. The study sample consisted of 48 male and female teachers of students with learning difficulties, working in the resource rooms and affiliated with the Directorate of Education in the city of Mafraq/Jordan, a scale of evidence-based strategies and a scale of professional competence was developed. Methods of descriptive statistics: arithmetic mean (M), standard deviation (SD) Results. Results showed that educators working with students who have learning difficulties make extensive use of practices supported by research (M = 2.37; SD = 0.25). Furthermore, the employment of a multisensory approach demonstrated considerable efficacy (M = 2.69, SD = 0.28). While instructors demonstrated a high degree of competence in terms of professional competencies (M = 4.23, SD = 0.29), there were discernible variations in the implementation of strategies based on educational experience, particularly among educators with over a decade of experience. The use of evidence-based procedures was also positively correlated with teachers' overall professional skills, indicating that higher levels of competence are linked to more successful implementation of strategies. Practical significance. Teachers' professional competence in instructing kids with learning difficulties is seen to increase when they use tactics supported by research. Improving learning outcomes for kids with LDs requires prioritising professional development and training opportunities and increasing educators' proficiency with these tactics. The findings have important implications for schools, policymakers, and educator preparation programmes.

Enhancing Cognitive Function with Electroencephalography-Based Brain-Computer Interfaces in Education

Introduction: this research delves into the transformative potential of Brain-Computer Interfaces (BCIs) in the domains of education and healthcare. The study explores their applications for cognitive disorder diagnosis and their integration into educational environments, highlighting the multidisciplinary collaboration and technological advancements driving BCI research. Objective: the primary objective is to assess the impact of BCIs on cognitive disorder diagnosis and their potential integration into educational settings. Methodology: a qualitative systematic review of scientific articles published in English and Spanish between 2010 and 2022 was conducted. A total of 84 articles were evaluated, with 68 meeting the selection criteria, focusing on BCI as the object of study associated with cognitive functions. Results: The study reveals the pivotal role of EEG technology in BCI development, particularly in diagnosing cognitive disorders such as ADHD. It highlights the applications of BCIs in cognitive training and their promising potential in enhancing education and healthcare. Interdisciplinary collaboration is identified as a driving force, fostering innovation in BCI systems. Conclusion: this research underscores that BCIs represent not only technological innovation but also a paradigm shift in how cognitive disorders are diagnosed and managed. Their integration into educational settings holds promise for tailored interventions, improving learning experiences and socialization. BCIs empower individuals with disabilities, granting them greater independence and access to various technological tools. The study's findings have profound implications for educational strategies and the overall quality of life for individuals with cognitive disorders, offering a brighter future where BCIs redefine possibilities and enhance the human experience

Designing learning experiences on climate change for undergraduate students of different majors

Education about climate change faces an evolution of the knowledge, and universities should respond with innovative learning processes. As facilitators can adapt to these changes, they will be able to improve learning experiences for students. In this work, learning experiences about climate change were evaluated in undergraduate students without engineering background, as function of the size of the group, duration of the course, gamification activities and technology and virtual tools experiences. The implementation of these activities in the intensive 5-week course focused on climate change education has revealed valuable insights into student motivation, attitude, knowledge acquisition, and engagement. Notably, students’ trust in information sources about climate change exhibited variations, with global organizations garnering higher confidence compared to local and personal sources. In a 15-week course exposed to virtual tools (e.g. escape room), the diagnostic test highlighted a 53% understanding level, particularly challenging in numeric aspects. However, the escape room significantly improved results in the final exam, demonstrating a 93% correctness rate, emphasizing the effectiveness of the activities in reinforcing key climate change concepts. On the other hand, the emergence of climate change-themed escape room as an engagement tool demonstrated its potential in enhancing knowledge acquisition and cooperative learning. In addition, Escape room offered an immersive environment that encourages active participation, enabling students to grasp complex climate concepts and solutions more effectively. The study underscores that climate education should go beyond facts, emphasizing universities’ crucial role in nurturing the “climate change generation” with the knowledge and motivation for meaningful contributions to climate action and policy formulation.

Human factors considerations in distance simulation: A nominal group technique application.

The pandemic-driven surge in global distance simulation (DS) adoption highlighted the need for effective educator training. A literature search identified the gap regarding human factors (HF) considerations for the professional development of DS practitioners. This study addresses this gap by applying HF principles to guide educators in developing and delivering evidence-based DS. This was a consensus-gathering, three-phase study using the nominal group technique (NGT) in the first phase, qualitative thematic analysis with member checking in the second phase and external expert opinion in the third. A dichotomised approach was used to divide the post-consensus discussion survey results into an agreement and non-agreement for quantitative analysis. The results of the quantitative analysis identified the following needs: developing a conceptual framework for DS, tailoring the technical aspect to the educational objectives, investigating learner engagement, training faculty at an earlier stage and identifying at-risk students. Qualitative results identified primary themes of technology, people and outcome measurements. Key aspects of technology were identified as system- and programme-fit and resource considerations. Outcome measurement highlights the need for increased measurement and research at all levels of DS. Specific HF focal points include human-technology interaction and learning outcome assessment within the DS context. Incorporating HF principles throughout the DS process, from inception to outcome evaluation, promises substantial benefits for both learners and educators. This approach empowers both learners and educators, fostering a dynamic and enriched educational environment and improved learning experiences.

A Literature Review of Collaborative Virtual Environments: Impacts, Design Principles, and Challenges

Aim/Purpose: The purpose of this research is to evaluate the available literature on Collaborative Virtual Environments (CVEs). It aims to investigate the impacts, guiding principles, and problems of CVEs, giving light to their revolutionary potential in a variety of sectors, such as education, healthcare, and gaming. Background: CVEs have received a lot of interest in recent years because of their potential to change how people interact and cooperate in virtual settings. It has the potential to increase collaboration, learning experiences, and productivity across numerous areas. Methodology: This study comprehensively analyzes existing literature on CVEs, highlighting their ability to significantly change several fields, such as education, healthcare, and gaming. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards were followed to ensure a clear and methodical approach to the literature review. The search technique targeted the SCOPUS database for articles published from 2009 to 2022, utilizing specific keywords about CVEs. This was followed by a thorough two-stage screening procedure based on specified inclusion and exclusion criteria, ensuring only relevant research was evaluated. Contribution: This literature review contributes by providing a thorough review of the current state of the art in the field of CVEs. It synthesizes previous research and offers insights into the consequences, guiding principles, and problems of CVEs in different domains. Findings: The research results demonstrate the wide range of uses for CVEs and their ability to promote enhanced cooperation, learning, and productivity. Current obstacles have been identified, and a set of guiding principles for implementing CVEs has been provided. A clear and reproducible foundation for future research in this area was found through a detailed explanation of the search approach and criteria used to select studies. The literature review concludes with practical suggestions for practitioners in many fields, emphasizing the need to consider CVEs to improve cooperation and productivity. Recommendations for Practitioners: To improve cooperation and productivity, CVEs should be considered by practitioners in education, healthcare, gaming, and industry. Best practices and recommendations for the successful usage of CVEs in various areas must be established. End-user training and assistance are critical for maximizing the benefits of CVE technology. Recommendation for Researchers: Additional study is required to investigate the long-term consequences and durability of CVE solutions, the creation of new technologies and methods to overcome the stated CVE adoption problems, and multidisciplinary collaboration to harness CVEs in innovative ways. Impact on Society: The review emphasizes CVEs’ potential social benefit in fostering cooperation, improving learning experiences, and increasing productivity. The widespread use of CVE technology may result in more efficient and productive ways of communicating and working in virtual worlds. Future Research: Future studies in this field should concentrate beyond the study’s period (2022), investigating the changing environment of CVEs, examining the effects of developing technologies and trends on CVEs, and evaluating CVE technology’s scalability and accessibility for greater societal usage.

The Impact of a Mobile Learning Application on Students’ Cognitive Load and Learning Performance in Biology

Aim/Purpose: This study aims to analyze the cognitive load experienced by secondary school students in Biology within m-learning environments and its impact on learning performance. Background: Cognitive load has become a critical issue that schools need to address to ensure students can excel in their learning without being overwhelmed. While principles for reducing cognitive load have been extensively discussed in previous research, studies focusing on mobile learning (m-learning) for Biology among students in Malaysia remain limited. This study employed Cognitive Load Theory (CLT) and Cognitive Theory of Multimedia Learning (CTML) to address this gap. By integrating four key principles—segmenting and pretraining, modality, redundancy, and seductive details—into m-learning tasks using the Successive Approximation Model (SAM1), this study aimed to reduce cognitive load and enhance students’ learning performance. Methodology: This study employed a quantitative approach using a randomized pre-test/post-test quasi-experimental design. Students were randomly assigned to either an intervention group (20 students) or a control group (18 students). The study was conducted over four weeks, comprising a three-week intervention period with a one-week interval. Statistical analyses, including independent t-tests, Mann-Whitney U tests, Quade ANCOVA, and Pearson correlation, were used to analyze the quantitative data. Qualitative feedback was analyzed using thematic analysis. Contribution: This study contributes by providing instructional design strategies that incorporate principles for reducing cognitive load in mobile learning for Biology. It also demonstrates how Cognitive Load Theory (CLT) and Cognitive Theory of Multimedia Learning (CTML) can be effectively integrated. By examining the cognitive load experienced by secondary school students in m-learning environments, the study offers valuable insights for designing and implementing effective instructional strategies. Identifying the factors influencing cognitive load enables educators to develop targeted interventions that enhance learning experiences and optimize performance. Findings: The study indicated that the adoption of mobile learning tasks not only significantly reduced cognitive load but also corresponded to enhanced learning performance. Participants engaging in m-learning experienced lower cognitive load, which was positively associated with superior performance in learning tasks, emphasizing the beneficial impact of mobile learning on cognitive load management and academic achievement. Recommendations for Practitioners: Educators and instructional designers are encouraged to incorporate cognitive load principles into their instructional strategies and learning material design to enhance student performance. Policymakers should consider similar strategies to reduce the cognitive load for students in educational settings to improve learning outcomes. Recommendation for Researchers: Researchers are encouraged to replicate the design elements used in this study when developing mobile or online learning materials to reduce learners’ cognitive load and enhance their performance. They should also consider expanding this research to other topics, subjects, and educational levels to provide further insights and validate the effectiveness of these design elements across different contexts. Impact on Society: The findings of this study have significant implications for society, particularly in addressing mental health and stress issues among the younger generation. By identifying strategies to manage cognitive load and reduce stress in online learning environments, the study provides valuable insights for educators, parents, and policymakers. These strategies can help mitigate the adverse effects of cognitive overload, improve learning experiences, and promote better mental well-being. Additionally, the study’s recommendations can guide the development of more effective and supportive learning environments, contributing to overall societal well-being and academic success. Future Research: Future studies could explore cognitive load beyond the intrinsic and extraneous components focused on in this study, examining additional elements within the frameworks of cognitive load theory and multimedia learning. In addition to using the cognitive load questionnaire, exploring other measurement tools could ensure a more comprehensive understanding of cognitive load. Future research might also consider enriching mobile learning tasks by diversifying subject matter and conducting longitudinal cohort studies. Such studies could provide valuable insights into memory retention over extended periods, aiding in optimizing mobile learning frameworks and enhancing educational experiences.

Students' perceptions of and satisfaction with their Orthopaedic posting learning environment by using the Healthcare Education Micro-Learning Environment Measure (HEMLEM) questionnaire.

The learning environment in medical education is crucial for student development, encompassing social, psychological, and physical aspects that significantly affect learning. This study aimed to assess undergraduate medical students' perception of the orthopaedic ward's learning environment and examine the factors influencing their overall satisfaction during clinical rotation. This cross sectional quantitative study was conducted in a private medical college in Pakistan. Data was collected through a pre-validated questionnaire, "The Healthcare Education Micro-Learning Environment Measure (HEMLEM)." Data analysis was done using SPSS version 23 software. A total of 205/300 students (response rate 68.33%) [103 (50.2%) males and 102(49.85) females] participated in this survey. Notably, 116 (56.6%) appreciated the ward's welcoming, friendly, and open atmosphere, and 114(55.6%) of the respondents appreciated the ward culture where they felt free to ask questions or comment. Additionally, 111(54.7%) appreciated the faculty's enthusiasm for teaching. A comparison between male and female students showed significantly higher satisfaction among males regarding staff attitudes and behaviours (p < .019). Undergraduate students held a predominantly positive view of the orthopaedic ward's learning environment, with differences observed based on gender and year of study. The study highlights the importance of both staff attitude and teaching quality in shaping the educational experience. It suggests that medical institutions should focus on enhancing teaching skills among clinicians to improve learning experiences and ultimately benefit patient care and the healthcare system.

The impact of escape rooms as an innovative strategy to enhance professional education: A systematic review and bibliometric analysis

Escape Rooms have emerged as a novel approach in educational pedagogy, recognized for their potential to enhance students thinking skills and creativity. This study undertakes a comprehensive systematic review and bibliometric analysis of escape room research in the educational sector, drawing on the Embase, Scopus, PubMed, CINAHL, Web of Science (WoS), and MEDLINE databases to chart the evolution, impact, and future trajectory of this field. As Escape Rooms become a significant trend in the era of information technology, they offer a revolutionary way to improve learning experiences.

Metaverse-Based Learning in the Digital Era

Digital disruption in the world of education refers to the impact of technology on traditional education systems and models, where the current education system is felt to need to be adjusted to the progress of the times and the needs of students. The business model of education in this digital era requires the innovation and creativity of teachers. After the Covid 19 pandemic, in addition to providing challenges in the world of education, it also provides an opportunity where students and educators are accustomed to online learning applications, teleconference applications, or collaboration applications that were previously not or rarely used by the world of Education. Many apps have been created to make online learning easier. Metaverse has been around since 2010, but due to the pandemic, the use of metaverse in learning is again being used with the development of Virtual reality, extended reality, and augmented reality technology. These three technologies can display a virtual environment just like the original environment. The method used to design metaverse-based learning is to use the ADDIE research and development model while learning development follows the stages of the Dick and Carey model. The results of field trials using survey methods and experiments on 20 junior high school students for one semester using the metaverse, resulted in a score of 4.82 with the conclusion of excellent learning material, students felt very happy, motivated to complete tasks, and always followed the learning stages designed in the form of games. Implementing the metaverse in learning can increase student engagement, creativity, technology skills, collaboration, and interaction as well as improve learning experiences that are more fun and engaging.

COMMUNITY ADVISORY COUNCILS: AN ENGAGEMENT STRATEGY FOR PATIENT-CENTERED LEARNING

Abstract Advisory councils provide a forum for patients and families to partner with health care systems and share experiences, perspectives, ideas, feedback, and recommendations that can improve both the patient experience and health care outcomes. Research shows that patient partnerships fostered through advisory councils can also positively impact health professions education and training by supporting patient-centered learning. With a goal to promote collaboration among community stakeholders in the delivery of geriatrics education and training, a Geriatric Workforce Enhancement Program formed a Community Advisory Council. A project team developed the council goals, structure, application and recruitment processes, and facilitation methods. Over two years, a total of 27 older adults, caregivers and community advocates participated in the advisory council both online and in-person. Council members completed an orientation session and met four times over a twelve-month period. At each meeting, faculty prepared two to four open-ended discussion questions regarding knowledge, skills, and attitudes relevant to the nursing home workforce, student education, continuing education, and community outreach. Responses were collected through paper surveys and online forms. Thematic analysis of qualitative responses identified common themes that were shared with education and clinical leadership to inform and improve learning experiences, health care processes, and council engagement. Presenters will describe the council’s structure and composition as well as recruitment, facilitation, and evaluation methods, and lessons learned. This project demonstrates a replicable model of evaluating education that involves older adults, families and community in co-creating quality learning and patient experiences.

A tailored training based on students’ and teachers’ needs to improve palpation skills: A quantitative part of a mixed-method study

BackgroundPalpation is a fundamental and complex skill for manual practitioners, it is a very difficult task to teach and to learn. Trials suggest that training might increase the reliability of palpation in detection of bony landmarks, nevertheless the poor dependability of the examined tests suggests that teaching methods must be reviewed. Different training methodologies have been implemented to improve learning experience of manual therapists, but none of them were based on students' and teachers’ suggestions. ObjectivesThis study aims to find an efficient training, tailored on students' needs, that improve students’ palpatory skills. DesignMixed-method study. Methodsthis study was divided in four phases, two quantitative and two qualitative. Pelvis asymmetries were evaluated by 112 students from the Accademia Italiana di Medicina Osteopatica osteopathic Institute using two bony landmarks: the greater trochanter (GT) and the posterior superior iliac spine. The volunteers had a hidden wedge of 2 cm under their heel using a randomization process. Nine students and three teachers were interviewed to explore their lived learning experiences. A tailored training of 1 h was implemented based on their suggestions. Students were then randomly divided into three training groups: tailored training, P.A.L.P.A.T.E. and no training. A second data collection was performed. Students were re-evaluated, asked to make another assessment on another volunteer. Two students and one teacher were then re-interviewed to assess if the tailored training met their expectations. A generalized linear model was used to analyze the data. Results76 students completed the trial. Generally, correct detections of higher landmarks increased from the first to the second data collection, except for 5th year students who decreased their performances. Tailored training achieved the best results with a correct detection of the great trochanter by 69% of students and for posterior superior iliac spine by 78% of students. The generalized linear model showed a strong association between correct detection of PSIS and training type (p-value = 0.009) and over time (p-value = 0.01) but no association with year of school (p-value = 0.434). No association between year of study (p-value = 0.228), training types (p-value = 0.267) and correct GT detection over time (p-value = 0.529) was found. ConclusionsTailored training was shown to be effective and useful in the improvement of students’ performance, especially for posterior superior iliac spine. Interest levels played an important role in correct detection.