Increase In Mean Scores Research Articles

Effect of the presence of cysts in the hip joint on hip arthroscopy.

The aim of this study was to investigate whether the presence and size of fibrous cysts affected postoperative results in patients undergoing hip arthroscopy. Between January 2010 and December 2019, a total of 261 patients (138 males, 123 females; mean age: 39.5±11.9 years; range, 18 to 66 years) who underwent hip arthroscopy with the diagnosis of cam-pincer-mixed-type femoroacetabular impingement (FAI) and labral pathologies were retrospectively analyzed. The study groups (impingements and labral pathologies) and the presence of cyst (or cyst size: <5 mm, 5-8 mm, >8 mm) were used as the fixed effects, and the analysis was adjusted for baseline age, sex, and preoperative scores. Pre- and postoperative modified Harris Hip Score (mHHS) and Visual Analog Scale (VAS) scores that were applied to all patients were used as an indication of clinical results. The mean preoperative mHHS score of the patients with a cyst was significantly lower compared to the patients without a cyst (56.8±12.3 vs. 60.3±12.7, p=0.026). The mean change in the mHHS score and the mean percentage change in VAS score were significantly higher in the patients with a cyst compared to the patients without a cyst (mHHS score: 28.1±14.0 vs. 22.5±14.1, p=0.002; VAS score: 61.9±30.2 vs. 52.6±47.4, p=0.038). The increase in mHHS score over time for patients with a cyst was significantly higher than the patients without cysts in the pincer group (38.1±11.1 vs. 19.3±13.5, p<0.001). The patients with a cyst size of >8 mm had a significantly higher increase in the mHHS scores compared to the patients with a cyst size of <5 mm (29.5±12.9 vs. 23.5±13.8, p=0.043). Subchondral cysts in the femoral head and neck junction accompanied cam-type and mixed-type FAI, while subchondral cysts in the acetabulum accompanied pincer-type impingement. In all groups, the mean increase in mHHS scores and the mean decrease in VAS scores were higher in patients with subchondral cysts than in patients without cysts. In patients with subchondral cysts, if the lesion causing FAI is treated arthroscopically, it can positively affect the functional results.

"How Do I Practise Palliative Care When I Don't Know How?" Exploring the Impact of EPAN, An Online Educational Intervention on General Nurses in Singapore: An Evaluation Study.

Objective(s): The majority of deaths in Singapore (62.1%) occur in the hospital, but most nurses do not have palliative care (PC) education. An online e-learning course, "Essential Palliative Care Approach for Nurses" (EPAN), was developed to close the learning gap. The study aimed to evaluate the impact of EPAN on general nurses' knowledge, confidence, and attitude in delivering end-of-life care. Methods: Convergent parallel mixed methods design. Results: 1708 nurses (67%), mostly from inpatient and ambulatory settings, completed EPAN. Statistically significant increases in mean scores across knowledge, confidence, and attitude (p < 0.05) remained consistent immediately post-course and 3 months post-course. Respondents shared their intentions to change practice in the immediate post-course survey (n = 1155) and how they have practiced end-of-life care in the 3-month post-course survey (n = 777). Major categories from the content analysis included: (i) actualise confidence to deliver effective communication, (ii) making time and showing empathy in end-of-life care, (iii) advocating for end-of-life care, (iv) proactive collaboration with other healthcare professionals, (v) navigated and accepted end-of-life boundaries, and (vi) able to self-manage emotions. Conclusions: EPAN, developed within an Asian context, has demonstrated a significant impact on nurses' knowledge, confidence, and attitude in delivering end-of-life care. This has broader implications for general palliative care education in countries of similar cultural concerns.

Enhancing Pediatric Nursing Skills by Top Learning Strategies

Background: The efficacy of educational strategies is crucial for nursing students to competently perform pediatric procedures like nasogastric tube insertion. Specific Background: This study evaluates the effectiveness of simulation, blended, and self-directed learning strategies in enhancing these skills among nursing students. Knowledge Gap: Previous research lacks a comprehensive comparison of these strategies' impacts on skill development in pediatric nursing contexts. Aims: The study aims to assess the effectiveness of different educational strategies on nursing students' ability to perform pediatric nasogastric tube insertions. Methods: A pre-experimental design was employed at the College of Nursing, University of Baghdad, involving 60 students divided into three groups. Data were collected via an observational checklist from October to December 2023 and analyzed using SPSS. Results: Significant improvements in students' skills were observed across all groups. Simulation strategy showed highly significant differences with p-values of .001 and large effect sizes (Partial Eta Squared: .887, .902, .582). Blended strategy also demonstrated significant results with p-values of .001 and large effect sizes (Partial Eta Squared: .813, .936, .883). The self-directed strategy was similarly effective, with p-values of .001 and large effect sizes (Partial Eta Squared: .871, .739, .667). Descriptive statistics revealed a notable increase in mean scores in post-tests, indicating the effectiveness of these strategies. Novelty: This study uniquely compares the effectiveness of simulation, blended, and self-directed learning strategies, providing comprehensive insights into their impacts on pediatric nursing education. Implications: The findings underscore the importance of incorporating diverse learning strategies in nursing curricula to enhance practical skills, suggesting that a combination of these methods could be most beneficial for student learning and competence in clinical settings. Highlights: Effective Strategies: Simulation, blended, and self-directed learning enhance pediatric nursing skills. Significant Improvement: All methods showed highly significant skill development with large effect sizes. Unique Comparison: The study provides valuable insights for nursing education curricula. Keywords: Nursing education, pediatric skills, nasogastric tube insertion, simulation learning, blended learning

Social Media Influences for the English Students’ Speaking Ability at SMP Negeri 1 Kuala Batee

Speaking is one of the most important skills when learning English. Speaking is also a way to convey ideas and thoughts clearly and intelligently through sentences addressed to the listener or interlocutor. The purpose of this study is to determine whether there is an effect on students' English speaking ability using social media at SMP Negeri 1 Kuala Batee. This research used quantitative approach with pre-experimental method with One-Group Pretest-Postest design. The sample of this research is the class of VIII students. MIA.1 which amounted to 23 students. Data collection was carried out using a test instrument. This study was analyzed using the data normality test to test the distribution of data and paired sample t-test to analyze the data. Based on the results of the Kolmogorov-Smirnov Test calculation is 0.200, this result is more than 0.05 which is the general significance level, which indicates that the Pretest data is considered normal, on the post test using the Kolmogorov-Smirnov test, the p-value obtained is 0.119, more than 0.05, this indicates that the post test data is considered normal. The increase in mean scores observed in the paired-samples t-test table shows the positive impact of using YouTube social media as a learning medium in improving students' English language skills. The results obtained in this study are the influences of social media for the English students’ speaking ability in class VIII.MIA.1 SMP Negeri 1 Kuala Batee.

Inquiry-based Ethnoecological Conservation Approach to Improve Students' Critical Thinking Skills

This study explores the effectiveness of an inquiry-based ethnoecological conservation approach in enhancing critical thinking skills among students. Amidst growing concerns over environmental degradation, the integration of ethnoecological knowledge within educational frameworks emerges as a potent tool for fostering environmental stewardship and critical thinking. This research adopts a mixed methods design, engaging 45 secondary school students in a two-month pedagogical intervention that blends inquiry-based learning with ethnoecological insights. The intervention's impact on critical thinking was assessed using pretest-posttest analysis, supplemented by qualitative insights from student interviews. Quantitative results demonstrate a significant improvement in students' critical thinking skills post-intervention, with statistical analysis revealing a notable increase in mean scores and a reduction in score variability. This indicates not only an enhancement in critical thinking abilities but also a homogenization of skills across the participant group, underscoring the universal efficacy of the approach. Qualitative findings further enrich these results, with students reporting a deeper understanding of environmental issues, a stronger connection to cultural heritage, and a heightened sense of responsibility towards conservation efforts. The study highlights the transformative potential of integrating indigenous knowledge systems into environmental education, advocating for a pedagogical shift towards more inclusive, culturally relevant learning frameworks. By engaging students in a contextually rich exploration of ecological and cultural interconnections, the inquiry-based ethnoecological approach proves effective in cultivating critical thinking, thereby equipping students with the cognitive tools necessary to navigate and address complex environmental challenges. This research contributes to the evolving discourse on environmental education, offering valuable insights into the role of ethnoecology and inquiry-based learning in developing critical thinking skills and fostering a generation of informed and engaged environmental stewards.

A mixed method feasibility and acceptability study of a flexible intervention based on acceptance and commitment therapy for patients with cancer.

This study aimed to propose an innovative, open, and circular program that combines acceptance and commitment therapy (ACT) and mindfulness practices. We assessed its feasibility, acceptability, and first signs of its effect on psychological wellbeing in cancer support treatment. A single-center, single-arm, uncontrolled study was performed. Forty adult patients with non-metastatic prostate or breast cancer, newly diagnosed or undergoing treatment (chemotherapy, radiotherapy, hormone therapy), were recruited. Three cycles of three MAEva program sessions (MAEva: Mindfulness meditation, Acceptance, and Commitment to values program) over nine consecutive weeks were proposed. During the total of 12 weeks of follow-up, after attending the first session, patients were free to attend subsequent sessions. Adherence to the study was high, with participation in an average of 6.8 out of nine sessions. A total of eight patients attended all sessions over the three cycles, and 90% participated in at least one cycle. Furthermore, attendance was associated with a statistically significant improvement in Quality of Life (QoL). Each additional session was associated with a mean increase in overall QoL score of more than one point (β = 1.09 [0.13; 2.04], p = 0.02). The fatigue dimensions decreased with session attendance: physical (β = -2.24 [-3.63; -0.85]), emotional (β = -2.60 [-4.11; -1.09]), and interference with daily life (β = -2.33 [-3.95; -0.72]). The qualitative section demonstrated that patients learned skills and shared their ability to "let go". Patients rated the degree of importance of the program at 8.36/10 (SD ± 1.64). This study highlights the feasibility and acceptability of an original program that combines ACT and mindfulness practices in cancer patients. Future studies are required to demonstrate the efficacy of the MAEVA program. The MAEva pilot study is registered with ClinicalTrials.gov under the identifier NCT04751201. https://classic.clinicaltrials.gov/ct2/show/NCT04751201, identifier [NCT04751201].

Laparoscopic training workshop to assess medical students’ skill acquisition and interest in surgical careers

BackgroundWith its minimally invasive approach, laparoscopic surgery has transformed the medical landscape. As the demand for these procedures escalates, there is a pressing need for adept surgeons trained in laparoscopic techniques. However, current training often falls short of catering to medical school education. This study evaluates the impact of a custom-designed laparoscopic training workshop on medical students’ surgical skills and career aspirations.MethodsThis prospective experimental study was conducted at the E-Da hospital in Kaohsiung City, Taiwan. Medical students from Taiwanese medical schools undergoing Clerk 5, Clerk 6, and Postgraduate Year 1 and 2 were invited to participate. Medical students (n = 44) underwent an endoscopic skill training workshop consisting of lectures, box training, and live tissue training. The trainees performed multiple tasks before and after training using our objective evaluation system. The primary outcome was assessed before and after training through a questionnaire assessing the influence of training on students’ interest in surgery as a career. The secondary outcome measured improvement in skill acquisition, comparing the task completion time pre- and post-workshop. For the primary outcome, descriptive statistics were used to summarize the questionnaire responses, and paired t-tests were performed to determine significant changes in interest levels post-workshop. For the secondary outcome, paired t-tests were used to compare the time recorded pre- and post-training.ResultsPost-training, participants exhibited significant proficiency gains, with task completion times reducing notably: 97 s (p = 0.0015) for Precision Beads Placement, 88.5 s (p < 0.0001) for Beads Transfer Exercise, 95 s (p < 0.0001) for Precision Balloon Cutting, and 137.8 s (p < 0.0001) for Intracorporeal Suture. The primary outcome showcased an increased mean score from 8.15 pre-workshop to 9.3 post-workshop, indicating a bolstered interest in surgery as a career. Additionally, post-training sentiment analysis underscored a predominant inclination toward surgery among 88% of participants.ConclusionThe custom-designed laparoscopic workshop significantly improved technical skills and positively influenced students’ career aspirations toward surgery. Such hands-on training workshops can play a crucial role in medical education, bridging the gap between theoretical knowledge and practical skills and potentially shaping the future of budding medical professionals.

Effect of Digital Health Coaching on Self-Efficacy and Patient-Reported Outcomes in Individuals with Acute Myeloid and Chronic Lymphocytic Leukemia: A Pilot Randomized Controlled Trial.

Promotion of self-efficacy can enhance engagement with health care and treatment adherence in patients with cancer. We report the outcomes of a pilot trial of a digital health coach intervention in patients with leukemia with the aim of improving self-efficacy. Adult patients with newly diagnosed acute myeloid leukemia (AML) and chronic lymphocytic leukemia (CLL) were randomized 1:1 to a digital health coach intervention or standard of care. The primary outcome of self-efficacy was measured by the Cancer Behavior Inventory (CBI) score. A total of 147 patients (37 AML, 110 CLL) were enrolled from July 2020 to December 2022. In the AML cohort, there was a mean increase in CBI score of 7.03 in the digital health coaching arm compared to a mean decrease of -3.57 in the control arm at 30 days (p = 0.219). There were no significant associations between the intervention and other patient-reported outcomes for patients with CLL. There were numerical, but not statistically significant increases in self-efficacy metrics in AML patients who received digital health coaching. Although this trial was underpowered due to enrollment limitations during a pandemic, digital health coaching may provide benefit to patients with hematologic malignancy and warrants further investigation.

Neurokinin-1 Receptor Antagonism Reduces Nonallergic Ocular Redness in a Rabbit Model.

Purpose: To evaluate the therapeutic efficacy of topical application of a neurokinin-1 receptor (NK1R) antagonist in a rabbit model of nonallergic ocular redness. Methods: Nonallergic ocular redness was induced in rabbits by a single, topical application of dapiparzole hydrochloride eye drops (0.5%, 1%, 2%, or 5%). The NK1R antagonist L-703,606 was topically applied to the eye at the same time of induction or 20 min after induction, and phosphate buffered saline (PBS) treatment served as the control. Superior bulbar conjunctival images were taken every 30 s for the first 2 min, followed by every 4 min for 8 min, and then every 10 min until 1 h. The severity of ocular redness was evaluated on the images using ImageJ-based ocular redness index (ORI) calculations. Results: The ORI scores were significantly increased after the application of 0.5%, 1%, 2%, or 5% dapiparzole at each time point evaluated, with the most severe redness induced by the 5% dapiprazole that led to a maximal mean increase in ORI score of 14 at 20 min post-induction and thus used for subsequent evaluation of therapeutic efficacy of NK1R antagonism. Topical L-703,606, when applied at the same time as dapiprazole induction, significantly suppressed the increase of ORI scores at all time points (∼40% decrease). Furthermore, when applied at 20 min after dapiprazole induction, L-703,606 rapidly and effectively suppressed the increase of ORI scores at 30, 40, 50, and 60 min (∼30% decrease). Conclusions: Topical blockade of NK1R effectively prevents and alleviates nonallergic ocular redness in a novel animal model.

The effect of Transition to Adulthood Training Program for mothers of young adults with intellectual disability on family quality of life and perceived stress level: A pilot randomized controlled study.

Families cannot easily identify and cope with the changing health problems and needs of children transitioning into adulthood. This pilot randomized controlled study aims to improve the family's quality of life and reduce mothers' perceived stress levels by implementing an educational program (Transition to Adulthood Training Program - TATP). A total of 33 mothers of children with intellectual disabilities were randomly assigned to the groups. Data were collected using the Personal Information Form, Beach Center Family Quality of Life (BCFQOL), and Perceived Stress Scale. The intervention group showed a significant increase in the BCFQOL mean score rather than the control group (p<.001). There was a significant decrease in the perceived stress scores of the mothers in the intervention group after the TATP training sessions (p<0.05). The TATP intervention not only increased the quality of family life for these mothers but also led to a reduction in their perceived stress levels.

Online Autism Literacy to Improve Acceptance of Mothers of Children with Autism Spectrum Disorders

The spectrum of autism developmental disorders is vast and diverse, ranging from mild to severe impairments. If parents lack knowledge about autism, maternal acceptance levels tend to be low. Autism literacy through the internet serves as a medium to provide beneficial, extensive, cost-effective, and easily accessible information and knowledge. This study aims to assess the effectiveness of online autism literacy in increasing maternal acceptance of autistic children. The research utilized a single-subject design, involving only one subject, following the ABA Single-case Experiment Design. The single-case experimental method was employed in this study, where autism literacy intervention was delivered through the website www.careautism.wordpress.com. A Maternal Acceptance Scale was used to evaluate the subject's psychological state before and after the intervention. The research's significance lies in providing empirical evidence on the effectiveness of online autism literacy in enhancing maternal acceptance of autistic children. Visual inspection and descriptive analysis methods were employed for data analysis. The study's results indicate that autism literacy intervention through the internet can improve maternal acceptance of autistic children, with an increased mean score between the baseline and intervention phases.

Addressing career-related social problems using experiential learning: a pilot study

PurposeWe examined skill building techniques and changes over the course of a semester with pre and post-test data collection after implementing experiential learning assignments.Design/methodology/approachThe Schutte Self-Report Emotional Intelligence Test (SEEIT) was used to measure emotional intelligence among students who interned for a 16-week period.FindingsWe found a significant difference using a paired samples t-test in SSEIT scores between the pre (M = 126.6, SD = 4.3) and the post-internship (M = 133.8, SD = 5.7) scores. t(5) = -5.61, p = 0.002. Students had an overall increase in mean scores over the course of one semester.Research limitations/implicationsThis was a pilot study that we completed to determine applicability of internship and increasing emotional intelligence. Overall, we saw an increase in EI in pre and post-test comparisons. This was a pilot study, so more research is needed on this topic.Practical implicationsStudents were placed in situations during the internship process to help facilitate real world problems and were required to apply applicable textbook knowledge, develop theory-based activities and report their findings. Students worked with various age groups and learned how to work with a variety of populations including faculty, teachers, children and parents on a regular basis and this process contributed to their experience and potentially increased emotional intelligence over a 16-week period.Social implicationsThis research addresses the importance of emotional intelligence (EI) in career readiness and its role in potentially mitigating burnout in psychological professions.Originality/valueThis is important to those in the field of psychology and child development and family studies because it addresses concerns with the shortage of skilled and prepared workers.

Responding to the real problem of sustainable resuscitation skills with real assessment. Mixed-methods evaluation of an authentic assessment programme.

The retention of resuscitation skills is a widespread concern, with a rapid decay in competence frequently following training. Meanwhile, training programmes continue to be disconnected with real-world expectations and assessment designs remain in conflict with the evidence for sustainable learning. This study aimed to evaluate a programmatic assessment pedagogy which employed entrustment decision and the principles of authentic and sustainable assessment (SA). We conducted a prospective sequential explanatory mixed methods study to understand and address the sustainable learning challenges faced by final-year undergraduate paramedic students. We introduced a programme of five authentic assessments based on actual resuscitation cases, each integrating contextual elements that featured in these real-life events. The student-tutor consensus assessment (STCA) tool was configured to accommodate an entrustment scale framework. Each test produced dual student led and assessor scores. Students and assessors were surveyed about their experiences with the assessment methodologies and asked to evaluate the programme using the Ottawa Good Assessment Criteria. Eighty-four students participated in five assessments, generating dual assessor-only and student-led results. There was a reported mean score increase of 9% across the five tests and an 18% reduction in borderline or below scores. No statistical significance was observed among the scores from eight assessors across 420 unique tests. The mean student consensus remained above 91% in all 420 tests. Both student and assessor participant groups expressed broad agreement that the Ottawa criteria were well-represented in the design, and they shared their preference for the authentic methodology over traditional approaches. In addition to confirming local sustainability issues, this study has highlighted the validity concerns that exist with conventional resuscitation training designs. We have successfully demonstrated an alternative pedagogy which responds to these concerns, and which embodies the principles of SA, quality in assessment practice, and the real-world expectations of professionals.

The Effect of Inquiry-Based Learning on Pharmacist Students

One of the influential factors in shaping professional health workers is the learning process during education. The professional attitude of pharmacy students can be modified with innovative learning methods. Inquiry-Based Learning (IBL) emphasizes students' involvement in systematically, critically, and logically gathering information so that they can formulate their findings. This study aims to determine the effect of IBL on pharmacist professional study program education students taking Pharmacy Communication and Health Promotion courses. This study employed quasi-experimental research with a group Pretest-Posttest Design. The study subjects were 40 students of the Pharmacist Professional Education Study Program. The students got learning interventions with IBL method. IBL stages consist of IBL orientation, problem formulation, hypothesis formulation, data collection, hypothesis testing, conclusion formulation, and learning evaluation. Assessment instrumentation included pretests, posttests, reports, and student satisfaction questionnaires. Pretest and posttest data were statistically analyzed with SPSS. The implementation of IBL resulted in an increase in mean scores from 59.82 on the pretest to 92.83 on the posttest. There is a statistically significant difference between these results (Asymp. Sig 0.000). The proportion of student reports rated as excellent 70%, good 20%, and sufficient 5%. Student satisfaction with the learning method reached an average of 93.94%. Inquiry-based learning increases the knowledge of Pharmacist Professional Education Study Program students in the Pharmacy Communication and Health Promotion courses.

Bridging the Knowledge Gap: Enhancing Awareness among Farmers about Millet Cultivation

Millet cultivation plays a crucial role in enhancing food security and promoting sustainable agriculture through its climate-resilient nature and nutrient-rich composition, contributing to both environmental and human well-being. However, the cultivation of millet has witnessed a decline in recent decades due to a lack of awareness among farmers about its benefits and importance, resulting in a knowledge and information gap. To address this issue, intervention programmes have been designed with specific methods like workshops, field demonstrations, and the distribution of educational materials to empower farmers with knowledge about the nutritional, economic, health, and environmental advantages of millets. This study was conducted in ten villages in Kodumudi blocks in Erode district, Tamil Nadu, to assess the reasons for farmers' hesitation in cultivating millets and to evaluate the impact of the intervention programme on their knowledge and attitudes towards millet cultivation and its health benefits. The results indicate significant correlations between age, education, farm size, farm experience and the reasons for not cultivating millets. The study investigated the impact of an intervention programme on farmers' knowledge and attitudes towards millet cultivation. Pre- and post-intervention data were collected from 477 farmers. The findings revealed significant improvements in farmers' knowledge levels after the programme, with a mean score increase from 48.57 to 52.26. Similarly, attitudes towards millet cultivation showed positive changes, with mean scores rising from 93.86 to 100.46. Results revealed the effectiveness of the programme in promoting informed and sustainable agricultural practices. The findings highlight the importance of enhancing awareness among farmers about the benefits and best practices of millet cultivation to foster its adoption and leverage its numerous advantages.

Gamification of dermatoscopy education using a smartphone mobile platform: A pilot study

BackgroundDermoscopy is a non-invasive method of examining skin lesions under high magnification, gradually replacing the need for invasive biopsies. Training is required to gain clinical competency. Gamification employs game-like elements to enhance education engagement and is an engaging means of delivering medical education. We sought to use gamification and a mobile-based platform to deliver dermoscopy education to physicians. MethodsWe developed SKIN@GoPRIME, an interactive smartphone platform. 30 physician participants were randomly assigned to watch an online dermoscopy lecture or to use SKIN@GoPRIME. 28 participants completed pre- and post-learning quizzes and provided feedback on SKIN@GoPRIME. ResultsUsers of SKIN@GoPRIME demonstrated a significant 1.71-point mean score improvement (p = 0.0018). The group that watched the online dermoscopy lecture had a higer 2.36-point mean score improvement (p= 0.00021). Both family medicine and internal medicine physicians demonstrated a significant mean score increase of 1.29 (p = 0.049) and 2.14 (p = 0.023) respectively, after using SKIN@GoPRIME. Based on feedback, 83% felt that SKIN@GoPRIME can be used to acquire the applied competencies required for their job scope. Discussion and ConclusionSKIN@GoPRIME, a novel learning tool via gamification effectively delivers dermoscopy education, although it is not shown to be more effective than lectures. Larger studies are required to further validate the effectiveness of gamified learning techniques in dermoscopy education. Future studies should involve the optimization of SKIN@GoPRIME to more effectively deliver dermoscopy education.

Pengaruh Model Pembelajaran Picture and Picture terhadap Kemampuan Menulis Teks Prosedur Siswa MI

The purpose of the study was to determine the effect of picture and picture (PnP) learning model on the ability to write procedure text of fifth grade students of MI Muhammadiyah Congol Boyolali. This research applied a quantitative quasi-experimental approach. The research type applied one group pre-test post-test design. Data collection used essay questions provided at the beginning and end of learning. Data were analyzed by assessing pre-test and post-test results, normality test, homogeneity, and one sample t-test. The results indicated an increase in students' mean scores after applying the PnP model, with a pre-test mean score of 69.93 and a post-test mean score of 88.63. The results of data analysis applying the one sample t-test also resulted in a t-count of 12.45, exceeding the t-table of 2.093, and the significance value showed less than 0.05. Thus, there is a significant effect of using the PnP model on the ability to write procedure texts of grade V students of MI Muhammadiyah Congol. The contribution of this research can be a literature for the development of learning models that have an impact on improving students' ability to write procedural texts.

Improvements in Interdisciplinary Communication Following the Implementation of a Standardized Handoff Curriculum: SAFETIPS (Statistics, Assessment, Focused Plan, Pertinent Exam findings, to Dos, If/Thens, Pointers/Pitfalls, and Severity of Illness).

Background Handoffs between medical providers serve a crucial patient safety function. While most published literature on the topic studies the handover process amongphysicians, robust literature is available on interdisciplinary medical communication. Little is known about the downstream effects of effective physician handover on subsequent physicianand nursing interactions. Objective Our objective was to implement a handoff curriculum, SAFETIPS (Statistics, Assessment, Focused plan, pertinent Exam findings, To dos, If/thens, Pointers/pitfalls, and Severity of illness), for pediatric residentsand to investigate its impact on nurses' perceptions of resident preparedness, efficiency, and competency. Methods Nurses were asked to score residents in five domains and describe the frequency of nurse-to-resident and resident-to-nurse interruptions. The survey was distributed before and after the SAFETIPS introduction. Results Statistical analysis revealed significant post-intervention mean score increases of one full point in four categories, namely organization and efficiency, communication, content, and clinical judgment. The percentage of nurses using the term "reasonable/relevant" to describe interactions with residents significantly increased from 45% to 76% (p = 0.004). The percentage of nurses reporting that residents gave "unsure response[s]," made decisions that differed from nurses' decisions, and made decisions without family/parental interests significantly decreased by 31 (p = 0.004), 22 (p = 0.034), and 30(p = 0.002) percentage points, respectively. Conclusion The introduction of a structured handoff curriculum significantly improves communication among residents.This is then associated with improved interactions between residents and nurses.

Unleashing the Literary Magic: Boosting 7th Graders' Literacy Development through Daily Reading Adventures

Reading is an essential skill for success in academics and beyond (Whitten C., Labby S., Sullivan S., 2019). With that reason in mind, the study investigated the impact and effectiveness of daily reading practice in improving seventh-grade learners' reading comprehension, vocabulary, and writing skills. Using a quasi-experimental design together with the utilization of a pre-test/post-test method, it was found that the literacy development of the experimental group, who engaged in a daily reading practice provided with a selection of age- appropriate reading materials, had a positive influence. The increased number of students labeled “passed” and the noteworthy increase in mean scores from the pretest (6.87) to the posttest (13.47) solidly support the assertion that there is a significant difference between the two groups and indicate a robust positive impact of the daily reading practice on the student’s literacy development. In relation to the results, the proponents recommend refining and expanding the current educational curriculum with the integration of a daily reading component to maximize student learning outcomes. The success of the integration could contribute to the cultivation of well-rounded individuals equipped with essential skills for future success.

Evaluating the efficacy of OralDETECT training: Face-to-face versus online delivery in dental education.

This study evaluated the effectiveness of face-to-face (F2F) and online OralDETECT training programme in enhancing early detection skills for oral cancer. A total of 328 final-year dental students were trained across six cohorts. Three cohorts (175 students) received F2F training from the academic years 2016/2017 to 2018/2019, and the remaining three (153 students) underwent online training during the Covid-19 pandemic from 2019/2020 to 2021/2022. Participant scores were analysed using the Wilcoxon signed rank test, the Mann-Whitney test, Cohen's d effect size, and multiple linear regression. Both F2F and online training showed increases in mean scores from pre-test to post-test 3: from 67.66 ± 11.81 to 92.06 ± 5.27 and 75.89 ± 11.03 to 90.95 ± 5.22, respectively. Comparison between F2F and online methods revealed significant differences in mean scores with large effect sizes at the pre-test stage (p < 0.001), while significant differences with small effect sizes were noted for post-test 1 (p = 0.002) and post-test 3 (p = 0.041). Regression analysis indicated that the delivery method is associated with the participants' final scores. F2F and online versions of the OralDETECT training programme significantly enhance participants' knowledge and skills in oral cancer detection. Although F2F appeared to be more effective, the difference was not substantial enough to be considered educationally meaningful.