Independent Learning Modules Research Articles

Infection preventionists’ current and preferred training strategies and tools

Educating healthcare staff on infection prevention and control (IPC) is an essential role of infection preventionists (IPs), but the COVID-19 pandemic diverted resources away from IPC education. Association for Professionals in Infection Control and Epidemiology members were invited to complete an online survey from spring 2023 to assess current and preferred approaches and tools for training healthcare personnel on IPC. Vendors, retirees, APIC staff, or those not working in healthcare or public health were excluded. In all, 2,432 IPs participated. IPs were more likely to report engaging in impromptu healthcare worker training (ie, just-in-time teaching and team huddles) versus planned educational activities (ie, learning modules, formal presentations, train-the-trainer, or simulation; Kruskal-Wallis=288, P<.001). IPs' top preferred teaching methodologies included simulation or interactive activity, and their lowest preferred approach was independent learning modules. IPC training apps were frequently requested technology. IPs ranked simulation as their top preferred teaching method; however, simulation was one of the least frequently used approaches. IP education should include strategies for delivering effective impromptu training and how to develop and implement interactive simulation-based education. The expressed needs and preferences of IPs should be considered when developing IPC-related teaching and training tools.

PKM Pendampingan Penyusunan Modul Pembelajaran Berdiferensiasi dan Asesmen pada Kurikulum Merdeka untuk Meningkatkan Hasil Belajar

Assistance in preparing independent curriculum-based learning modules is needed by driving high schools to help compile the learning modules they carry out. This is because starting from the 2022/2023 academic year the government will implement a new national education curriculum known as the independent curriculum. Learning based on the Independent Curriculum emphasizes differentiated learning strategies which refer to the level of achievement or ability of students. This learning approach does not refer to class levels, but is grouped based on developmental phases or students' ability levels. Learning is adjusted to the achievements, level of ability, and needs of students, to achieve the expected learning outcomes or is student-centered. The independent curriculum applies differentiated learning, namely teaching at the right level, learning that considers student diversity so that teachers differentiate content, processes, learning outcomes and assessments. The method in this service includes a first stage of socialization which is then continued with mentoring for class X teachers at As-Syafiah Nganjuk Islamic High School and Nganjuk POMASDA High School. These two stages were packaged in the form of a workshop which was held in 5 meetings. The results obtained are teaching and learning modules that meet twice for all subjects in class X, totaling 18 subjects. The results obtained from this assistance are in addition to learning modules to assist teachers in carrying out the learning process to obtain maximum results. Because with the independent curriculum, it is seen that there is an increase in student learning outcomes in one semester.

“It’s important to foster open discussion about the topic”: development, implementation, and evaluation of an ethics of abortion independent learning module for second year medical students

PurposeDespite the frequency of abortions, one-third of medical schools in the US and Canada did not include coverage of that topic, according to a survey conducted in 2002–2005. The purpose of this project was to develop, implement, and evaluate a module for second year medical students related to the ethics of abortion.MethodsThe module was designed as Independent Learning Time (ILT). The stated purpose was for students to consider some of the recent debate in the ethics literature related to conscientious objection and abortion and how personal views may influence future practice. The ILT included readings and Power Points to view. Students were asked to write a one-page reflection on one of three writing prompts.ResultsThe most commonly selected writing prompt in three classes was on personal values in relation to abortion (56.5%), followed by information about nearest provider of reproductive services to rural preceptor site (34.7%), followed by conscientious objection (23.3%). We received many positive comments about the ILT, including: “First, I would like to acknowledge my gratitude for this assignment and its subject. I believe it is very important that future physicians learn the entirety of women’s reproductive health care, including abortion and contraception, but unfortunately this is not always the case in medical training”.ConclusionsThere has been an extremely positive response to the ILT. With the exception of the prompt specific to our regional campus mission that includes rural preceptorships during the preclinical years, this module could be implementable at other medical schools.

DRIVE: Diversity, Representation, and Inclusion for Value in Education – interprofessional faculty development for a bias-free curriculum at UMass Chan Medical School

Abstract Objective: The DRIVE Initiative engages interprofessional faculty and learners at UMass Chan Medical School to build tools and support for educators to identify and mitigate bias in their educational materials and teaching. Methods: Key DRIVE resources include a core skills workshop, taught by representatives from the Graduate, Nursing and Medical schools. To encourage active application of these skills, there is a printable curriculum appraisal tool and an independent learning module. The DRIVE team also offers individual consultation for faculty as well as discussion across our academic community through weekly DRIVE-in cafés. Results: In 2021, 16 core skills workshops were held with 84 faculty attending. Monday DRIVE-in cafés were started; the associated interactive library guide which links to curated resources and the anonymous reporting tool was accessed 922 times. Discussion: While the workshop is required for core faculty in the School of Medicine and highly encouraged for all others, we have noted gaps in uptake particularly in basic sciences (Graduate School) and are increasing efforts in that area. Challenges have included demonstrating relevance to faculty across disciplines e.g., loose connection to basic science teaching. To increase adoption, materials and programs have been continuously updated and improved based on feedback, and workshops tailored to specific audiences. Recruiting compensated faculty from multiple schools has been vital to our success. Conclusion: Biased curricula harm our learning environments and those who teach and learn within them, and lead to the perpetuation of disparities: the interprofessional approach of DRIVE has demonstrated success in mitigating this.

Training Based on the Andragogy Approach to Improve the Ability to Develop Independent Learning Modules for Vocational School Teachers

This service activity aims to improve the ability of teachers to arrange learning modules. This program was carried out through in-service training (IST) and on-service training (OST) methods. The andragogy approach was used in IST activities to improve teachers' ability to analyze learning materials that can be the basis for learning modules. Thirty Vocational High School Teachers attended this activity. The evaluation used was to give project assignments to the teacher for module work. The training participants were also given a Google form to fill out. The analysis used was descriptive quantitative. The results of the OST showed that the teacher had been able to analyze learning problems; the teacher understood the concept of the learning module. Moreover, the teacher could understand the idea of preparing a learning module, and the concept of evaluating the learning module. A series of OST activities conclude that teachers have the potential to develop themselves in preparing learning modules; the resulting learning modules can be categorized as good and, in general, have met the criteria for learning modules.

Development of Interactive Digital Learning Multimedia Applications as Independent Learning Module in 2-Dimensional Game Programming Courses

Learning activities at the Creative Media State Polytechnic after the pandemic period, especially in the design department of the game technology study program, were held in blended learning. Blended learning is the right choice of learning because it needs adaptation from lecturers and students, where previously learning was held fully online, now it is held online and offline. Blended learning activities can be very effective and efficient in their implementation if the learning process is well prepared. One of the learning activities carried out is independent learning activities. Therefore, this study aims to produce a learning application that can be used as an independent learning module so that students can learn without being assisted by anyone just by using this independent learning module. The approach taken is the ADDIE development method. The ADDIE development model consists of five stages, namely analysis, design, development, implementation, and evaluation. Expert response to this learning application is a crucial thing to do. This application is evaluated by an expert with a background in graphic design, learning media, and communication. The independent learning module application was successfully developed and implemented in semester 3 of the 2-dimensional game programming course.

Implementation of a Clinical Leadership Curriculum for Pediatric Residents.

IntroductionClinical leadership is an essential skill for physicians, empowering them to lead and coordinate teams, communicate clearly under various conditions, model positive behaviors, display emotional intelligence, and ultimately improve patient care outcomes. However, there are currently no standardized residency curricula or competency-based assessments for clinical leadership, as residents often assimilate leadership skills through trial-and-error or observation of their clinical faculty. By utilizing a comprehensive needs assessment and synthesizing evidence-based practices, we developed and implemented a longitudinal and skills-based clinical leadership curriculum for pediatric residents.MethodsWe modeled our clinical leadership curriculum after Kern's 6-step approach to curricular development and the Accreditation Council for Graduate Medical Education competency requirements for professionalism. We identified topics based on a resident needs assessment and synthesized evidence from published practices. The curriculum was implemented through both monthly facilitated group sessions and independent learning modules.Results44 postgraduate year-2 (PGY-2) and PGY-3 pediatric residents participated in at least one monthly session of the clinical leadership curriculum. 27 (61%) completed the survey to evaluate the efficacy of the curriculum. Of the respondents, 23 (85%) residents found the leadership sessions useful, 4 (15%) were neutral, and none (0%) rated the sessions as not useful. 26 (96%) residents reported that the sessions should be continued.ConclusionThe clinical leadership curriculum has been received favorably by senior pediatric residents at our institution. Our next steps are to pilot the curriculum within residency programs of different specialties at our own institution as well as with pediatric residencies at other institutions.

ICARE Approach for Designing Online Learning Module Based on LMS

Online learning started with the emergence of internet technology and has been increasingly used during the COVID-19 pandemic. However, it has raised many problems, such as limitations in presenting material (monotonous and uninteresting), building activeness and difficulty creating interaction between lecturers and students and between students. Moreover, online learning is more stressful than regular classroom sessions because students have to study alone. The absence of clearly structured learning steps also makes it difficult for them to focus. Therefore, this research aims to develop an independent online learning module with a structured and systematic flow called Introduce, Connect, Apply, Reflect and Extend (ICARE) based on the Learning Management System. Furthermore, it determines the eligibility of the module using a Research and Development (R&amp;D) for Education design involving Analysis, Design, Development, Implementation and Evaluation. All stages resulted in an eligible online module with an LMS-based ICARE flow in the Learning Media course.

A Novel Interactive Virtual Medical Student Clinical Rotation for Ophthalmology

Abstract Objective This article describes a novel clinical rotation that uses technology to create a remote ophthalmology learning experience with the goal of improving virtual exposure to medical and surgical ophthalmic training for medical students. Methods Our unique curriculum incorporates mobile-mounted tablets which allow students to virtually participate in inpatient consults, clinic, and ophthalmic surgery. An adaptable mounting device attached to the slit lamp allows students to observe examinations in real time, enhancing recognition of ocular pathologies. Students participate in a robust curriculum that includes independent learning modules, video lectures, interactive modules, podcasts, and surgical video rounds. Students engage with residents and faculty in interactive-guided lectures and case-based discussions that focus on the American Academy of Ophthalmology white paper teaching objectives. Students are mailed surgical instruments and participate in surgical modules and faculty-led virtual wet laboratories. Results Our unique virtual curriculum combines didactic learning, interactive content, and novel technology applications such as mobile tablets, slit lamp-mounted devices, and faculty-led virtual wet laboratories. Conclusion Virtual technologies can be utilized to enhance ophthalmology medical student education in a safe and effective way during the coronavirus disease 2019 pandemic, and to improve educational access in the future.

An Effective COVID-19 Medical Student Elective

BackgroundThe COVID-19 pandemic has revealed the importance of teaching medical students pandemic preparedness and COVID-19 related clinical knowledge. To fill the gap of COVID-19 instruction backed by evaluation data, we present a comprehensive COVID-19 pilot curriculum with multiple levels of evaluation data.MethodsIn the spring of 2020, the University of California, Irvine (UCI) School of Medicine piloted a two-week, primarily asynchronous COVID-19 elective course for medical students. The goal of the course is to provide a foundation in clinical care for COVID-19 while introducing students to emerging issues of a modern pandemic. Objectives align with institutional objectives, and instruction is delivered in thematic modules. Our curriculum utilizes numerous instructional strategies effective in distance learning including independent learning modules (ILM), reading, video lectures, discussion board debates, simulation and evidence-based argument writing. We designed a three-level, blended evaluation plan grounded in the Kirkpatrick and Kirkpatrick evaluation model that assessed student satisfaction, relevance, confidence, knowledge and behavior.ResultsOur end of course survey revealed that students had high levels of satisfaction with the curriculum, and felt the course was relevant to their clinical education. Various assessment tools showed excellent levels of knowledge attainment. All respondents rated themselves as highly confident with the use of personal protective equipment, though fewer were confident with ventilator management.ConclusionOverall our pilot showed that we were able to deliver relevant, satisfying COVID-19 instruction while allowing students to demonstrate knowledge and desired behaviors in COVID-19 patient care.

Discovering Known Biodiversity: Digital accessible knowledge — Getting the community involved

Plazi is a non-profit organization focused on the liberation of data from taxonomic publications. As one of Plazi’s goals of promoting the accessibility of taxonomic data, our team has developed different ways of getting the outside community involved. The Plazi community on GitHub encourages the scientific community and other contributors to post GGI-related (Golden Gate Imagine document editor) questions, requirements, ideas, and/or suggestions, including bug reports and feature requests. One can contact us via this GitHub community by creating either an Issue (to report problems on our data or related systems) or a Discussion (to post questions, ideas, or suggestions). We use Github's built-in label system to actively curate the content posted in this repository in order to facilitate further interaction, including filtering and searching before creating new entries. In the plazi/community repository, there is a Q&amp;amp;A (question &amp;amp; answer) section with selected questions and answers that might help solving the encountered problems. Aiming at increasing external participation in the task of liberating taxonomic data, we are developing training courses with independent learning modules that can be combined in different ways to target different audiences (e.g., undergraduates, researchers, developers) in various formats. This material will include text, print-screens, slides, screencasts, and, eventually to a minor extent, online teaching. Each topic within a module will have one or more ‘inline tests', which will be HTML form-based with hard-coded answers to directly assess progress regarding the subject being covered in that particular topic. At the end of each module, we will have a capstone (form-based test asking questions about the topics covered in the respective module) which the user can access whenever needed. As examples of our independent learning modules we can cite Modules I, II and III and their respective topics. Module I (Biodiversity Taxonomy Basis) includes introductory topics (e.g., Topic I — Why do we classify living things; Topic II — Linnaean binomial; Topic III — How is taxonomic information displayed in the literature) aimed at those who don't have a biology/taxonomy background. Module II (The Plazi way) topics (Topic I — Plazi mission; Topic II — Taxomic treatments; Topic III — FAIR taxonomic treatments) are designed in a way that course takers can learn about Plazi processes. Module III (The Golden Gate Imagine) includes topics (Topic I — Introduction to GGI; Topic II — Other User Interface-based alternatives to annotate documents) about the document editor for marking up documents in XML. Other modules include subjects such as individual extractions, material and treatment citations, data quality control, and others. On completion of a module, the user will be awarded a certificate. The combination of these certificates will grant badges that will translate into server permissions that will allow the user to upload new liberated taxonomic treatments and edit treatments already in the system, for instance. Taxonomic treaments are any piece of information about a given taxon concept that involves, includes, or results from an interpretation of the concept of that given taxon. Additionally, Plazi TreatmentBank APIs (Application Programming Interface) are currently being expanded and redesigned and the documentation for these long-waited endpoints will be displayed, for the first time, in this talk.

Deep neural network based missing data prediction of electrocardiogram signal using multiagent reinforcement learning

ObjectiveClinical morphology of electrocardiogram (ECG) signal is compulsory to analyze the cardiac activity. During long term measurement, missing of data is a common factor, caused by sensor loosening, resulting in devastating feature extraction procedure; hence, prediction of those missing data is indispensable. MethodsIn this work, bidirectional long short-term memory recurrent neural network (LSTM-RNN) based prediction of missing segment of ECG signal is accomplished, governed by reinforcement learning (RL) using multiagent. The LSTM-RNN has internal gate architecture, which can predict the upcoming sequence using the past features of ECG. Each agent of the multiagent system (MAS), which represents various fictitious domain of ECG, has independent learning module to predict respective domain using a ‘critic’ network, which was conducted by a multilayer perceptron neural network (MLPNN). The MAS finally predicted the missing segment by ‘cooperative learning’ algorithm using a ‘coordinator agent’. ResultsThe proposed algorithm was tested on MIMIC-II ECG database, available in Physionet. Experimental result shows that, using the RL, the trained LSTM-RNN was able to predict the missing segments more precisely with correlation coefficient higher than 0.9 and low root mean squared error. ConclusionThe proposed method is applicable to any single channel ECG signal, and the quality of predicted signal ensures a wide application in medical applications as well as telecardiology system. SignificanceA comparative study with previously published works showed an improved performance, related to ECG missing data prediction, implemented on MIMIC-II records.

DISTANCE EDUCATION IN A HIGH SCHOOL EDUCATIONAL ACTIVITY: CHALLENGES OF TIME

The article notes that the modern transition of education from traditional to distance makes changes in the format of educational activities of higher education institutions. New methods and ways of its organization are introduced; teachers meet new requirements concerning the effective realization of their skills and the increase of their professional mobility. Updated tasks that require teachers training to use information technology in the professional activities of higher education institutions in the context of distance education are emphasized, especially: a) studying of the general principles of information technology, the development of teacher’s key level of information competence; b) mastering of the information technologies which are specific to the subject area that corresponds to the teacher’s specialty; c) knowing of general theory and methodology of information technology using in professional pedagogical activities; d) preparing for using in the process of teaching the information technology which is specially focused on a particular subject. There is a modular principle in the basis of distance learning programs, which means that each discipline consists of several independent learning modules (topics) due to its content. Accordingly, each discipline contains the following parts: content-related (electronic version of the lectures); training (practical classes); controlling (tests and creative tasks). At the same time, the teachers learn to effectively develop author's distance courses, to place teaching materials (lectures, tasks for practical / laboratory and independent work; additional materials, as well as video, audio and presentation materials in various formats and through additional plug-ins, to automatically generate tests, add new course resources). In this research it was revealed that scientific and pedagogical workers need to: form knowledge, skills and abilities in the field of network culture; teach students strategies and tactics of interaction with carriers and sources of new knowledge, master skills of two-side communication with a large number of users, whose activities are monitored and controlled; study new information technologies that are specific to the subject area that corresponds to teacher’s specialty; create space for improving their professional activities and developing innovative methods; develop varied methodology for distance learning of people with different levels of abilities, age and needs

Exploration and Practice of Engineering Management Specialty in the Teaching of Innovative Curriculum System Construction

The engineering management major is a comprehensive and practical major. However, with the rapid development of the construction industry, the scale of construction projects has become larger and larger and the craftsmanship has become more and more complex. It is difficult for traditional engineering management teaching models to clearly, intuitively and vividly present the implementation and management process of construction projects. Exploring the positioning of engineering management disciplines and the theories and methods of education and teaching has very urgent practical significance. This article aims to explore and practice the construction of an innovative curriculum system for the engineering management major. This research is based on the construction of an innovative curriculum system for the engineering management major. Establish a curriculum system centered on student development and aimed at improving students' innovative quality. Through questionnaire surveys and interviews, we obtained first-hand information on two engineering management teacher education courses. The engineering management course of School B is similar to the engineering management course of School A. It is a modular course divided into five modules. Establish an independent innovation learning module. Course credits are 6 credits, accounting for 3.7% of the total credits; practical teaching credits are 26 credits, accounting for 16.1% of the total credits. The results show that the educational curriculum system of School B can promote the all-round development of students.

Evaluation of Basic Science Independent Learning Modules Implemented in a First Year Medical School Curriculum

IntroductionMedical education is shifting to a competency‐based education (CBE) model on a global scale. The Schulich School of Medicine &amp; Dentistry implemented a renewed curriculum for the 2019–2020 academic year, adopting a CBE model at the undergraduate medical education (UME) level. One of the key design principles of CBE is to develop a learner‐centred environment that fosters active learning. Active learning modalities often require more content delivery outside of the classroom via online independent learning modules (ILs). Literature on the implementation and evaluation of ILs within an UME integrative curriculum is limited and conflicting, highlighting the need for the investigation of implementation strategies and evaluations of ILs. The purpose of this project has two aims: i) determine which IL format, Articulate Rise 360 vs. Articulate Storyline 360, first‐year medical students perceive to be more effective to enhance their learning; ii) determine which elements of each learning module format are perceived to be more effective at fostering learning.MethodsBasic science ILs implemented in a Foundations of Medicine course were evaluated. After each learning module students were given the opportunity to provide feedback on each IL via an anonymous questionnaire. The questionnaire consisted of 6 Likert scale questions, two fill in the blank questions, and two short answer questions. Likert data were analyzed using unpaired 2‐tailed t‐tests and short answer data will be coded and themed for analysis.ResultsPreliminary data indicate that Articulate Rise 360 and Articulate Storyline 360 scored similarly on Likert scales with respect to visual design, navigation, learning objective achievement, and interactivity. Articulate Storyline 360 scored significantly higher than Articulate Rise 360 on the Likert scale question evaluating the effectiveness of the embedded knowledge checks with 69.9% of students indicating that knowledge checks in Storyline 360 ILs were “Very valuable” or “Extremely valuable”, compared to 47.9% for the Rise 360 modules. When analyzing the ILs based on length of completion, students perceived ILs that took under 60 minutes to complete to have significantly more effective visual designs, more relevant examples, and enable achievement of learning objectives when compared to ILs that take over 60 minutes to complete. The short answer data has yet to be analyzed.DiscussionFirst year medical students preferred knowledge checks in Articulate Storyline 360 ILs. This may be due to the enhanced interactivity of Storyline 360. Rise 360 is more ridged in its structure and its ability to create interactive elements, whereas Storyline 360 has an enhanced ability to build a variety of question formats. Data indicates that students feel shorter ILs are more effective at accomplishing most or all learning objectives. This may be due to students losing focus or being overwhelmed with extraneous information with longer ILs. Preliminary results suggest that faculty creating new ILs should limit the length to under 60 total minutes and utilize a software that allows for a variety of knowledge checks. Qualitative analysis of the short answer questions will enable further investigation into student preferences of IL attributes.

Weaving Histology into the Fabric of Medical Education: Histology as a Foundation for Integration and Application

Over the past two decades, histology education in the health sciences has undergone a dramatic shift both in method (use of virtual microscopy) and curricular focus (decrease in hours; increased integration). While this new landscape introduced challenges for histology teaching, histology’s strengths as a conceptual link between molecular/cellular level mechanisms and organismal structure and function make it an ideal springboard for integrating multiple disciplines in creative ways, allowing the discipline to play a key role in building both foundational knowledge and clinical diagnostic skills.At Drexel University College of Medicine, histology is taught as part of an integrated curriculum that takes a sequenced normal (yr 1)/abnormal (yr 2) approach. Content delivery utilizes a flipped‐classroom approach, and histology is integrated within four different types of delivery methods including integrated online ‘Independent Learning Modules’; Histology focused (but integrated) ‘Laboratory Reviews’ including scavenger hunt and mystery slide exercises; multidisciplinary ‘Think‐Pair‐Share’ sessions; and multidisciplinary ‘Team Based Learning’ sessions that focus on clinical application. Specific examples of each of these integrated modalities will be presented with a focus on highlighting the challenges and opportunities these approaches afford from the perspective of the discipline, the educator, the student, and ultimately the clinician.

Rapid transition of a preclinical health systems science and social justice course to remote learning in the time of coronavirus

ABSTRACT As the coronavirus pandemic started, we rapidly transitioned a preclinical social justice and health systems sciences course at our medical school to asynchronous, remote learning. We describe processes, curricular innovations, and lessons learned. Small groups were converted into independent learning modules and lectures were given live via videoconferencing technology. We started with a simplified approach and then built technological capabilities over time. Current events were incorporated into curriculum and assessment. Our course ran from 16 March–3 April 2020 for the 155-person first-year class. Student attendance for optional, synchronous remote sessions was higher than in-person attendance in previous years. Completion rates for assignments were high but with minimal student collaboration. Faculty office hours were underutilized. Focus group and formal evaluations were largely positive, with numerical ratings for quality of the course and faculty teaching higher than the 2 years prior. Student engagement with social justice topics in aremote format was successful through modifications to small groups and lecture structure. Students, faculty, and administrative staff appreciated the consistency of session format throughout the course. Students exam performance was similar to prior years. Attention should be paid to what can be learned via self-study as opposed to small group learning. Better methods of soliciting real-time student feedback, and encouraging engagement with each other and with faculty in aremote environment are needed.

Desain Modul Pembelajaran Mandiri Tentang Gerak Parabola Pada Bidang Miring Tanpa Gesekan Udara

Generally, the learning about projectile motion on inclined surface neglecting air friction can not be delivered during the meeting hours because of the limited time. One way that can be done is by doing independent learning about projectile motion on inclined surface neglecting air friction which is assisted by an independent learning module. The purpose of this study is to design an independent learning module of projectile motion on inclined surface neglecting air friction and to investigate the effectiveness of the module toward undergraduate students’ understanding. Hopefully, this module can enrich the mechanic's modules for the undergraduate students and support them in learning about projectile motion on the inclined surface out of the meeting hours so that they can learn about the projectile motion comprehensively. The method of this study is the ADDIE model of development method consisting of Analysis, Design, Development, Implementation, and Evaluation steps. This independent learning module is applied to three freshmen of the Physics and Physics Education Department. Based on the observation sheet, the undergraduate students were able to do 88% of the module correctly, they also give 90% positive response to the statements of the module, and gets an average evaluation score of 75. Therefore, this independent learning module about projectile motion on inclined surface neglecting air friction is effective in assisting undergraduate students to understand the projectile motion on inclined surface neglecting air friction material.

The Use of Standardized Patients to Increase Medical Student Awareness of and Confidence in Screening for Human Trafficking

Local Mentor: Laurie Erickson, MD APGO Advisor: Jody Steinauer, MD, MAS PROBLEM: Human trafficking is a growing problem, but is often unrecognized. Victims are frequently kept in isolation with little freedom and autonomy, limiting their access to resources and recovery. Skilled health care providers can be the first to intervene on the victim’s behalf. A healthcare provider’s knowledge of the signs/symptoms of trafficking, the use of skillful communication techniques, and a familiarity of the patient's rights and resources are vital. INTERVENTION: Medical students are assigned a web-based independent learning module about human trafficking, its signs and symptoms, intervention strategies, and resources. Each student then participates in a simulation with a standardized patient (SP) who is a victim of trafficking, a detail the student must uncover with history taking. They then complete reflective writing, receive individual feedback from the SP, and participate in a group faculty/peer debrief session. CONTEXT: The intervention occurs at the University of Arizona College of Medicine – Phoenix during the required OBGYN clerkship, with the standardized patient and follow-up experiences occurring during the final week of the six-week clerkship. OUTCOME/LESSONS LEARNED: Comparing pre-and post-intervention surveys of medical students identified a significant rise in confidence both in their ability to identify and also support victims of sex trafficking. In reflective essays, students most often feel sad, disappointed, or helpless during the SP encounter, but they remain committed develop rapport, provide resources, and empower their patient. These findings suggest that this is an effective educational intervention to teach medical students about sex trafficking.

How Do Independent Language Learners Keep Going? The Role of Interest in Sustaining Motivation

This paper presents results of the first year of a four-year longitudinal study examining motivation for independent language learning among Japanese freshman learners of English at a university in Japan. The participants were enrolled in optional independent learning modules offered by the university’s self-access centre. The aim of the modules is to introduce learners to resources and strategies for learning and to give them the opportunity to create and implement a plan of independent study in the language area of their choice. Despite a busy academic and personal schedule, 145 learners managed to successfully complete the first eight-week optional module in semester 1 and 50 of those learners went on to complete the second optional module in semester 2. The authors analysed learners’ weekly reflective journals in order to investigate the factors that helped learners maintain their motivation to continue the modules. In addition, interviews were conducted with 9 participants. Findings indicate that interest played a significant role in maintaining motivation for independent study and this is discussed by drawing on a theoretical framework called the self-regulation of motivation (SRM) model (Sansone, 2008; Sansone &amp; Thoman, 2005).