Innovative Educational Tool Research Articles

Video-based Coaching: Current Status and Role in Surgical Practice, Part II- Practical Implementation and Risk Mitigation from the Society for Surgery of the Alimentary Tract, Health Care Quality and Outcomes Committee

IntroductionVideo-based surgical coaching is gaining traction within the surgical community. It has an increasing adoption rate and growing recognition of its utility, especially an advanced continuous professional growth tool, for continued educational purposes. This method offers instructional flexibility in real-time remote settings and asynchronous feedback scenarios. In our first paper, we delineated fundamental principles for video-based coaching, emphasizing the customization of feedback to suit individual surgeon’s needs. MethodIn this second part of the series, we review into practical applications of video-based coaching, focusing on quality improvements in a team-based setting, such as the trauma bay. Additionally, we address the potential risks associated with surgical video recording, storage, and distribution, particularly regarding medicolegal aspects. We propose a comprehensive framework to facilitate the implementation of video coaching within individual healthcare institutions. ResultsOur paper examines the legal and ethical framework and explores the potential benefits and challenges, offering insights into the real-world implications of this educational approach. ConclusionThis paper contributes to the discourse on integrating video-based coaching into continuous professional development. It aims to facilitate informed decision-making in healthcare institutions, considering the adoption of this innovative educational quality tool.

Basic Electricity and Electronics Subjects using Canva as a Learning Medium

In today's ever-evolving educational landscape, the integration of innovative teaching methods and tools is essential to engage and educate students effectively. This research delves into the feasibility of employing Canva as a learning medium in Basic Electricity and Electronics courses, aiming to enhance the learning experience in these critical subjects. The study employed a structured questionnaire as its primary research instrument, targeting a diverse group of participants, including subject matter experts, educators, and students. The research focused on evaluating Canva's validity, reliability, and practicality within the context of pedagogy. The validation process, conducted by experts and educators, yielded an average validation score of 0.83, comfortably exceeding the established validity threshold (≥ 0.667). This substantiates Canva's categorization as a valid instructional medium for Basic Electricity and Electronics. The assessment of media reliability, measured using Cronbach's Alpha, produced a commendable score of 0.731, demonstrating high reliability. This underscores Canva's consistency as a valuable learning resource. Furthermore, practicality assessments by both teachers and students resulted in average scores of 90% and 86%, respectively. These scores affirm Canva's high practicality, making it a well-received and user-friendly tool in both teaching and learning contexts. In conclusion, this comprehensive evaluation highlights Canva as a suitable and effective addition to the Basic Electricity and Electronics curriculum. Its successful implementation represents a novel approach to enhancing engagement and comprehension among students in these subjects. The research contributes to the broader discourse on innovative pedagogical strategies and their potential to transform science and technology education. The findings support the notion that Canva serves as a valuable tool for educators seeking to create a dynamic and interactive learning environment in the realm of Basic Electricity and Electronics.

The Pussyhat Project: How Designer Respond to the Current State of the World in a Responsible Way.

In the digital age, the internet has become a powerful catalyst for raising awareness about pressing social issues, sparking grassroots movements for positive change. This phenomenon has seamlessly intertwined with the realm of design, which is now intricately linked with these revolutionary social initiatives. The pervasive influence of visual symbols, amplified by the internet, has led both governments and the general populace to recognize their potential as potent tools for future public endeavors. This paper meticulously explores the intricate tapestry of gender inequality within women's communities, delving deep into the symbiotic relationship between visual designs, social media communities, and political engagement. Conventional modes of activism have lost their resonance in the contemporary landscape; instead, designers have emerged as pivotal agents of change, redefining existing systems and inspiring future civic participation. By examining a craftivism case study, this paper illuminates visual design symbols as innovative educational tools in the age of connectivity, especially concerning gender education. It not only offers profound insights into the intricacies of designing spaces that facilitate active engagement in cyberspace but also presents a visionary designer manifesto. This manifesto serves as a profound reflection on the contemporary world while outlining the future of design practice, transforming designers into proactive activists and educators. Within these thought-provoking discussions, this paper underscores the transformative potential inherent in active engagement. It underscores the crucial role of designers in shaping a more equitable society and leaves an indelible impression, highlighting the profound impact of design in fostering civic participation and paving the way for a inclusive future.

Developing STEM-Based PowToon Animation Videos to Enhance Critical Thinking Skills in Elementary School Students

This article examines the utilization of the PowToon animated film, integrated with the STEM (Science, Technology, Engineering, and Mathematics) approach, in enhancing the critical thinking skills of primary school students. Employing the ADDIE model methodology, this research involved 20 students as its subjects. Data collection techniques included observation, questionnaires, and evaluation of critical thinking skills. During the analysis phase, expert validation served as the foundational consideration, and the results of the students' critical thinking skills test were subsequently analyzed comparatively. The findings revealed that the PowToon animation with the STEM approach received positive feedback from experts, with scores of 92.50% from subject matter specialists, 89.50% from media experts, and 91.00% from linguistic authorities. When the topics of temperature and heat were presented through this animation, a significant improvement in the students' critical thinking abilities was observed. In conclusion, the STEM-based PowToon animation demonstrates its potential as an innovative and effective educational tool.

P-268 An innovative interactive case-based online education tool significantly increases knowledge and competence of clinicians managing triple-class refractory multiple myeloma

P-268 An innovative interactive case-based online education tool significantly increases knowledge and competence of clinicians managing triple-class refractory multiple myeloma

The Infusion of Gamification in Promoting Chemical Engineering Laboratory Classes

Active learning strategies are increasingly implemented in chemical engineering education, yet challenges persist in stimulating student participation and motivation. The rigorous demands placed on students in this field, from complex practical requirements to extensive programming and computational skills, underscore the need for innovative educational tools. Gamification emerges as a pivotal instrument in this context, fostering active student engagement, enhancing practical application of knowledge, increasing motivation, and providing a more precise assessment of student comprehension. These educational games serve as a powerful adjunct to traditional teaching strategies, equipping students with necessary skills for their future careers in the field. These games include laboratory course games, process simulators, games used in foundational courses, and those centered around reaction kinetics. This entry primarily investigates the various games employed to bolster student learning during chemical engineering laboratory courses. A thorough analysis is conducted on the survey of existing games used specifically in chemical engineering labs. The gamut of games discussed includes escape games, along with Virtual Reality (VR) and Augmented Reality (AR) games, all aiming to enhance laboratory experiences in areas such as fluid mechanics, organic reactions, and process control. This entry concludes by examining the prospective trajectory of gamification in chemical engineering labs, offering insights into future potential and advancements in this innovative educational approach.

WORDY WORDY CARD FOR AN INNOVATIVE TEACHING METHOD FOR LEARNING ENGLISH

The foundation of learning a new language is vocabulary. Teaching vocabulary has been done in conjunction with teaching other language skills. Due to their little language knowledge, students continue to have trouble speaking. Meanwhile, senior high school students must get ready for either further education or the realm of industrial job. To address this issue, innovative teaching strategies in English are required. In this study, How Wordy card games can be used as innovative teaching tools to help kids in senior high school develop their vocabulary. Students in classes X, XI, and XII at SMK TI Bali Global Denpasar and SMK Negeri 2 Denpasar are the data sources. Techniques for gathering data that involve both direct observation and interviews. Data are analyzed using a descriptive qualitative approach, and they are then presented in a narrative format. The R&D procedures were modified from Borg and Gall's (1983) ten-cycle method of creating wordy cards. This study created a special card game that can be played at all educational levels and is particularly beneficial to teachers in their vocabulary instruction.

Evaluating medical undergraduates' and dermatology faculty members' perception of using three-dimensional images as part of dermatology education in a time of COVID-19: a mixed-methods study.

The coronavirus-19 pandemic has impacted the delivery of medical education in dermatology, leading to decreased patient contact. There arose a need to pioneer innovative teaching tools to augment current methods for now and beyond the pandemic. We aimed to assess the utility of three-dimensional (3D) images in the learning and teaching of dermatology by analysing the perceptions of medical undergraduates and faculty members in a qualitative and quantitative study. Medical undergraduates (n = 119) and dermatology faculty members (n = 20) were recruited on a voluntary basis to watch a showcase session using a portable 3D imaging system allowing 3D images of skin lesions to be examined and digitally manipulated. After the session, participants filled in an anonymous questionnaire evaluating their perceptions. Of the 119 learners, most (> 84%) strongly agreed/agreed that (i) they would have more confidence in the field of dermatology; (ii) their ability to describe skin lesions would increase; (iii) their understanding of common dermatological conditions would increase; (iv) 3D images allow a greater approximation to real-life encounters than 2D images; and (v) learning with this modality would be useful. Of the 20 faculty members, most (> 84%) strongly agreed/agreed that (i) it is easier to teach with the aid of 3D images, and (ii) they would want access to 3D images during teaching sessions. Skin tumours were perceived to be learnt best via this modality in terms of showcasing topography (P < 0.01) and close approximation to real-life (P < 0.001). Overall, thematic analysis from qualitative analysis revealed that conditions learnt better with 3D images were those with surface changes and characteristic topography. Our results show that the greatest utility of 3D images lies in conditions where lesions have skin surface changes in the form of protrusions or depressions, such as in skin tumours or ulcers. As such, 3D images can be useful teaching tools in dermatology, especially in conditions where appreciation of surface changes and topography is important.

Impact of Virtual Reality on Pharmacology Education: A Pilot Study.

Introduction Virtual reality (VR) is a powerful tool in health professional education. It has been successfully implemented in various domains of education with positive learning outcomes. The three-dimensional (3D) visualization offered by VR can potentially be applied to learn complex pharmacology topics. This study aims to investigate whether VR technology can improve the learning of complex pharmacological concepts. Methods A VR learning module on cardiovascular drugs was developed using Kern's six-step framework. 32 medical students participated in the pilot study. Their pharmacology knowledge was assessed using pre- and post-intervention tests. Additionally, feedback from the participants were collected through a post-intervention survey that assessed learner satisfaction, ease of use, perceived usefulness, quality of visual elements, intention to use, and comfort level during the VR experience. Results Participants scored significantly higher in the post-intervention test than in the pre-intervention test (p <0.05). A majority of the participants (90%) were satisfied with the VR module, finding it easy to use, and time efficient. A minority of participants (15%) preferred a traditional learning format while some participants (20%) experienced discomfort in VR. Conclusion Our findings suggest that VR enhances pharmacology knowledge in medical students and is well-received as an innovative educational tool. By providing immersive 3D visualization of complex drug actions, VR has the potential to transform pharmacology education into an engaging and effective learning experience.

An online glaucoma educational course for patients to facilitate remote learning and patient empowerment

In both face-to-face and teleophthalmology glaucoma clinics, there are significant time constraints and limited resources available to educate the patient and their carers regarding the glaucoma condition. Glaucoma patients are...

Virtual Learning and Assessment in Rheumatology Fellowship Training: Objective Structured Clinical Examination Revisited.

With the onset of the COVID-19 pandemic, an annual multi-institutional face-to-face rheumatology objective structured clinical examination (ROSCE) was transformed into a virtual format. The educational goals of the virtual ROSCE (vROSCE) were to reproduce the educational value of the previous in-person ROSCE, providing a valuable formative assessment of rheumatology training activities encompassing the 6 Accreditation Council for Graduate Medical Education (ACGME) core competencies for fellows-in-training (FITs). This article describes the novel design, feasibility, and stakeholder value of a vROSCE. Through an established collaboration of 5 rheumatology fellowship training programs, in February 2021, a vROSCE was created and conducted using a Zoom platform. Station development included learning objectives, FIT instructions, faculty proctor instructions, and a checklist by which to provide structured formative feedback. An anonymous, optional web-based survey was sent to FIT participants to evaluate the experience. Twenty-three rheumatology FITs from 5 institutions successfully rotated through 6 stations in the vROSCE. Immediate feedback was given to each FIT using standardized rubrics structured around ACGME core competencies. A total of 65% of FITs (15 of 23) responded to the survey, and 93% of survey respondents agreed or strongly agreed that the vROSCE was a helpful educational activity and identified individualized opportunities for improvement. A vROSCE is an innovative, feasible, valuable, and well-received educational technology tool. The vROSCE enriched rheumatology FITs' education and offered collaborative learning experiences across institutions.

Integration of Game-Based Learning Approach as an Innovative Teaching Tool in Improving Students’ Academic Performance in English

Integration of Game-Based Learning Approach as an Innovative Teaching Tool in Improving Students’ Academic Performance in English

The Life Diabetes Conversation Map Improves Control of Diabetes Among the Elderly: Challenges and Modifications for the Indonesian Community - An Integrative Review

The number of people who have diabetes has been increasing rapidly. Diabetes is a chronic illness that requires continuous intervention to prevent long-term complications and lower the financial burden of treatments. In the elderly, diabetes is linked to higher mortality, reduced functionality, and increased risk of hospitalization. Educational tools that cater to the elderly need to be used to improve the quality and outcomes of patient education among those with diabetes. This paper discussed strategies for improvement using the Life Diabetes Conversation Map in diabetes self-management education among the elderly with diabetes. We conducted a non-systematic search to find evidence from online databases using the keywords: diabetes conversation map, diabetes education, and elderly. Then, we discussed and conducted an integrative review of the Life Diabetes Conversation Map based on how it works, and the benefits and the feasibility or challenges for the Indonesian community. Our findings suggested that the Diabetes Conversation Map was an innovative patient educational tool that used interactive group participation to empower people with diabetes to become actively involved in managing the disease. The maps are a series of pictorial guides through which people engage in discussion and share their beliefs and their experiences of living with diabetes which has many benefits. Challenges for the Indonesian community included needing further innovation for proper language and cultural adjustment and integration into the Public Health Centers’ activities as a primary health care service. Along with these activities, elders could join cooking activities or regular aerobic exercise.&#x0D; Keywords: self-management education, Diabetes conversation maps, public health center activity, elderly

Design and Build an Application for Introduction to Endemic Indonesian Flora and Fauna Based on Virtual Reality

Virtual Reality is a technology used in today's application development. Virtual Reality allows users to fully engage in a 3D visual environment and perform various activities. Indonesia has approximately 515 species that are threatened with extinction based on data on the IUCN website. The purpose of this research is to introduce rare biodiversity in Indonesia through a Virtual Reality-based application to reduce extinction rates. In the process of making applications, the authors use the SDLC (Software Development Life Cycle) Waterfall model, which is a software development model with organized and structured stages. SDLC Waterfall stages include needs analysis, planning or design, implementation, and testing, including 3D creation and integration with Unity3D. Testing is applied to the black box testing method. From the trials conducted, this application can run smoothly on computers and laptops with minimal specifications. The results of testing the application involving several respondents with an average percentage value of 87.67% are feasible and effective in making this application an educative media. This application is expected to increase public awareness about Indonesia's natural wealth as well as become an interesting and innovative educational tool.

Problem-based learning using e-module: Does it effect on student’s high order thinking and learning interest in studying geography?

High Order Thinking Skills (HOTS) are abilities that students in the 21st century must acquire. Problem-based learning is one of the learning models to improve high order thinking skills. E-module is an innovative teaching tools used in geography education. Geography is the main focus of education in the 21st century, especially related to environmental issues. This study aimed to determine the effect of PBL with e-module based on HOTS to student’s learning interest in studying geography. The research population consisted of second-year students (grade 11) of social class in SMAN 2 Semarang (Public Senior High School). This research used a factorial experimental design. The data was collected using a test measuring HOTS and a questionnaire measuring enthusiasm for learning geography. The data were analysed using statistics, including the normality test, the homogeneity test, and hypothesis testing with the T-test, linear regression, and two-way ANOVA. The results found that: 1) PBL with e-modules had a significant effect on HOTS; 2) student’s interest in studying geography had no significant effect on HOTS; 3) there was no effect between PBL and e-modules with student’s interest in studying geography on HOTS. The HOTS test results were unaffected by the increase or decrease in student’s interest. The HOTS is not influenced by student’s interest in studying geography, but rather by the actual learning; 4) the highest indicator of developing HOTS is the capacity for abstract thought; 5) students conclude that using e-modules in PBL can improve interest for solving environmental issues. The combination of e-module content with project-based learning motivates students to protect the environment.

Machine learning with task-technology fit theory factors for predicting students’ adoption in video-based learning

Nowadays, various innovative educational and instructional tools have been created to deliver learning material including video content. One of the important issues with video-based learning is to devise effective teaching strategies to ensure higher level of learning can be achieved by the students. Getting insight and predicting the students’ video-based learning adoption will help the educators. Thus, this study aims to examine the potential of using machine learning prediction models on video-based learning adoption in higher education institutions. Five machine learning algorithms were used to be empirically compared namely generalized linear model (GLM), random forest (RF), decision tree (DT), gradient boosted tree (GBT), and support vector machine (SVM). The performance of each machine learning algorithm in predicting the students’ learning adoption with video-based learning has been observed based on the attributes of task-technology fit theory. The findings indicated that the task-technology fit is useful in helping the machine learning algorithm to achieve high accuracy in the prediction of video-based learning adoption. The GBT is the best outperforming algorithm, followed with RF and SVM. This paper presents a fundamental research framework useful for helping educators and researchers to enhance student interest and retention on video-based learning.

A Virtual Reality Assessment of Teamwork in Laboratory Safety

A variety of strategies have been introduced to tackle the issue of laboratory safety in academic settings. These strategies include innovative educational tools as students transition from the classroom into the laboratory, the introduction of policies designed to protect the researchers in the laboratory environment, and the creation of teams of peers at the departmental level that focus on creating a culture of safety. We recently developed, as a training exercise, virtual reality (VR) modules that replicate the visual and auditory complexities of authentic research laboratories ( J. Chem. Educ. 2022, 99, 1982−1989). We have now used the VR environments to compare the relative abilities of individuals and of teams to identify laboratory hazards by quantifying several variables: time spent in the virtual environment, percentage of total hazards identified, percentage of hazards correctly characterized, number of attempts to identify hazards, and number of requests for assistance. In addition, an online survey was used to assess the perceptions of individual and team performances by the participants. Quantitative measures demonstrated the superior performances of teams versus that of individuals. Intriguingly, the smaller coefficient of variance associated with these metrics for teams (versus individuals) implies a group dynamic that suppresses outliers. Finally, results from the online survey reveal that the team format is perceived to be more effective than individuals in identifying hazards. However, team leaders were more subdued in their enthusiasm for the group format than were the members of their teams, which appears to be associated with subtle group dynamics.

Deploying SDG Knowledge to Foster Young People’s Critical Values: A Study on Social Trends about SDGs in an Educational Online Activity

Educational tasks for the development of competencies on the Sustainable Development Goals (SDGs) pose a challenge to educators due to the multidisciplinary and complex nature of these goals. It is necessary to develop innovative educational resources and tools that holistically account for this complexity and highlight the environmental and social components of these goals on an equal footing. A learning tool based on the serious games methodology, called BotBusters, is used to inoculate this type of knowledge and skills among young Europeans through a specific news verification activity. This game has been designed to collect interaction data (logs) and thus perform an analysis of players’ behavior, which allows us to understand their preferences and knowledge of the SDGs (specifically 3, 12, 13 and 15). The data collected yield interesting conclusions about the educational needs of young people in this field, showing their preferences for topics related to the environmental SDGs. This indicates that there is a need to promote awareness of the SDGs on social issues, especially those that require a more collective type of agreement and intervention.

Teachers' Perceptions of the Use of Technology and Innovative Educational Tools in Secondary EFL Moroccan Classrooms

Teachers' Perceptions of the Use of Technology and Innovative Educational Tools in Secondary EFL Moroccan Classrooms

Attention Deficit Hyperactivity Disorder in Medical Learners and Physicians and a Potentially Helpful Educational Tool.

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by functionally impairing levels of inattention and/or hyperactive-impulsive behavior. It affects 3% to 5% of adults. This perspective piece aims to highlight the occurrence of ADHD in medical learners and physicians, including its reported prevalence in these groups, why reported rates may reflect underestimates, consequences of untreated symptoms, and a potentially helpful innovative educational tool to assist these individuals with a critical aspect of medical training and practice. Despite recent attention being paid to concerning levels of depression, anxiety, and burnout in medical learners and physicians, comparatively little attention has been devoted to the occurrence of ADHD in these groups. Reported rates of ADHD in medical learners and physicians, though low compared to rates of other mental health conditions and compared to rates of ADHD in the general population, may represent underestimates for a variety of reasons. The consequences of untreated ADHD symptoms are likely numerous and significant for these groups. Research has shown that about half of adults with ADHD discontinue prescribed treatment (stimulant medication) over time due to lack of perceived effectiveness, highlighting the need for durable, effective interventions to help medical learners and physicians with ADHD during and after their training. An innovative educational tool to assist medical learners and physicians with ADHD with a critical facet of their training and practice - the reading of scientific articles - is proposed, including a description of the tool, rationale for its design, practical considerations around implementation, and proposed directions for future research. Untreated ADHD in medical learners and physicians may have numerous and significant consequences that can adversely impact training, practice, and ultimately patient care. These challenges warrant proper support for medical learners and physicians with ADHD via evidence-based treatments, program-based accommodations, and innovative educational tools.