Intensive Course Research Articles

Optimizing the virtual classroom: A case of intensive English course in the Next Normal

Due to the COVID-19 pandemic, online learning has automatically become a normal practice of the “Next Normal”. Intensive English is a compact three-week course offered to get first-year students ready for university study. Online learning was something new for both students and instructors. A key challenge in online learning was how to make virtual classroom as lively and interactive as possible. The aim of this study was thus to design an instructional program which integrated various technological tools and applications to optimize the virtual classroom. The 63 first-year students from two intact sections of Intensive English were used as participants of the study. A technology acceptance model (TAM) questionnaire (Davis, 1989; Hernandez, 2021) was adapted to assess the effectiveness of the instructional program. The results of the study revealed that all of the participants achieved the overall objective of the course and the target CEFR’s A2 level. They found their online learning experience rewarding. They were satisfied with this online learning experience and were willing to participate in similar online learning in the future. Additionally, recommendations for further research were discussed.

Rhythm Skill Copmarison Between University Students

The aim of this study is to examine the relationship between rhythm skills and some biomotor skills that may affect this skill of the students who regularly receive sports training. Therefore; 45 Medical Faculty and 33 Sport Sciences Faculty students who have been studying at the Higher Education Institution for at least 2 years participated in the study voluntarily. Rhythm skill test, balance test, standing long jump test, musical and physical intelligence tests were applied to the participants. As a result; it was determined that there was a significant difference between high tempo (132 bpm) rhythm skills in favor of the sports group. As a conclusions, it can be said that these differences will increase if there are more intensive courses on rhythm skills when the selection of students who will receive sports training and the content of their education are examined.

Empirical Assessment of the Long-Term Impact of an Embedded Systems Programming Requalification Programme

Digital transformation has increased the demand for skilled Information Technology (IT) professionals, to an extent that universities cannot satisfy it with newly graduated students. Furthermore, the economical downturn has created difficulties and scarcity of opportunities in other areas of activity. This combination of factors led to the need to consider requalification programmes that enable individuals with diverse specialisations and backgrounds to realign their careers to the IT area. This has led to the creation of many coding bootcamps, providing intensive full-time courses focused on unemployed people or unhappy with their jobs, and individuals seeking a career change. A multidisciplinary group of higher education teachers, in collaboration with several industry stakeholders, have designed and promoted an embedded systems programming course, using an intensive project-based learning approach comprising 6 months of daylong classes and a 9 months internship. Having finished two editions of the programme, a questionnaire was presented to the students that finished successfully, in order to evaluate the long-term benefits to graduates and companies. This paper presents a brief discussion of the programme organisation and pedagogical methodologies, as well as the results of the questionnaire, conducted following a Goal–Question–Metric (GQM) approach. The results demonstrate very positive outcomes, both for graduates and companies.

Digesting performance: An embodied-environmental approach to food pedagogy

Food and food systems are distinct from many other areas of study, in part because of the material, experiential, and affective elements they comprise. Teaching about food can therefore benefit from pedagogical approaches that acknowledge, account for, and activate intersubjectivity, emotions, and relationships to both physical space and food matter. A pedagogy of performance responds to these needs with both theoretical and practical tools, as well as an inherently systems-based perspective and opportunities for experiential and interdisciplinary learning. This article presents the processes and observed outcomes of an intensive food and performance course taught at Quest University Canada during the Fall of 2019. [Course Name] brought together critical discussions of food studies and performance texts, analysis of food-related performances and artworks, bodywork and affect exercises, and practical experience in performance creation. The result was an experiment in mixing discursive and embodied learning that raised and examined complex food issues, activated individual investment in these issues, and brought about student success and transformation.

Student Subjects in Research

Student Subjects in Research

Frontiers of Soviet Resettlements: Cultural Borders and Cross-Cultural Interaction between Russians and Chuvashes in the South Part of Kama Region in the 1920-1930s

The article is devoted to the analysis of ethno-social resettlement campaigns of the USSR of the second half of the 1920s. The implementation of these practices in the Volga Region led to major migrations and the formation of ethnic enclaves on the territory of Urals and Siberia. Basing on various sources and field materials, the article describes the situation in the Southern Prikamye after several thousand of the Chuvash people migrated to the places inhabited by Russian Old Believers. The sources allow to reconstruct complex processes of ethno-cultural interaction that formed new specific complexes of spiritual and material culture of the Chuvash people of Prikamye. The authors noted that the resettlement in the 1920s took place in the conditions of the destruction of the traditional life characteristics in the whole country, a change in ideological attitudes, a significant transformation of ethnocultural complexes. Under the conditions of migration, these factors contributed to a more intensive course of assimilation processes. At the same time, a significant number of Chuvash migrants encamped in one area at a distance from large settlements, as well as preservation of the rural character of the outposts contributed to the functioning of institutions for keeping the traditional way of legacy transmission.

STUDENTS’ PERCEPTION OF BLENDED ASYNCHRONOUS AND SYNCHRONOUS LEARNING IN AN ADVANCED SPANISH CONVERSATION CLASS

<p>This study examines students’ perception of blended asynchronous and synchronous learning in an advanced L2 Spanish conversation course that took place at a major-sized public university in the Unites States as an intensive 5-week summer course during the COVID-19 pandemic. Twenty students participated in a survey, which was comprised with open-ended questions about their overall perception about the online activities and learning, in addition to 51 five-point Likert scale questions about course design, course components, instructor feedback, and peer interactions and rapport. Findings indicate that most of students perceived that they have gained proficiency in speaking, listening, reading and writing, and they felt more comfortable and confident in communicating in Spanish. The activities that students perceived more helpful than others in enhancing communication skills in Spanish were both the semi-guided synchronous, unsupervised group conversations via Zoom and the asynchronous video reports and discussions, while the small group Zoom conversation activity was also perceived as the most enjoyable. Students’ overall positive perceptions and satisfaction about this blended course were achieved through a combination of several factors, such as the clarity of the course design and instructions, the right combination of asynchronous and synchronous online activities that provided students with enriched materials to learn as well as ample opportunities to practice Spanish, the interactions and support with peers that created a sense of learning community and connectedness, and the instructor’s timely and constant feedback, rapport, and social presence to motivate students to learn. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0994/a.php" alt="Hit counter" /></p>

Usability testing of intensive course mobile application using the usability scale system

The mobile intensive course (MIC) application version 2 is an application created to assist the learning process of the English intensive course. Measurement of the usability of the MIC version 2 application has never been done before, so the effectiveness, efficiency, and user satisfaction for this application have not been measured. In addition, usability measurement can be used as a reference for the level of user loyalty, whether including net promoters, passive users, or detractors. One of the usability measuring tools that are easy to use, the calculation is simple and can be used on a small sample, but still valid and reliable is the System Usability Scale (SUS). The purpose of this study was to test the usability of the MIC version 2 application to determine the quality of this application using the SUS questionnaire. This research was conducted in four steps, namely 1) piloting the MIC version 2 application to the respondents; 2) distributing SUS questionnaires to respondents to be filled out manually or online; 3) calculating the average SUS score; 4) analyzing the mean SUS score. This study involved 37 respondents consisting of students and lecturers of EIC. The results of this study indicate that the usability of the MIC version 2 application can be accepted by users with an average SUS score of 70.61 and get category C based on the CGS assessment. When viewed from the level of user loyalty, the average SUS score for this application only results in passive users. The average value of the contribution to learnability obtained is still low, which is 1.9 from the maximum value of 4. Improvements are needed in future applications in terms of application learnability, such as simplifying the appearance of features and functions in the application, thus allowing users to be more familiar with applications and potential as net promoters.

Implementation of the course Practice Teaching of the Japanese Language and Culture

Considering the global increase in the number of Japanese language learners, the need to establish educational institutions (primary, secondary, higher education, non-school education) for Japanese language learning also arose in Croatia and, subsequently, the necessity to foster a new generation of qualified teachers with sufficient theoretical and practical background in teaching Japanese as a foreign language. The purpose of this paper is to examine and describe the process of implementing the graduate course Practice Teaching of the Japanese Language and Culture, along with its challenges such as online classes due to the Covid-19 pandemic. The paper discusses the role of teachers as facilitators, the role of students as trainees and the role of learners, i.e. the participants of an intensive two-week Japanese language course, which is part of the abovementioned graduate course. Furthermore, the paper discusses the learner survey and the trainee self-evaluation report with respect to the improvement of their knowledge.

Course Review: Doctors Academy Basic Sciences and Clinical Application for the Membership of the Royal College of Surgeons Part A Course.

The Membership of the Royal College of Surgeons (MRCS part A and B) is a mandatory examination that is required by all trainees to enter the surgical speciality training programme in the United Kingdom. Students and clinicians alike often find it a struggle to succeed in passing these exams given the breadth and depth of knowledge required across a spectrum of surgical sciences. There are several factors contributing to success, including ethnic background, number of attempts, and medical school performance. Studies have also shown that a marker of success for Part B was influenced by the Part A performance. During the COVID-19 peak, the MRCS Part A written exam has had its format changed to an online exam reflecting the policy surrounding social distancing. Due to this, the pass mark has become more difficult to attain compared to traditional face-to-face settings. As such, many trainees are finding it more difficult to succeed in the exam, leading to more emphasis on more thorough preparation for exams. This can be in the form of courses, textbooks, and using more of the online question banks.The Basic Sciences and Clinical Application for MRCS A Course is organised by the Doctors Academy group and details an intensive and interactive three-day revision course held intermittently throughout the year in Cardiff, Wales multiple times a year. Delivered by an expert faculty, it aims to provide maximum preparation in the lead up to the MRCS Part A exam with emphasis on retaining high-yield knowledge and application of key exam revision techniques. We reviewed the post-course surveys from 2019 to 2021 and found that the majority of attendees found the course content to be excellent and relevant to the exams. These questions were a mandatory part of the course and reflect a variety of training grades from foundation to core training/speciality training (CT1/2 to ST1/2). Overall, candidates found that this course aided their exam preparation immensely and contributed to passing.

Влияние метода профессора Козявкина на функцию руки у детей с церебральным параличом

Актуальность. Нарушение функции руки является одним из факторов, которые больше всего ограничивают самообслуживание и выполнение повседневных действий пациентами с церебральным параличом (ЦП). В исследованиях последних лет продемонстрирована эффективность интенсивных многокомпонентных методов реабилитации для улучшения функции руки у детей с ЦП. Одним из таких методов является система интенсивной нейрофизиологической реабилитации, известная также как метод профессора Козявкина, — многокомпонентная система, объединяющая разносторонние вмешательства в один интенсивный курс. Целью этого исследования было оценить изменения функции руки у детей с ЦП после двухнедельного курса реабилитации по методу Козявкина. Материалы и методы. В исследовании принимали участие 32 пациента в возрасте 6–15 лет со спастическими формами ЦП (двустороннее поражение, I–III уровень по Системе классификации функции руки). Все пациенты проходили двухнедельный курс реабилитации по методу Козявкина. Лечение продолжалось до 5 часов в день и состояло из физической терапии, эрготерапии, биомеханической коррекции позвоночника, рефлексотерапии, мобилизации суставов, компьютерной игротерапии и других лечебных воздействий. Основным инструментом оценки был тест функции руки Джебсена — Тэйлора, а дополнительными — опросник ABILHAND-kids, тест «Кубики в коробке» и динамометрия кисти. Результаты. Статистически достоверное улучшение на 14,9 ± 38,0 секунды было обнаружено при выполнении теста Джебсена — Тэйлора для доминантной руки. Изменения теста «Кубики в коробке» также были статистически достоверными и составляли 2,0 ± 3,7 пункта для доминантной руки и 1,8 ± 2,8 пункта — для недоминантной. Сила руки не изменилась; увеличение оценки по опроснику ABILHAND-kids не было статистически достоверным. Выводы. После двухнедельного курса лечения по методу Козявкина у детей с церебральным параличом улучшились функции руки, в частности ловкость обеих рук и функционирование доминантной руки.

Analysis of learning styles in a laparoscopic technical skills course. Implications for surgical training

IntroductionLearning surgical techniques is a dynamic process. In the 1980s David Kolb described developed a learning model that enabled teaching styles to adapt for better learner outcomes. The aim of this study was to identify the Kolb learning styles of the participants in a laparoscopic technical skills course and to check see if there was any relationship with performance. MethodsAn observational descriptive study was conducted with 64 participants in an intensive course in which they performed laparoscopic manual intestinal anastomoses. All completed Kolb's inventory of learning styles. For each anastomosis, join quality was assessed and the performing time recorded. After that, they were analyzed through statistical studies. ResultsThe most frequent learning style was assimilating type (39.1%). No significant differences were observed between different learning styles and gender, professional category, the time taken or the quality of the anastomoses. ConclusionsAssimilating type was the most frequent Kolb learning style, with no differences observed between categories, age or gender. There is no relationship between the learning style of the participants and the results obtained in the course.

Long-Term Effects of Dexmedetomidine versus Propofol During the Implantation of a Neurostimulator-A Post-Trial Follow-Up Analysis.

ObjectiveThe success of neurostimulation depends partly on the amount of coverage of the neurostimulation-induced paresthesia of the painful area. This is often achieved by asking feedback from patients intraoperatively. If sedation analgesia is used, it is important that the patient is comfortable during sedation and easily arousable. If the patient is not well sedated or experiences residual effects of the sedation during testing, this can directly influence the ideal placement of the leads and indirectly the long-term effect of the treatment. It is our hypothesis that the quality of the sedation is directly coupled to the adequacy of lead placement and in this way in the result of the treatment. Dexmedetomidine is known for its easy production of arousable sedation. The aim of the present study was to compare the long-term effect of using dexmedetomidine versus propofol during the implantation of a neurostimulator.Materials and MethodsThis is a post-trial follow-up analysis of the DexMedPro cohort. The primary outcome was global perceived effect (GPE). The secondary outcomes were the course of pain intensity, the emotional and physical functioning at the time of follow-up, and the course of neurostimulation treatment. In this study, we used the patient satisfaction with sedation as a measure for sedation quality.ResultsRegarding the GPE, no statistically significant differences were found between the experimental groups in either subscale (ie, recovery (p=0.82) and satisfaction with the neurostimulation treatment at follow-up (p=0.06)). The same was found regarding the secondary parameters. A correlation was found between patient satisfaction with sedation during the lead implantation (side effects and procedural recall) and satisfaction at follow-up.ConclusionRegarding the long-term efficacy of neurostimulation treatment, no statistically significant differences were found between the dexmedetomidine and the propofol group. We observed a trend towards greater satisfaction with the neurostimulation treatment at follow-up in the dexmedetomidine group, compared to the propofol group.

Information Science Students’ Emotional Response to Copyright

Copyright intersects with every field of Library and Information Science (LIS) from archival and preservation practices to reference services and academic librarianship. However, copyright instruction is still lacking in many Information Science programs across the country ( Cross & Edwards, 2011 ; Schmidt & English, 2015 ). The sudden move to remote online education in the spring of 2020 due to a global pandemic highlighted the importance of understanding copyright exceptions and, especially, the power of fair use to quickly provide resources to a wide variety of patrons with novel needs. The need for accessible copyright education for all information professionals has never been stronger. However, engaging with copyright often provokes cognitive as well as affective uncertainty, likely due to the fear and anxiety that can come from the threat of serious financial and reputational consequences. Logically, it seems that librarians might feel less anxious about copyright if they had participated in formalized training about copyright focused on legal issues impacting library and information professionals. To understand this likely correlation, the researchers queried students using a qualitative survey both before and after taking an eight-week intensive copyright course that paired legal expertise with an everyday approach to material designed to demystify the law. Using phenomenographic methodology, the investigators asked their information science students how they attempt to answer copyright questions and how they feel about doing so. The results provide evidence supporting the need for more robust copyright education in schools of information science, as such training to help future librarians to feel more prepared to answer copyright questions and less anxious about intersections between copyright and their field of librarianship before they enter the workforce.

One Hospital's Response to the Institute of Medicine Report, “Dying in America”

BackgroundIn response to the Institute of Medicine (IOM) report, Dying in America, we undertook an institution wide effort to improve the experience of patients and families facing serious illness by engaging leadership and developing a program to promote the practice of generalist palliative care. MeasuresThe impact of the program was measured with process measures related to its’ three parts. InterventionWe developed a three-part generalist palliative care program that focuses on 1) instructional design, 2) advance care planning, and 3) engagement. OutcomesOver four years, the program trained 51 interprofessional clinicians in a two-week intensive palliative care course and 1,541 interprofessional clinicians in a 90–150 min skills-based training. Clinicians documented 15,791 serious illness conversations. Zoom community engagement sessions were attended by 411 live viewers, and subsequently, 1918 YouTube views. Additionally, we report on the impact of the COIVD-19 crisis on our efforts. Early in the pandemic, over two months, 464 interprofessional clinicians documented 5,168 conversations with patients. Conclusion/Lessons LearnedA broad based strategy resulted wide institutional engagement with serious illness care.

EP.TU.153Face to face teaching in the covid era: Basic Surgical Skill Development

AimsAccording to literature,newly qualified doctors are at risk of being unable to perform practical procedures safely. This has been exacerbated by the disruptions to training and education which the covid-19 pandemic has caused. This intensive course has been developed to improve basic surgical skills and improve confidence in simple wound closure, to mitigate these disruptions.MethodsCandidates attended a three-part course in small groups, where they learned hand ties, basic laparoscopic skills and wound closure on animal models. Self assessment data were collected pre and post workshop on a Likert scale. All data was assessed using basic descriptive analysis.ResultsData was collected from 13 participants (M:F, 5:8) at the level of foundation year 1(61.5%,n=8) and foundation year 2(38.5%,n=5). Only 38.5% (n = 5) had previous basic surgical skills training. Our delegates reported an improvement in the following surgical skills: suturing (n = 11, 84.6%), hand tying (n = 10, 76.9%), laparoscopic skills (n = 10, 76.9%). Overall 61.5% (n = 8) of our delegates reported an improvement in all three domains.ConclusionsParticipants reported limited exposure prior to this course despite successfully completing an undergraduate curriculum. Overall, participants' self-scores improved in all three taught surgical skills. We believe ourcourse is a practical and reproducible solution to help bridge training gaps, which can be safely conducted with social distancing measures.

Acute critical care course for interns to develop competence.

Background All medical graduates must know how to stabilize and manage critically ill patients. A 2-day intensive course, called the acute critical care course (ACCC), was conducted to train interns in technical and non-technical skills for managing a patient whose condition is deteriorating. This analysis aims to assess the feasibility and effectiveness of ACCC for interns. Methods We developed and conducted the ACCC to train interns. It included lectures and skill stations. Twenty-four interns participated in the course. Immediate, post-course, quantitative and qualitative feedback was taken online. Qualitative information was also collected verbally and later by email. These data were analysed both quantitatively and qualitatively. Thematic analysis was used to identify, analyse and report the patterns of responses and behaviour. Results The average score for the utility of the course was 4.7 and for the skill stations it was 4.6 on a scale of 5. The qualitative analysis of the feedback emphasized the need for the course before the clinical posting and more skill-based modules rather than lectures. The interactive style of teaching and training in communication using role-play was appreciated. Few suggestions to improve the course were provided. Conclusions Implementing the ACCC needed simulation, interactive discussions, role-play, modified Pendleton's feedback, and reflective exercise that form the basis of a range of educational principles. The blended learning set of objectives of ACCC were the pillars for this successful internship training programme.

Impact of frozen storage on oxidation changes of some components in goose meat

The objective of this study was to investigate the oxidation activity and lipid oxidation changes in breast (BM) and leg (LM) muscles from 17-wk-old female White Kołuda geese packaged in a vacuum, and stored in freezing conditions at −20°C. The geese were fed ad libitum during the experimental period (up to 17 wk) on the same complete feed. The samples of LM (n = 18) and BM (n = 18) from the right carcass were stored for 30, 90, 80, 270, and 365 d. Lipid oxidation was described by determining changes in: TBARS value expressing the amount of malondialdehyde (MDA), total antioxidant capacity (TAC) measured by DPPH and ABTS methods and total reduction potential (TRP) measured by FRAP method. Moreover, total heam pigments pigment (THP), relative concentration of myoglobin (Mb), oxymyoglobin (MbO2), and metmyoglobin (MMb) were determined in this study. Time of storage affected the TAC, TRP, TBARS, and the color stability of BM and LM. The THP concentration and Mb proportion decrease gradually during the 365 d of frozen storage, while the relative concentration of MMb increase in BM and LM. It was noted that the shares of MMb in both analyzed types of muscles stored for 365 d did not exceed 0.4. This value is considered to be the limit, after which the meat takes on an intense gray-brown color not accepted by the consumer. The oxidation processes occurring during frozen storage caused an increase of TBARS and a decrease of DPPH•, ABTS•+, FRAP values in both kinds of muscles. The amounts of TBARS during frozen storage of muscles did not exceed 2.0 mg MDA/kg of meat. A higher value of TBARS than 2.0 causes a lack of acceptance by consumers of the flavor profile. Based on the results concerning changes in the heam pigments, as well as changes related to the oxidation of lipids, we cannot unequivocally state in which types of muscles the changes had a more intense course.

Building capacity among health care librarians to teach evidence-based practice-an evaluation.

Objective:An innovative funding scheme for health care librarians to attend an intensive short course in teaching evidence-based practice was established in the West of England in 2016. This evaluation aims to understand the value of the scheme and the impact of the training opportunity for the librarians, establish an evidence base for continuing with the funding scheme, and inform the development of plans to build additional capacity among health care librarians to provide critical appraisal training.Methods:Seven librarians working in health care system settings were funded by the scheme between 2016 and 2018. Post-course feedback forms gathered initial views on course content and delivery, which informed the development of questions for the qualitative phase of the evaluation. All seven librarians participated in group discussions and individual interviews.Results:The course boosted confidence, provided valuable new skills, and positively impacted careers of the librarians through access to new opportunities. It inspired the development of new approaches to critical appraisal training. An important need was identified among the librarians for more education in teaching. Librarians funded by the scheme have successfully cascaded the training to their colleagues.Conclusion:This evaluation supports the continuation of the funding scheme to further build capacity among health care librarians to teach evidence-based practice. It suggests additional investment in this type of specialist training, as well as in education in teaching skills, would be beneficial for health care librarians. Evidence from this evaluation is informing new plans to support these professionals with the vital service they provide, which contributes to the evidence-based culture of their organizations and to patient outcomes.

Notícias

Notícias