Intensive Instruction Research Articles

Anatomy Education in Nigeria: An Empirical Study of Students' Knowledge and Perceptions on Training and Prospects Towards Meeting the Country's Need.

IntroductionAnatomy is currently a basic medical science bachelor program in Nigerian universities. The roles of anatomists in the Nigeria health, education and other relevant sectors are vaguely defined. Career prospects have been perceived to be very limited.Materials and MethodsThis study was a total population survey of all Nigerian private university students that were enrolled in the Anatomy programs. Structured questionnaires were distributed to the students after securing their written informed consent. Data were obtained about the structure of their training and the program, knowledge of career prospects, motivation, potential career paths and employment prospects, as well as general opinions of the program. The target population was estimated at 1000 [N=1000].ResultsA total of 902 [n=902] properly completed and returned questionnaires were considered suitable for analysis. The results showed that 55% of the respondents were female. Half of the respondents (50.8%) had a moderate interest in Anatomy as a career while others had an interest in alternative careers. Training was found to include intensive classroom teaching and laboratory work mainly in the Gross Anatomy and Histology. Hands-on training in forms of clinical, field and industrial experiences was limited. Furthermore, slightly more than half of the respondents (51.7%) had poor attitudes towards the bachelor’s degree in Anatomy. They also perceived their job or career prospects in Anatomy as poor, citing perceived unfavorable governmental policies and very limited professional opportunities in relevant sectors including health, research, education and the public as the major influencing factors.ConclusionThese results showed that the students had a moderate interest in pursuing a career in Anatomy. Their training was however limited in the aspects of practical and experiential learning. Their attitude was also negatively influenced by their perception of limited career prospects. Training was therefore robust in the cognitive domain but limited in psychomotor and affective. Curricular review and strategic restructuring of training methods in line with the competencies that are expected of the Anatomy program graduates would help.

Balancing growth and collegiality: reflections on the inaugural Rhetoric Society of America Summer Project at the University of Nevada, Reno

ABSTRACTThe 2019 Rhetoric Society of America Project on Power, Place, and Publics at the University of Nevada, Reno (RSA Project) served several objectives for its participants, organizers, and RSA. It was also an occasion to study the University of Nevada, Reno's Campus Master Plan and its impact on communities and students. It provided intensive instruction in field methods for those who attended the event. It was also a chance to experiment with a format that might ameliorate the pressure that growth has created for RSA. RSA's expansion since 2000 has begun to diversify the association and extend the subjects and methods of academic research in rhetoric. At the same time, this growth has made it difficult to create small, informal, and/or collaborative settings for intellectual growth. The inaugural RSA Project's focus on a common theme and shared encounters in the field recaptured the spirit that characterized RSA's past. In addition, the 2019 RSA Project in Reno set the stage for future projects that will retain the collaborative and intimate learning experience of the inaugural event.

Changing Education Paradigms: Training Transplant Fellows for High Stake Procedures

Living kidney donation is a unique operation, as healthy patients are placed at risks inherent with major surgery without physical benefit. The ethical implications associated with any morbidity make it a high-stakes procedure. Fellowships are faced with the dilemma of optimizing fellow training in this demanding procedure while providing safe outcomes to donors. The Laparoscopic Living Donor Nephrectomy (LDN) Workshop is a resource that can provide intense instruction to help bridge the training deficit. Our aim was to examine the course's effectiveness in improving fellows' skill and confidence related to implementing LDN into future practice. From 2017 to 2018, 36 abdominal transplant surgery fellows participated in a 2-day workshop consisting of live surgery observation, cadaver lab, and didactic sessions. Surveys were completed precourse, postcourse, and at 3-month postcourse follow-up. Preworkshop, 61% of participants reported less than 50% confidence in independent performance of LDN. Following workshop completion, 95% reported improved confidence. At 3-month follow-up, there was a 30% (p < 0.05) increase in median confidence level. Immediately following the course, 67% reported improved ability to analyze kidneys prior to donation, 74% changed the way donor candidates were evaluated, and 67% reported enhanced ability to risk stratify donors. Eighty-five percent felt it strengthened operative techniques with 70% implementing new diagnostic treatments and surgical strategies. Seventy percent of participants felt it improved their communication with colleagues and 67% had enhanced communication with patients. These trends were maintained at 3-month follow-up. These results indicated that the LDN Workshop improves confidence and increases fellows' skillset in a high-stakes procedure. The LDN Workshop is a useful adjunct to fellowship training to optimize successful, efficient, and safe performance of a demanding procedure in a uniquely healthy donor population.

Combined Teaching Methods of Technical Drawing in Shipbuilding Engineering

Combining the teaching practice and academic analysis, we explored and studied various teaching methods of Technical Drawing to stimulate students' interest in learning and to improve the quality of teaching. It mainly includes a good teacher-student relationship, a combination of various teaching methods, good first-lesson, intensive teaching and process evaluation. According to the characteristics of students and the teaching content, the teaching methods can be scientifically set up to achieve good teaching quality and training results. The initial application results are: use in combination with audio-visual equipment such as 3D images on a computer; perform physical models with a miniature scale from on-paper drawings and especially experience group activities during student practice hours. Through this study, at the Ho Chi Minh city University of Technology, VNU-HCM, faculty of Transportation Engineering, we have tried to find ways to alleviate the difficulties, stimulate students' interest in learning in two directions: 1) enrich the imagination of 3D space and 2) increase the introduction of the production knowledge in the most condensed way. The ultimate goal is to improve teaching efficiency in this subject. On the other hand, the products, models, created by students from the subject are also the good models for the next courses.

Історико-педагогічні особливості викладання іноземної мови в Радянському Союзі (50–80-ті роки хх століття)

One of the urgent problems of the modern education system is the problem of its compliance with the strategic tasks facing the country. The development of international relations of Ukraine, as an integral part of our global strategy, is impossible without extensive intercultural communications. At the same time, modern realities require the intensification of this sphere of education. Considering the mentioned material, it can be concluded that the formation of approaches and methods for learning a foreign language in the twentieth century was a long process. Accordingly, it enables a thorough study of the peculiarities of teaching and learning aviation English. Currently, vocational training of foreign languages in higher technical education institutions, in particular aviation, has become a priority at the current stage of globalization and internationalization of the educational process, and is reflected in state documents. The purpose of the article is to analyze the development of intensive foreign language teaching systems in Soviet Union practice. The main tasks: studying the development of teaching a foreign language in 50-80s; consideration of the evolution of teaching a foreign language in the USSR. The need to improve the quality of higher technical education in the 50s – 80s of the XX century. Contributed to the return of foreign languages in the curriculum of technical universities. Various aspects of the organizational orientation of teaching foreign languages were studied and as a result it was found out that throughout the Soviet period the content of higher professional education of a specialist was determined, first of all, by the needs of the state and only then by the demands of the individual himself. Later and nowadays in independend Ukraine the question is raised about the interests and comprehensive personal development of a person and a specialist. It becomes a very actual point to train a highly qualified multilaterally developed specialists.

СОДЕРЖАНИЕ ПРАКТИЧЕСКОГО КУРСА ГРАММАТИКИ РУССКОГО ЯЗЫКА ДЛЯ КИТАЙСКИХ СТУДЕНТОВ

The article discusses the role and place of grammar in the practical course of teaching Russian as a foreign language. It analyzes the difficulties faced by Chinese students in learning Russian and provides ways to overcome them. The article gives recommendations on reading and understanding the text content based on familiar lexical and grammatical material, and pays great attention to how Chinese students acquire the necessary level of communicative competence using intensive teaching method. The purpose of the article is to show how students learn Russian as a foreign language in the process of teaching a practical course in speech communication using grammatical material. The article uses the following materials and methods: vocabulary and phonetics combined with grammar, which are the building blocks that make it possible to form speech both orally and in writing. Authentic texts created in the conditions of natural speech communication, tables, and didactic games are used as text material for studying grammar. In the process of practical mastering Russian, foreign students solve problems of self-realization and disclosure of their creative potential and ability to communicate in Russian using correct grammatical forms. The methods of Russian grammar as a foreign language offered in the article help Chinese students not only to learn grammatical categories of Russian language, but also to get acquainted with some fragments of Russian culture through different language units, which open up a number of opportunities for them to positively perceive Russian culture and study difficult cases of Russian grammar.

An Investigation of Nurse Clinicians’ Opinions on Standardized Training Methods for Nurses

Objective: We try to explore new standardized training methods for nurses to further improve the standardized training system for nurse clinicians. Methods: Based on study of previous literature, we used self-designed questionnaires to investigate 262 nurse clinicians. Their opinions on through what training methods they most expect to receive the 25 standardized training contents and the common ways through which they acquire professional knowledge were collected. Results: Most nurses expect the 25 training contents for new nurses to be imparted through instruction of supervisors and intensive teaching mode; the nurses prefer diverisified training methods; they acquire professional nursing knowledge mainly through textbooks, lectures and training on special topics, internet, new media (WeChat, QQ or Official Accounts), literature database searching and other channels. There is significant difference in the number of nurses who acquire professional nursing knowledge through new media between new nurses, and middle and senior nurses (χ²=5.828, P=0.016). Conclusions: When giving standardized training for new nurses, we should choose appropriate training methods according to the training contents. Diversified training can meet different needs of different nurses. We encourage new standardized training mode combined with internet and new media to save training cost and improve training effect.

Application of Microlecture Combined with Flipped Classroom to the Teaching of Occupational Safety Protection for Probationer Nurses of Operating Room

Objective: We attempt to explore the effect of microlecture combined with flipped classroom on the teaching of occupational safety protection for probationer nurses of operating room to figure out an effective teaching method to improve probationer nurses’ occupational safety protection. Methods: We grouped probationer nurses who entered the department from March 2018 to March 2019. The first to fifth crews were grouped into the control group (61 nurses), and the sixth to tenth crews were grouped into the observation group (63 nurses). Theoretical assessment model: we tested the nurses using the same test paper at the first day they came to the department and the day before they left the department. Theoretical training model: at the end of the first week of practicing, the teaching group leader gave courses on occupational safety protection to the probationer nurses practicing in the operating room. The teaching method for control group was cramming intensive teaching mode while that for observation group was microlecture combined with flipped classroom in which problem-based group discussion was adopted. Two groups’ satisfaction with the course design was investigated after class. At the fourth week prior to the end of the practicing, we assessed two groups’ skill at conducting seven-step hand-washing method and dealing with sharp instrument injury and counted the occurrence of sharp instrument injury in probationer nurses. Results: Before training, there was no significant difference in the theoretical assessment results between control group and observation group (P>0.05). After training, observation group had better results in theoretical assessment and skill operation than control group with a significant difference (P<0.05). The occurrence of sharp instrument injury of the observation group was 7.9% (5/63) while that of the control group was 21.3% (13/61). There was a significant difference (P=0.035). What’s more, there was a significant difference in the satisfaction with course design between control group and observation group (χ2=51.697, P=0.000). Conclusions: Microlecture in combination with flipped classroom is able to promote internalization and absorption of theoretical knowledge of occupational safety protection so as to improve probationer nurses’ occupational safety protection knowledge and clinical skills. The teaching mode can also reduce the incidence of sharp instrument injury in probationer nurses and thus relieve probationer nurses’ fear of occupational injuries during clinical practice. As a result, the probationer nurses are more active in the theoretical training. Therefore, microlecture combined with flipped classroom is effective on teaching the student nurses of the operating room the occupational safety protection knowledge.

Spanish Language for Tourists: Language Training of Adult Learners in the Context of Intensification

Introduction. Analysis of existing traditional and intensive teaching methods as well as study of ways of its intensification allow the authors to define and integrate most effective methods corresponding to educational needs of a modern person. The article aims to present a model of teaching which allows for realizing a short-term language training of adults for a trip to Spanish- speaking countries. Materials and Methods. The methods of intensification for foreign language teaching targeted at adult learners with due account for their psychological peculiarities were used as material for the article. The creation of stressful situations in the Spanish language class allowed for definition of factors which encourage a more intensive acquisition of linguistic competence. The methods include psycho-andragogical diagnosis (a questionnaire survey for adult learners), experimental learning (the creation of a stressful situation in the class), the observation method (monitoring of psychological and emotional state of adults and the correction of applied stressors), statistical processing of experimental data and its interpretation. Results. The manual ”Español para los turistas”, developed by the authors, was used in the teaching of the Spanish language in the context of simulated stressful situations which triggered an increase in the motivational capacity of adult learners. Stimulation of stressful situations during the process of acquisition of linguistic competence by adult learners has become an integral tool in learning intensification. Discussion and Conclusion. Use of the created method in the teaching of the Spanish language, in the context of the tourist, allows one to meet existing requirements to modern student for quick and effective language training for tourism abroad. The offered model of intensification can be used in the life-long learning, notably for the training of adults in intercultural communication.

Teaching and learning L2 in the classroom: It's about time

AbstractOne of the challenges facing second and foreign language (L2) teachers and learners in primary and secondary school settings is the limited amount of time available. There is disagreement about how to meet this challenge. In this paper we argue against two ‘common sense’ recommendations for increasing instructional time – start as early as possible and use only the L2 (avoiding the use of the first language (L1)) in the classroom. We propose two better ways to increase the instructional time: provide periods of intensive instruction later in the curriculum and integrate the teaching of language and content. Studies in schools settings around the world have failed to find long-term advantages for an early start or exclusive use of the L2 in the classroom. Nevertheless, many language educators and policy makers continue to adopt these practices, basing their choice on their own intuitions and public opinion rather than on evidence from research.

The Application of Discourse Analysis in English Intensive Reading Teaching

&lt;p&gt;This paper takes the discourse analysis teaching method as the starting point, interprets the necessity of discourse analysis in the teaching of English intensive reading and discusses the specific implementation and application of discourse analysis in the teaching of English intensive reading from the perspective of discourse structure, in order to improve the overall reading level of students, cultivate their comprehensive ability of language use and improve the effect of English intensive reading teaching.&lt;/p&gt;

ESO-ESMO Masterclass in Clinical Oncology: Analysis and Evaluation of the Learning Self-Assessment Test.

Masterclass in Clinical Oncology (MCO) represents the "key educational event" of European School of Oncology's (ESO) teaching program. MCO in collaboration with European Society for Medical Oncology (ESMO) is a multidisciplinary and clinical oriented educational event offered mainly to young oncologists worldwide. It provides full immersion in oncology with clinical case presentations and a Learning Self-Assessment Test (LSAT).LSAT is consisting of 45 multiple choice questions on an electronic platform referring to the material taught during the MCO. Three questions related to their topics are requested in advance from each faculty member. The major intentions of LSAT are the following: (a) the learning reflection of the massive information given during 4-5days of intensive teaching and (b) to offer the opportunity to the participants to prepare themselves for their National Boards or for ESMO examination.In this article, we are analyzing and evaluating the results of LSAT from the ESO-ESMO Central European MCOs. We used the information of Central European MCOs for analysis due to the homogeneity of the available data. We assessed the level of participants' knowledge in relation to their oncology specialty or to their country of origin and the level of the quality of faculty teaching.

PESANTREN AS AN ALTERNATIVE EDUCATION: CASE STUDY ON MOTIVES OF STUDENTS' GUARDIANS IN THE ISLAMIC BOARDING SCHOOL UNIVERSITAS ISLAM INDONESIA

Pesantren, as an authentic educational institution initiated by Indonesian Muslims, provides parents aneffective alternative to educate their children. For years, pesantren has proven trusted in educating youthand establishing a standard in both general and religious educations. In this study, the researchers willdiscuss factors that motivate parents to entrust pesantren as the institution to educate their children. Thisstudy uses a qualitative descriptive approach. Data collection methods include observation, interviews, andthe results of relevant studies. After analyzing the data, the results indicate that there are two types ofmotives among parents. First is general motivation in placing children in pesantren, namely intrinsicmotivation which covers parents' ideals having a generation with the quality of faith and good moralconduct, forming morals, and building strong physical and mental. The other factor is extrinsic motivation,including intense, integrated, and comprehensive Islamic teaching, positive activities carried outcontinuously for 24 hours, and proper coaching methods. The two factors indicate that parents' motivationto entrust pesantren as an educational institution is relevant to current conditions in which the youngergeneration is prone to moral depravity

KEEPING OUR STUDENTS SAFE DURING SCHOOL CRISES

As educators and parents of children with disabilities, we recognize that students with significant disabilities benefit from research-based strategies to support the development of academic and social learning. We regularly use systematic instruction and behavior supports to provide day-to-day instruction, yet this same detailed planning is not always carried through to support these students in preparation for school crises. Whether a student with a significant disability is in a weather-related event such as a tornado or a larger crisis such as a school shooting, she or he likely needs intensive instruction with research-based strategies in order to survive. In this article, we discuss the critical issue of systematically inquiring about the specific needs of students with significant disabilities as they pertain to staying safe in school crises and introduce why and how to write an Individual Emergency and Lockdown Plan (IELP) for these students.

Key Aspects of Modernizing Public Health Doctoral Program at The University of Georgia

Abstract Structured Doctoral Program of Public Health has been modernized from “consultation” to combined “Multi-methods” teaching module at the University of Full PhD program consists of 180 ECTS, 3 years for the full-time, and maximum of 7 years for the part-time. The programme consists of 60 teaching and 120 ECTS Research component. Doctoral student, together with a supervisor, starts working on his/her dissertation from the 1st academic year/semester of enrollment Transition from “consultation” model to the “combined multi-methods” model advances the learning outcomes, straight research skills, internationalization, modern professional communication. PH PhD Program aims to prepare a public health researcher who will be able to identify and solve public health issue/problem, produce the best evidence possible and make an evidence-based decisions, create a novelty, and expand the knowledge borders of public health. Self-administrated semi-structured questionnaire were used: How much “consultation” model is effective? What kind of skills are is necessary for scientific carrier?Focus-group discussion was conducted with PhD program graduates. Questions discussed: How you applied acquired skills and knowledge to your work/practice?In focus group discussion employers were asked to discuss what skills and knowledge they are requiring from the employees, if they are considering involvement of local and International experts in teaching process. 98 % of questionnaire students underline the Combined multy- methods with intensive theoretical and practical teaching with international activities. The deep knowledge of scientific methods and project writing skills are very important. Results of researches must be presented at the international scientific conferences and published. Research methods course was improved (amounts of credits was increased 2 times).The frame of teaching is Combined multy-methods with internationalization involvement and with intensive timeline. Key messages The learning process consist of Combined multy-method, with deep research methods and internationalization activities. The elements of Research component starts from the 1st semester. Result Internationalization.

Current Issues of Creating Educational Material for Intensive Teaching to the Uzbek Language of Foreigners

Every year the interest in the study of the Uzbek language and Uzbek literature is increased in the world. Nowadays, e-learning materials containing a multimedia textbook, a multilingual dictionary, audio of conversational phrasebooks and a glossary of the non-equivalent national-cultural vocabulary of the modern literary Uzbek language are needed for students of the Uzbek language outside Uzbekistan. The authors propose new approaches to the creation of this electronic educational complex.

Learning while teaching: Student teachers’ reflections on their teaching practicum

Please fill up the following information accurately. (Please use Times New Roman, 12 pt. Learning while teaching: Student teachers’ reflections on their teaching practicum Teaching practicum of English language teachers has been the heart of many studies in the recent years. However, most of those studies focused on the graduates of teacher training programs. In Turkey, graduates of English Language and Literature (ELL) departments are also qualified to be an English teacher as long as they have a teaching certificate given by the universities after an intensive program called as pedagogical formation. This study focused on the teacher candidates, who are graduates of ELL programs. More specifically, it aimed to investigate what those teacher candidates think they have learned through their intensive and short teaching practicum experience and the challenges they have met. For this purpose, the study adopted qualitative research methodology and 8 participants took part in the study. The data were collected via reflective journals and semi-structured questionnaires and were analyzed through thematic content analysis. Results indicated that student teachers’ learning outcomes could be grouped under three themes such as pedagogical strategies, developing professional identity and developing positive feelings whereas the challenges could be grouped under four themes such as classroom management, time management, mixed ability classes and difficulties in using technology. Based on the findings, some recommendations were yielded. Information about Author(s)* Author 1 Author (Last name, First name) Koksal, Dincay Affiliated institution (University) Country Email address koksal.dincay@gmail.com Department & Rank Corresponding author (Yes/No) Write only one corresponding author. Author 2 Author (Last name, First name) Genc, Gulten Affiliated institution (University) Country Email address gulten.genc@inonu.edu.tr Department & Rank Corresponding author (Yes/No) Author 3 Author (Last name, First name) Affiliated institution (University) Country Email address Department & Rank Corresponding author (Yes/No) Author 4 Author (Last name, First name) Affiliated institution (University) Country Email address Department & Rank Corresponding author (Yes/No)

4035Impact of qualified nursing education on the care of heart failure patients in a regional physician network

Abstract Background The ESC guidelines on management of patients with heart failure support a multidisciplinary management program including intensive patient teaching and follow-up care. However, adequate information of patients with heart failure on their disease by the treating physician is often limited due to time restrictions. Aim This study evaluated the short and long-term impact of a structured education program by a qualified heart failure nurse on the patient's understanding of his disease and adherence to therapy. Methods 95 consecutive patients (67 male, mean age 66±11 years) hospitalized for heart failure symptoms were included in a structured education program. Each patient underwent an individual one hour teaching program by a qualified heart failure nurse who used structed teaching material. Patients were requested to respond to a questionnaire consisting of 15 questions 1 day before and 1 day after the teaching course as well as at a 6 months follow-up. The questionnaire included the nine questions of the European Heart Failure Self-Care Behaviour Scale (EHFSCB9-Scale) as well as 6 questions on the patient's knowledge about his disease. For each question the patient had to respond to a scale ranging from 1 point (complete disagreement) to 5 points (complete agreement). 6 months follow-up data were obtained by physicians providing the outpatients care and implemented into a password protected software offering all patient data within the local network consisting of the hospital and 4 regional outpatient cardiologists. Results Total self-care behavior and disease knowledge score improved from 48.3±10.1 points before teaching to 64.0±9.9 points after teaching (p&lt;0.001). Before teaching there were significant differences in the scores of individual questions ranging from 2.40±1.36 points on understanding of the own disease to 4.71±0.80 points on complete adherence to the medication protocol. After teaching there was a more homogenous score levels. Greatest gains on individual question scores could be obtained on “the patients understanding of the causes of his disease” (1.52±1.38 points), “the feeling of being completely informed about the disease” (1.44±1.23 points) and “daily weight control” (1.73±1.58 points). At 6-months follow-up total self-care behavior and disease knowledge score was 59.2±13.2 points (p=0.231 to immediately after teaching) in the 67% of patients with complete follow-up. In a logistic regression analyses no parameter could be defined which predicted a low knowledge score before teaching or an insufficient teaching effect. Conclusions A qualified nurse education program significantly improves self-care behavior and disease knowledge. The effect persists at 6 months follow-up. Improvements can be obtained in particular with regards to patients understanding of his disease causes and daily weight control. There are no patient characteristics which obviate the need for teaching or predict a low teaching effect. Acknowledgement/Funding Deutsche Stiftung für chronisch Kranke

PEMANFAATAN FONETIK ARTIKULATORIS UNTUK PENINGKATAN KEMAMPUAN PELAFALAN BAHASA SASAK ANAK DOWN SYNDROME RINGAN DI LOMBOK TIMUR

This research was aimed to improve Sasak pronunciation skill for mild down syndrome children in East Lombok through the use of articulatory phonetic with intensive teaching method.&#x0D; This study applied a classroom action research design which applies four steps namely planning, action, observation, and reflection. This research was conducted into one cycle by applying those four steps action research design. Analyzing data was done by describing the result of qualitative and quantitative data. The result of data analysis is presented into table and chart as well as is described into narrative sentences.&#x0D; In this research the improvement of students’ pronunciation skill in speaking Sasak language were proven by the result of qualitative data, such as the result of test, observation, taking note and also documentation. The use of articulatory phonetics has successfully improved the students’ pronunciation skill especially in pronouncing vowel sound, consonant sound and pronouncing word or phrase. The improvement of students’ speaking skill were also proven by the improvement of mean score between pretest, cycle I posttest and cycle II posttest. The mean score showed that the improvement from 54,40 % on pretest to 68,62 % and finally became 76,75 % on cycle II

A Descriptive Analysis of the Error Patterns Observed in the Fraction-Computation Solution Pathways of Students With and Without Learning Disabilities

Developing an understanding of fractions is critical as a significant predictor for the learning progression of advanced domains; however, students face significant challenges in learning fractions because of their unique properties. To systematically approach remediation, this study examined the common error patterns committed by middle-school students with and without learning disabilities in mathematics when solving fraction computations involving addition. Based on the logic that errors reflect meaningful misconceptions, errors associated in each solution stage established in a solution algorithm were analyzed. Findings provide instruction implications to develop practical guidelines for researchers, insights into a starting point of instruction when teaching students in diverse achievement levels, and an awareness about specific problematic areas requiring more intensive instruction and intervention. Careful consideration of errors associated within a solution pathway can maximize the efficacy of instructions. Future research directions, educational implications, and limitations are discussed.