Knowledge Test Questions Research Articles

Protocol for a hybrid effectiveness-implementation clinical trial evaluating video-assisted electronic consent vs standard consent for patients initiating and continuing haemodialysis in Australia (eConsent HD)

IntroductionCommunicating complex information about haemodialysis (HD) and ensuring it is well understood remains a challenge for clinicians. Informed consent is a high-impact checkpoint in augmenting patients’ decision awareness and engagement...

Measuring the Knowledge of Rural School Children on Nutrition Education in Bihar, India

This research study investigates the knowledge regarding nutrition education among rural school children in Bihar, India. The goal of the study is to evaluate the existing level of nutrition knowledge and comprehension among kids in rural regions and to pinpoint possible areas for development in nutrition education initiatives. The rural school students were subjected to an interview schedule. A sample of rural schoolchildren from different Bihar schools, ranging in age from 8 to 12, participated in the study. The environment was taken into consideration when choosing knowledge test questions. A 53-item knowledge test was put through a relevancy check with help from extension specialists, and 43 items were chosen for the test. Thirty extension workers from outside the research area pretested the 53 items. Item analysis evoking difficulty index, discrimination index, and point biserial correlation were conducted based on the results of the pretesting. Items with difficulty indices between 0.3 and 0.8, discrimination indices equal or above 0.3, and substantial point biserial correlation at the 5% level of significance were chosen. Utilising the split-half method, the test's reliability was calculated and determined to be 0.70. Ultimately, 18 questions were chosen for the final knowledge test given to rural schoolchildren. This knowledge test reveals a knowledge gap about nutrition and its significance for general health and well-being among Bihar's rural schoolchildren. Most kids showed little understanding of key nutrients, food groupings, and their nutritional value. Additionally, there was a paucity of knowledge regarding the long-term effects of improper eating patterns and inadequate nutrition.

Support for affirmative actions to increase inclusivity of intersex* persons at an Austrian medical university

BackgroundSince the ruling handed down by the Austrian Constitutional Court in 2018 intersex variation has been recognized under Austrian law as a “third sex”. In order to ensure that people with intersex variation are not discriminated against based on their group membership affirmative actions (i.e., proactive practices to avert discrimination) can be implemented. The current study explored whether students and employees at an Austrian medical university know about intersex variation. Furthermore, the study investigated what affirmative actions are practiced at the medical university to be inclusive for intersex persons and students’ and employees’ support for such affirmative actions.MethodsAll students and employees of a medical university in Austria were invited by e-mail to participate at the current study that included a self-constructed knowledge test on intersex variation with ten true-false questions. On five-point Likert scales participants reported for each of twelve listed affirmative actions whether they had seen a certain affirmative action at their university and how important they thought the implementation of an affirmative action was. Finally, participants’ gender, age, sexual orientation, highest level of education, and nationality was assessed. A cluster analysis was performed to determine groups of people with different degrees of support for affirmative actions for intersex persons.Results220 students (62% cisgender women, 38% cisgender men) and 200 employees (72% cisgender women, 28% cisgender men) participated. Participants responded correctly to three out of ten knowledge test questions. The cluster analysis revealed that participants could be clustered as heterosexual cisgender women (Cluster 1; 55%), heterosexual cisgender men (Cluster 2; 30%), or sexual minority cisgender women and men (Cluster 3; 15%). Sexual minority persons knew more about intersex variation than did heterosexual participants. On average, affirmative actions for the inclusivity of intersex people have not been encountered (M = 1.5, SD = 0.4) at the studied university. Participants, especially those in Cluster 3, believed that the listed actions are moderately important.ConclusionsAt the medical university many actions should be taken to increase inclusivity for intersex people. Increasing the knowledge of university staff and students concerning intersex might help increase their support for such actions.

Saudi Arabian Physical Therapists' Knowledge, Attitudes, and Clinical Practice in Diabetes Prevention and Management.

This study explores physical therapists' current knowledge, attitudes, and practice toward the management and prevention of diabetes in Saudi Arabia. A cross-sectional survey was distributed among physical therapists in Saudi Arabia. The questionnaire included several sections concerning their knowledge, attitude, and current practice toward diabetic management. A total of 301 physical therapists (32% female) participated in our study. The results suggest that only half of the participants agreed that diabetes management and prevention were within physical therapy's scope of service. However, approximately 30% of the participants did not regularly check or ask about the glucose levels of their patients with diabetes. Only 55% of the participants correctly answered the knowledge test questions. This study found that physical therapists in Saudi Arabia have a modest level of diabetes knowledge. The findings indicate that physical therapy educational programs should address diabetes management. Furthermore, continued education is required for current practicing physical therapists in Saudi Arabia.

Survey Consent to Administrative Data Linkage: Five Experiments on Wording and Format

Abstract To maximize the value of the data while minimizing respondent burden, survey data are increasingly linked to administrative records. Record linkage often requires the informed consent of survey respondents and failure to obtain consent reduces sample size and may lead to selection bias. Relatively little is known about how best to word and format consent requests in surveys. We conducted a series of experiments in a probability household panel and an online access panel to understand how various features of the design of the consent request can affect informed consent. We experimentally varied: (i) the readability of the consent request, (ii) placement of the consent request in the survey, (iii) consent as default versus the standard opt-in consent question, (iv) offering additional information, and (v) a priming treatment focusing on trust in the data holder. For each experiment, we examine the effects of the treatments on consent rates, objective understanding of the consent request (measured with knowledge test questions), subjective understanding (how well the respondent felt they understood the request), confidence in their decision, response times, and whether they read any of the additional information materials. We find that the default wording and offering additional information do not increase consent rates. Improving the readability of the consent question increases objective understanding but does not increase the consent rate. However, asking for consent early in the survey and priming respondents to consider their trust in the administrative data holder both increase consent rates without negatively affecting understanding of the request.

KNOWLEDGE ABOUT MONKEYPOX OF HANOI MEDICAL UNIVERSITY STUDENTS IN 2022 AND SOME RELATED FACTORS

Research objectives: Describe the knowledge of monkeypox among students ofHanoi Medical University in 2022; Analysis of some factors related to knowledge ofmonkeypox among students of Hanoi Medical University in 2022.Subjects and research methods: A cross-sectional descriptive study on students in9 majors from the first to the sixth year of Hanoi Medical University.Results: Out of 440 students, 26,4% passed, and 73,6% failed the monkeypoxknowledge test. Students mainly get information about Monkey Smallpox throughsocial networks and online information channels. Students answered “Do not know”about the monkeypox knowledge test questions with an average of 44%. There is astrong correlation between gender and field of study to medical student’s knowledgeabout monkeypox. Regarding gender, the knowledge rate achieved in men was4,725 times higher (95% CI: 3,01 - 7,41; p<0,001). Regarding subjects, students ofTraditional Medicine, Preventive Medicine, and Nursing have knowledge rates of3,64 times (95% CI: 1,59 - 8,35) and 5,89 times, respectively. 95% CI: 2,25 - 15,45),5,16 times (95% CI: 2,138 - 12,450) compared to general students (p<0,05).Conclusion: Knowledge about monkeypox among students of Hanoi MedicalUniversity participating in the survey is still deficient. Gender and discipline showedsignificant associations with student’s knowledge levels. The above results raise theurgency of improving knowledge about monkeypox in aluminum subjects.

PEMBELAJARAN DARING MENULIS TEKS EKSPOSISI PADA SISWA KELAS VIII DENGAN METODE DISCOVERY LEARNING BERBANTUAN MEDIA QUIZIZZ

Writing exposition text is still considered difficult by students, especially in today's online learning which is not face to face. The use of appropriate methods and media can be a solution in the online learning process by utilizing available applications. This study aims to determine student learning outcomes in online learning to write exposition text with discovery learning method assisted by Quizizz media and what difficulties students experience in writing exposition text; to find out students' responses to online learning to write exposition text using discovery learning method assisted by Quizizz media. The method used is descriptive qualitative method. Data collection techniques in the form of tests and questionnaires. The success of learning is seen from the results of the knowledge and skills test which shows the average value of both of them is 77.2 and has met the achievement indicators. The difficulty of the knowledge test questions with a score of 5 regarding the command shows the structure of the text of the exposition of the thesis section, while the difficulty of the skill questions with a score of 70 is in the rules of the reference word language. The results of a very good response during the learning process showed a percentage of 83%. Judging from student learning outcomes and student response results, the methods and media used can motivate students in online learning to write exposition text.

What Makes a Good Anatomy E‐module? A Quantitative and Qualitative Evaluation of Occupational Therapy Introductory Anatomy E‐modules

IntroductionThe Master of Occupational Therapy (MScOT) program at Western University attracts students from diverse backgrounds, including those from non‐science fields. As anatomical competency is essential for effective patient management and safe practice, students in this Master’s program are required to complete training in anatomy. However, past student feedback had indicated that those with no prior experience in anatomy struggled with basic anatomical concepts, as limited time is allotted to foundational anatomical knowledge in the first year of the curriculum. Therefore, four introductory anatomy e‐modules were developed to prepare students for the anatomical components of the program. Our previous pilot study in 2020 had described the design of e‐modules and quantitative results indicated that completion of the introductory e‐modules allowed first‐year MScOT students with minimal prior anatomy experience to gain baseline knowledge and draw level with students who have more anatomical experience. The current study, conducted on the 2021 cohort of first‐year MScOT students, shifts the focus to evaluating how multimedia design elements in the e‐modules foster or hinder students’ anatomy learning experience. The collection of qualitative data in this study aims to complement the quantitative results from our previous findings to provide a holistic understanding of how learning design shapes module effectiveness.MethodsThis study consists of two components. The quantitative portion assesses the effectiveness of the introductory e‐modules through the comparison of first‐year MScOT students’ knowledge test scores before and after completion of the e‐modules. The qualitative portion analyzes responses in an evaluation survey to identify emerging themes regarding multimedia module design through thematic and content analysis. Further analysis will group knowledge test questions by their associated module to examine the alignment between actual and students’ perceived effectiveness of multimedia elements incorporated into e‐modules in enhancing learning outcomes.ResultsPreliminary results indicate significant improvements in performance in the post‐test, consistent with our findings in the previous study. In the evaluation survey, the majority of participants rated the interactive yoga studio section in Module 1 and recurrent learning checks as the most effective multimedia elements that fostered learning. Conversely, the rapid pace of the narration and the busyness of slides were most commonly listed as elements that hindered learning.ConclusionThis study utilizes Mayer’s theory of multimedia learning in the development of e‐modules to identify multimedia design elements that students perceive to be beneficial for learning. Preliminary findings suggest the need to incorporate active learning elements in a virtual environment to enhance students’ anatomy learning experience. In addition, instructors should account for greater expectations from students regarding the quality of computer‐assisted technology compared to in‐person learning – such as optimal pacing and content – to reduce the extrinsic load and prevent hindrance of students’ learning.

PEMBELAJARAN MENULIS TEKS PROSEDUR PADA SISWA KELAS XI SMA DENGAN MENGGUNAKAN METODE DISCOVERY LEARNING BERBANTUAN APLIKASI SPARKOL VIDEOSCRIBE

Writing procedure texts is still considered normal and has not shown things that express students' creativity in developing ideas and ideas in a procedure text. The purpose of this study was to determine student responses, student learning outcomes and student difficulties in learning to write procedural texts using the discovery learning method assisted by the Sparkol Videoscribe application. The use of the sparkol videoscribe application or what we are familiar with the moving whiteboard is useful for writing procedural texts. The method used in this research is a qualitative descriptive method. Data collection techniques in the form of tests and questionnaires. The success of learning is seen from the results of the knowledge and skills test which shows the average value of both of them is 81.7 and has met the achievement indicators. The difficulty of knowledge test questions with a score of 11 regarding commands shows the structure of the procedure text in the steps section, while the difficulty of skills questions with a score of 64 is found in the language rules of persuasive statements. The results of the response were very good during the learning process by showing the percentage of 81%. Judging from student learning outcomes and the results of student responses, the methods and application of assistance used can improve students' learning to write procedural texts.

A survey on the impact of a pharmacovigilance practice training course for future doctors of Korean medicine on their knowledge, attitudes, and perception

Objectives: This study aimed to evaluate the impact of a training course on pharmacovigilance for future doctors of Korean medicine (DKM).Methods: In 2020, a pharmacovigilance training course was conducted for 57 senior students of a Korean medicine (KM) college, and its impact to the students were assessed in terms of the knowledge, attitudes, and perceptions of these students at three-time points: pre-training, post-training, and 4-6 months after the end of the training.Results: A total of 38 students completed the survey. The average score from the knowledge test increased significantly after training compared to prior to the training (5.47±2.140, 6.61±1.001, respectively, p<0.001) and was maintained until the final survey (6.61±1.220). The rate of correct answers to most of the knowledge test questions increased after the training but decreased in the final survey. In terms of attitudes, self-confidence in causality assessment (2.63±1.025, 4.58±0.826, p<0.001) and spontaneous reporting (2.08±1.050, 4.74±0.446, p<0.001) significantly increased after the training and then slightly decreased (3.92±1.171, 4.40±0.755). The perception level was high prior to the training, and this pattern was maintained throughout the study period. Students responded that pharmacovigilance education was necessary for DKM after training, and for the undergraduates of KM colleges.Conclusions: This study shows that this pharmacovigilance training course is effective for students majoring in KM but that retraining is required at least 6 months after the initial training. Further follow-up studies are needed to ensure that students actively participate in spontaneous reporting after graduation, and continuous education should be provided to graduates.

PEMBELAJARAN DARING MENULIS TEKS EKSPOSISI PADA SISWA KELAS VIII DENGAN METODE DISCOVERY LEARNING BERBANTUAN MEDIA QUIZIZZ

Writing exposition text is still considered difficult by students, especially in today's online learning which is not face to face. The use of appropriate methods and media can be a solution in the online learning process by utilizing available applications. This study aims to determine student learning outcomes in online learning to write exposition text with discovery learning method assisted by Quizizz media and what difficulties students experience in writing exposition text; to find out students' responses to online learning to write exposition text using discovery learning method assisted by Quizizz media. The method used is descriptive qualitative method. Data collection techniques in the form of tests and questionnaires. The success of learning is seen from the results of the knowledge and skills test which shows the average value of both of them is 77.2 and has met the achievement indicators. The difficulty of the knowledge test questions with a score of 5 regarding the command shows the structure of the text of the exposition of the thesis section, while the difficulty of the skill questions with a score of 70 is in the rules of the reference word language. The results of a very good response during the learning process showed a percentage of 83%. Judging from student learning outcomes and student response results, the methods and media used can motivate students in online learning to write exposition text.

Dissemination of test instruments as product of the development research to measure the problem-solving ability of class X students by online in the pandemic period

Assessment of online problem-solving abilities that are integrated on knowledge test questions to measure the cognitive aspects of students is very necessary during a pandemic. This study aims to disseminate test instruments, to measure students’ problem-solving abilities. This research uses descriptive quantitative method, with the design of test instrument preparation, the implementation of test, and the data analysis of test result. The research subjects were students of class X, totaling 75 students. Data collection was carried out by tests and questionnaire sheets. Data analysis used the IRT Rasch model to estimate separation item reliability, item fit, wright map, item measure, person fit, person measure and DIF items. The results showed the profile of students’ problem-solving abilities with sufficient criteria was 97% namely 73 of 75 students, with 16% classical completeness, namely 12 of 75 students. The results of the item analysis using the Rasch model showed the overall reliability of the test was 0.73, a good criterion. The results of the student response questionnaire recapitulation were as many as 95% of students gave positive responses to the developed test instruments. This test instrument is able to measure students’ problem-solving abilities and can help implement learning outcomes tests during a pandemic.

Supplementing the Subinternship: Effect of E-Learning Modules on Subintern Knowledge and Confidence

Supplementing the Subinternship: Effect of E-Learning Modules on Subintern Knowledge and Confidence

PENGARUH PEMBELAJARAN TIME TOKEN DILENGKAPI LEMBAR KERJA TERHADAP KOMPETENSI BELAJAR MAHASISWA DI APIKES IRIS PADANG

PENGARUH PEMBELAJARAN TIME TOKEN DILENGKAPI LEMBAR KERJA TERHADAP KOMPETENSI BELAJAR MAHASISWA DI APIKES IRIS PADANG

Developing and Assessing Erp Competencies: Basic and Complex Knowledge

This research studies the influence of individual knowledge mastery of competency task performance of Enterprise Resource Planning (ERP) learners. The research design involved the assessment of participants' ERP competency, each of whom participated in four games of a computer-based simulation, ERPsim. ERP knowledge was assessed using a validated questionnaire, which included questions with different complexity levels. Results indicate that although reported student grade point average is not a predictor of ERP competency, ERP knowledge mastery (particularly complex knowledge) does predict ERP competence. While mastering basic ERP knowledge does not predict the competency of the participants, these results can provide useful guidelines with respect to teaching and assessment practices, as well as the development of ERP curricula. To effectively prepare learners to be able to perform in authentic learning contexts, instructors could emphasize the mastery of complex knowledge and consequently use complex knowledge test questions as a component of the instruction.

Teacher Attitudes Towards Students Who Exhibit ADHD-Type Behaviours

Attention-deficit/hyperactivity disorder, its diagnosis and its treatment have been controversial since the 1970s (Kean, 2012), with opinions differing with respect to the diagnostic process, whether it in fact exists, or if it is an excuse for poor parenting and teaching (Maras, Redmayne, Hall, Braithwaite, & Prior, 1997). There are currently few studies that directly examine demographic characteristics as an indicator of teacher knowledge of ADHD and their attitudes towards ADHD-type behaviours. In this pilot study of teachers in Sydney public schools, we examined teacher knowledge about ADHD, their attitudes towards students who exhibit behaviours associated with ADHD, and the impact of demographic characteristics on their opinions and attitudes. We set out to discover the levels of overall knowledge teachers possess regarding ADHD, the attitudes teachers hold towards ADHD and its associated inattentive/hyperactive behaviours, and if any demographic characteristics can predict these attitudes.Exploratory factor analysis and multiple regression analysis were performed to establish the existence of groups of variables with respect to teacher knowledge of ADHD and teacher attitudes towards ADHD-type behaviours and any demographic predictors of teacher attitudes. Analysis showed that, overall, teachers exhibit an adequate (50–85% correct responses to knowledge test questions) knowledge of ADHD, but less sound knowledge in some areas than others, for example, aetiology. Analysis also demonstrated that there are some significant demographic predictors of teacher attitudes; however, further research is needed to verify these preliminary findings.

Positive impact of integrating histology and physiology teaching at a medical school in China.

To modernize its stagnant, traditional curriculum and pedagogy, the Medical School of Wuhan University in China adopted (with modifications) the University of Chicago's medical curriculum model. The reform effort in basic sciences was integrating histology and physiology into one course, increasing the two subjects' connection to clinical medicine, and applying new pedagogies and assessment methods. This study assessed the results of the reform by comparing the attitudes and academic achievements of students in the reform curriculum (n = 41) and their traditional curriculum peers (n = 182). An attitude survey was conducted to obtain students' views of their respective histology and physiology instruction. Survey items covered lectures, laboratory teaching, case analyses and small-group case discussions, assessment of students, and overall quality of the courses and instruction. A knowledge test consisting of questions from three sources was given to measure students' mastery of topics that they had learned. Results showed that reform curriculum students were rather satisfied with their course and new teaching methods in most cases. When these students' attitudes were compared with those of their traditional curriculum peers, several significant differences favoring the reform were identified regarding physiology teaching. No other significant difference was found for physiology or histology teaching. Reform curriculum students outperformed their peers on four of five subcategories of the knowledge test questions. These findings support the benefits of integration and state-of-the-art teaching methods. Our study may offer lessons to medical schools in China and other countries whose medical education is in need of change.

Medicare beneficiary knowledge of the Part D program and its relationship with voluntary enrollment.

The 2003 Medicare Modernization Act established the Part D drug benefit in 2006. Because the benefit involves a voluntary enrollment process with numerous plan options, there has been concern about whether beneficiaries have adequate knowledge of the program, but research on this issue has been limited. To examine Medicare beneficiary knowledge of the Part D program and estimate how knowledge affected voluntary enrollment decisions at the program's outset. We linked data from the 2005 Medicare Current Beneficiary Survey with CMS administrative data regarding beneficiary 2006 drug coverage and market characteristics. We estimated a multivariate logistic regression model to explore the relationship between Part D knowledge and beneficiaries' voluntary enrollment in a Part D plan. At the inception of the Medicare Part D benefit, no single knowledge test question was correctly answered by more than three-fourths of beneficiaries. Correct responses to five knowledge test questions were positively associated with enrollment: "everyone has plan choices" (adjusted odds ratio = 1.4); "plans can change costs once per year" (aOR = 1.2); "beneficiaries must use plan pharmacies" (aOR = 1.5); "beneficiaries must pay a penalty if they enroll late" (aOR = 1.3); "assistance is available for low income beneficiaries" (aOR = 1.2). Beneficiary understanding of the Part D program in early 2006 was limited. Beneficiary knowledge of Part D program details was associated with enrollment in Medicare Part D. Efforts to educate Medicare beneficiaries about Part D may improve rates of prescription drug coverage.

Salience of guilty knowledge test items affects accuracy in realistic mock crimes

A Guilty Knowledge Test measuring electrodermal reactions was carried out in order to investigate the quality of different questions and the validity of the test in a situation that resembled a true crime. Fifty participants were randomly assigned to commit one of two realistic mock crimes, and were later tested with GKTs concerning both the crime they had enacted and the one they had no knowledge of. Different scoring systems (SCRs and peak amplitudes as well as raw and standardised scores) were employed and compared when analyzing the results. Although there were some false positives, the test was able to differentiate between the groups of guilty and innocent participants. With the best scoring systems, the test was able to classify up to 84% of the innocent and up to 76% of the guilty correctly according to a logistic regression analysis. ROC areas reflecting these same results reached values above .80. Questions on matters that demanded the participants' attention and were easier to remember had better discriminative power. With nearly all scoring methods, there was a significant interaction between the salience of the relevant items and the guilt of the participants. Participants reacted more strongly to salient relevant items when they were guilty, while no different reactions were observed for the non-salient items between guilty and innocent participants. It is suggested that, although the Guilty Knowledge Test appears to be a valid measure of guilty knowledge even in crimes that are close to real crimes, the principles on which guilty knowledge test questions are constructed should be more clearly specified.