Knowledge Test Scores Research Articles

Implementation and Assessment of a Curriculum for Renal Point of Care Ultrasound (POCUS) Training

Purpose: Renal ultrasound is a non-invasive method to assess for obstructive acute kidney injury (AKI). Point of care ultrasound (POCUS) has been shown to be a good screening tool for obstructive AKI, and with formal training, has high sensitivity and specificity. We aimed to evaluate the effectiveness and feasibility of integrating a novel renal POCUS curriculum into an existing two-week nephrology rotation for internal medicine residents. Methods: We enrolled internal medicine residents rotating on a two-week nephrology rotation between September 2022 and June 2023. Pre-recorded online lectures and a hands-on session on image acquisition were provided. Pre-and post-rotation confidence questionnaires and knowledge tests were collected. At the end of the rotation, participants were evaluated using a skills checklist. Evaluation for knowledge retention was assessed 6–12-months post-rotation with a post-survey and knowledge test. Results: Of the 16 residents that were enrolled, 12 residents completed pre- and post-rotation questionnaires and tests, and 15 residents completed the 6–12-month follow-up. The confidence level showed significant improvement post-test and at 6–12-month follow-up. Knowledge test scores showed a trend towards improvement that did not achieve statistical significance (pre- 6.0 [5.0-7.25], post- 6.5 [5.75-8.0], 6–12-months 7.0 [6.0-8.0] p=0.40). On the skills checklist, an average of 16.8 out of 18 steps were done correctly. Conclusion: Our study showed confidence improvement and a trend towards knowledge improvement after integrating a novel Renal POCUS curriculum into a nephrology rotation. Further iterative changes, such as deliberate practice, or practice with immediate feedback, should be considered.

A survey of the effect of an information-motivation-behavioral model-based intervention on university students’ osteoporosis knowledge, health beliefs, and self-efficacy

ABSTRACT This randomized controlled trial investigated the effectiveness of a Healthy Living Awareness Program for the Prevention of Osteoporosis based on the Information-Motivation-Behavioral Skills Model (HLAPPO-IMB) in university students [intervention group (n = 43), control group (n = 44)]. The intervention group completed the online training to prevent osteoporosis in the information stage of the IMB. In the motivation stage, the researchers texted (WhatsApp) the intervention group spot and reminder notifications concerning the prevention of osteoporosis. They also provided them with telephone counseling. In the final stage, the researchers evaluated whether the intervention group participants developed target behavioral skills. The intervention group had significantly higher mean posttest and follow-up Osteoporosis Knowledge Test scores than the control group (respectively, r = .519, r = .513, p < .001), indicating a large effect size in the posttest and follow-up test. There was no significant difference in pretest and follow-up Osteoporosis Health Belief Scale, Osteoporosis Self-Effective Scale, and International Physical Activity Questionnaire-Short Form scores between the groups (p > .05). The results showed that the HLAPPO-IMB helped the intervention group participants expand their knowledge of osteoporosis. However, it did not improve their self-efficacy in doing weight-bearing exercises, taking calcium, and engaging in physical activity.

Real-Time Collaborative Programming in Undergraduate Education: A Comprehensive Empirical Analysis of Its Impact on Knowledge, Behaviors, and Attitudes

Real-time collaborative programming (RCP), which allows multiple programmers to work concurrently on the same codebase with changes instantly visible to all participants, has garnered considerable popularity in higher education. Despite this trend, little work has rigorously examined how undergraduates engage in collaborative programming when using RCP. This study utilized a quasi-experimental design to investigate the impact of RCP on undergraduates’ programming knowledge and skills, behaviors, and attitudes toward collaboration. Eighty-two participants were randomly assigned to either the RCP group or the Traditional Collaborative Programming (TCP) group. The data analysis yielded noteworthy findings. First, RCP significantly improved learners’ problem-solving skills and led to higher knowledge test scores compared to TCP. Second, there were no significant differences in attitudes toward collaboration between the two groups. Third, analysis of programming behaviors indicated that the RCP group exhibited more efficient coding practices, including producing a greater volume of code and executing it more successfully. Additionally, the RCP group’s code-testing activities were predominantly concentrated at the first half of the class sessions. Based on the empirical research results, three major pedagogical implications were proposed. These findings highlight the benefits of integrating RCP into programming education and suggest avenues for future research into collaborative learning dynamics.

Spatial thinking skills used by hydrogeology practitioners and students while completing a hydrogeology task

AbstractA typical classroom exercise in hydrogeology is to develop a conceptual model of a contaminated site, identify groundwater flow direction(s), and predict the location and mass of a contaminant plume. This requires knowledge of key hydrogeological concepts and is highly visuospatial in nature. Among multiple discrete spatial thinking skills identified by cognitive science, the combination of visual penetrative ability and working in multiple frames of reference were identified to significantly predict performance on a hydrogeology task and showed that together with hydrogeology knowledge, these spatial thinking skills account for 49% of the variability on task performance. Seventy-two hydrogeology practitioners and students with varying levels of expertise were administered multiple spatial thinking tests and an assessment of hydrogeology knowledge before completing a hydrogeology task that was developed for the study. Using spatial thinking and knowledge test scores as predictor variables, a hierarchical regression analysis was conducted with performance on the hydrogeology task as the outcome variable. The resulting model predicts that at low levels of hydrogeology knowledge, the identified spatial thinking skills account for more than a 25% difference on the hydrogeology task. This study provides empirical evidence that visual penetrative ability and working in multiple frames of reference are important skills in hydrogeology; thus, instructors are encouraged to recognize that underdeveloped spatial thinking skills could present hurdles for students and that targeted spatial thinking training may yield positive results for both weak and strong spatial thinkers.

How Prepared are Ethiopian English Teachers to Teach Early Grade Reading?

Purpose. This paper examines how prepared Ethiopian public primary school English teachers are to teach early grade reading. Methodology. A descriptive research design of mixed methods was employed. A sample of 125 English teachers in 20 randomly selected primary schools in Hawassa City Administration was the source of data. The researchers employed a knowledge assessment test, focus group discussions, and questionnaires to gather the necessary data. The analysis of quantitative data was carried out by using Statistical Package for Social Sciences (SPSS version 25.0). Results. It has been learned from the findings that primary English teacher preparation paid little attention to coursework and practicum to teach early reading. The results also revealed that English teachers felt somewhat prepared to teach early grade reading. There is serious knowledge limitation among English teachers that (12)9.6% of primary English teachers scored 50% and above, whereas (113)90.4% of teachers scored below 50%; the teachers’ average knowledge test score was 36.4%. The results have clearly indicated that it is statistically significant, the direct relationship among teacher preparation coursework emphasis, practicum attention statistically significant, direct relationship among teacher preparation coursework emphasis, practicum attention, and teachers’ felt preparedness at (p=0.001). Conclusions. The results have led to the conclusion that teacher preparation, both in its coursework and practicum, did not pay due attention to teaching early grade reading. That is, primary English teachers were inadequately prepared to teach early grade reading. Based on the results of this study, to improve the practice of early literacy instruction, English teachers’ knowledge and skills gaps need to be duly addressed. Further studies that investigate the current practice of early literacy teacher preparation and professional development should be conducted with a larger sample size and diverse contexts.

Benefits of Virtual Reality Training for Cardiopulmonary Resuscitation Skill Acquisition and Maintenance

Objectives To investigate the benefits of virtual reality (VR) first-aid training in acquiring cardiopulmonary resuscitation (CPR) skills. Methods A total of 100 non-medical professional volunteers from Nanchang were selected in March 2021 using the convenience sampling method. They were randomly divided into two groups: the VR training group (VR group) and the traditional simulation scenario training group (traditional group). The VR Group underwent immersive virtual reality CPR training with interactive feedback, while the Traditional Group received standard simulation-based CPR training using mannequins and instructor guidance. After training, relevant data were collected for comparative analysis. Results The study revealed that the VR group consistently outperforming the traditional group in theoretical knowledge test (cardiac arrest recognition, chest compressions, airway management, and artificial respiration) scores at 1, 3, 6, and 12 months post-training (p < 0.05). Similarly, the VR group showed superior performance in overall skills test scores and individual CPR quality metrics at all post-training assessments. The VR group scored higher in total skills, assessment, post-resuscitation assessment, chest compressions (at 1, 3, and 6 months), airway opening, and artificial respiration compared to the traditional group (p < 0.05). Despite these findings, both groups exhibited a gradual decrease in skills test scores over time. Conclusions Virtual reality training can significantly improve non-medical professional volunteers’ CPR knowledge and skill levels, helping them master and maintain these competencies. However, a decrease in CPR knowledge and skills among the participants over time was observed after VR training, suggesting the need for further retraining sessions.

A Study to assess the effectiveness of planned teaching program on knowledge regarding eating disorder among adolescents girls studying in 9th and 10th standard in selected school of Bilaspur (C.G.)

The objective of the study is to assess the pre-test and post-test knowledge score regardingeating disorder among adolescents girls, effectiveness of planned teaching program regardingeating disorder among adolescent girls and to find out the association between level ofknowledge with selected socio demographic variables of adolescent girls.Quantitative research approach using pre-experimental research design one group pre-testpost-test design. Purposive sampling technique was used. Self-structured questionnaire usedto assess knowledge score.Majority 98.33% (59) sample age ranges between 15-16 years, 88.33% (53) of sample reside in urbanarea, 36.67% (22) subjects were 8th pass, 78.33% (47) subjects belongs to joint family, 43.33% (26)subjects father is farmer, 55% (33) subjects has previous knowledge about eating disorder.The mean post- test knowledge score 10.05 is higher than the mean pre- test knowledge score 5.33,mean difference is 4.72. The calculated ‘t’ value = 3.2065 is higher than the table value of ‘t’ = 2.00hence, the research hypothesis H1 which indicate the planned teaching programme on knowledgeregarding eating disorder was significantly effective in increasing the knowledge of subject.There is no significant association between the pre -test knowledge scores of sample with the age,residential area, type of family and previous knowledge about eating disorder. There is significantassociation between the pre -test knowledge scores of sample with educational qualification andsocio-economic income .Hence H2 accepted.

Impact of Video-Based Error Correction Learning for Cardiopulmonary Resuscitation Training: Quasi-Experimental Study.

Video-based error correction (VBEC) in medical education could offer immediate feedback, promote enhanced learning retention, and foster reflective practice. However, its application in cardiopulmonary resuscitation (CPR) training has not been investigated. The objective of this study is to assess whether the VBEC procedure could improve the training performance of CPR among anesthesiology residents. A quasi-experimental study was conducted among anesthesiology residents between December 2022 and April 2023. Primary outcomes included a posttraining knowledge test and practical assessment scores. Secondary outcomes included the number of residents who correctly conducted CPR at each step, the rate of common mistakes during the CPR process, and the self-assessment results. A total of 80 anesthesiology residents were divided into a VBEC group (n=40) and a control group (n=40). The VBEC group underwent a 15-minute VBEC CPR training, whereas the control group underwent a 15-minute video-prompting CPR training. The posttraining knowledge test score of the VBEC group was significantly higher than that of the control group (73, SD 10.5 vs 65.1, SD 11.4; P=.002). The residents in the VBEC group had lower error rates in "failure to anticipate the next move" (n=3, 7.5% vs n=13, 32.5%; P=.01) and "failure to debrief or problem solve after the code" (n=2, 5% vs n=11, 27.5%; P=.01), as well as better performance in the "secure own safety" step (n=34, 85% vs n=18, 45%; P<.001) than those in the control group. The VBEC group showed significantly higher confidence in CPR than the control group (n=?, 62.5% vs n=?, 35%; P=.03). VBEC may be a promising strategy compared to video prompting for CPR training among anesthesiology residents.

Correlation of the Transfusion Camp knowledge assessment test with clinical transfusion practice.

It is uncertain how transfusion knowledge translates to practice. The purpose of the study was to determine if higher scores on a validated Transfusion Camp knowledge assessment test were associated with transfusion order appropriateness. Eligible participants included postgraduate trainees and faculty physicians who had prescribed at least four transfusion orders in the preceding 6 months at two hospitals. Participant data and knowledge were collected using a web-based questionnaire with a validated Transfusion Camp knowledge assessment tool. The most recent 4-10 consecutive transfusion orders per prescriber were independently dually adjudicated for appropriateness based on published criteria. The primary outcome was the correlation between the score on six questions on red blood cells (RBCs), platelets (PLTs), and plasma from the validated test and the percentage order appropriateness. Generalized linear regression was conducted to determine if factors (sex, specialty, participation in Transfusion Camp, previous transfusion education, self-rated knowledge) were associated with appropriate orders. Seventy-four participants (45 trainees, 29 faculty; 31 females, 43 males) completed the test. Median score was 66.7% (interquartile range [IQR]: 50.0, 83.3) for six questions on RBCs, PLTs, and plasma transfusions. Of 546 transfusion orders adjudicated, appropriateness was 90.7% (95% confidence interval [CI]: 87.9%-93.0%). The correlation between prescriber test scores and order appropriateness was very weak (r = -.08). In multivariable analysis, female prescribers (p = .02) and beginner (vs. intermediate) self-rated knowledge (p = .01) were associated with higher transfusion appropriateness. Transfusion knowledge test scores did not correlate with order appropriateness. Factors other than knowledge are key to understanding how to improve appropriate blood use.

A Study to Assess the Effectiveness of Structured Teaching Programme on Knowledge regarding Cardio Pulmonary Resuscitation among Higher Secondary School Students in Selected Schools, Aizawl, Mizoram

Background: Cardio pulmonary resuscitation is a process of oxygenating heart, lung through external cardiac massage and artificial respiration until the definite medical treatment can restore the normal functioning of heart, lung and brain. Cardio pulmonary resuscitation (CPR) is a lifesaving technique that is useful in many emergencies in which someone's breathing or heartbeat has stopped. The purpose of this study is to assess the knowledge and effectiveness of Structured Teaching Programme regarding cardio pulmonary resuscitation among higher secondary school students. Methods: The research design used in the study was one group pre-test post-test design, in which stratified random sampling technique was used to select 100 students of Govt. Chaltlang Higher Secondary School. Self-Structured Knowledge Questionnaires was used to collect the Data. Post test was conducted after 7 days using the same self-structured knowledge questionnaires used for the pre- test. Results: The mean difference between the pre - test and post- test knowledge score was found to be 12.29 with t-value=-24.82, &amp; p value =0.05 which indicates that indicates that Structured Teaching Programme regarding cardio pulmonary resuscitation was effective. Thus, the research Hypothesis H 1 is accepted. Conclusion: The overall findings of the study suggested that Structured Teaching Programme on Cardio pulmonary resuscitation was significantly effective in improving the knowledge of students regarding Cardio pulmonary resuscitation technique.

English language teacher educators’ knowledge and skills on early grade reading instruction

This study investigated English language teacher educators' knowledge and skills on early grade reading instruction. It employed a quantitative design, particularly the descriptive comparative one, utilizing cluster random sampling method to include all (N = 43) English language teacher educators from three teacher education colleges (15 from Arba Minch, 11 from Hosana and 17 from Hawassa) in Ethiopia. The study used test and years of teaching experience as instruments to collect data. It employed descriptive statistics and One sample t-test to identify level of knowledge and skills English language teacher educators had on early grade reading, Multiple regression and Beta weights to determine the combined and relative contributions of domains of the early grade reading for English language teacher educators' knowledge and skills while Spearman's rho Correlation to examine the relationship between English language teacher educators' years of teaching experience and their knowledge and skills test score. Findings revealed that majority of English language teacher educators were at low level of knowledge and skills; they scored the skills test better than the knowledge one. Moreover, English language teacher educators in the current study had significantly low’ level of early grade reading knowledge and skills compared to participants' early grade reading knowledge and skills in the hypothesized population, indicating that there are substantial differences on early grade reading knowledge and skills between the two groups. Although early grade reading domains together significantly contributed to English language teacher educators' level of content knowledge and skills, phonemic was the most while morphology was the least contributor. However, English language teacher educators' years of teaching experience did not show any significant correlation with their early grade reading knowledge and skills. The study concluded that English language teacher educators might not fully equip the preservice English language teachers with the content knowledge and skills to teach the early grade reading.

Jaw relation recording and transferring: Using digital technology to augment its instruction in predoctoral prosthodontics

AbstractObjectivesThe study compared the learning effectiveness and teaching satisfaction of dental students from three teaching methods (traditional, digital, and combined pedagogy) for instructing jaw relation recording and transferring (JRRT).MethodsNote that, 276 fourth‐year undergraduate students from three classes were randomly divided into three groups to study JRRT in complete dentures using different teaching methods: traditional pedagogy group, digital pedagogy group, and combined digital and traditional pedagogy group. After the course, the learning effectiveness of basic knowledge and satisfaction questionnaire was administered to the three groups of participants using a quick response code for online answering. The questionnaire was customized by the teacher based on the content delivered to each group.ResultsThe data were analyzed using the Chi‐square test with Fisher's exact test. Both the digital and combined pedagogy groups showed a significant increase in basic knowledge test scores and higher satisfaction, compared to the traditional pedagogy group (p &lt; 0.01). Particularly, the participants from combined pedagogy showed better teaching satisfaction than the digital pedagogy group (p &lt; 0.001).ConclusionsThe use of digital technology in JRRT significantly enhanced students' learning effectiveness and teaching satisfaction.Clinical significanceThis educational innovation emphasizes digital technology to visualize vital concepts and operational intricacies related to JRRT. The findings have major implications for improving teaching methods in the field of prosthodontic dentistry.

Neuropsychological and Health Literacy Correlates of Science Knowledge Among Older and Younger Healthy Adults.

Science knowledge refers to the depth and breadth of facts acquired within the life, social, and earth sciences, and it has implications for both public and personal health. Drawing from cognitive aging theory, we examine whether levels of science knowledge are associated with age, neuropsychological functioning, and personal health literacy. Fifty-two younger and fifty older healthy adults completed our telephone-based study that included a commonly used test of science knowledge, as well as measures of neuropsychological functioning, health literacy, and relevant descriptives (e.g., mood). Adjusting for other demographics and neuropsychological functioning, older adults had significantly lower science knowledge test scores than younger adults. In the full sample, lower science knowledge showed medium-to-large associations with episodic memory, executive functions, and health literacy, independent of years of education. These results suggest that older adults' science knowledge falls slightly below that of their younger counterparts and is independently associated with higher order neuropsychological functions and aspects of personal health, which may have implications for accessing, understanding, and using relevant public health information across the lifespan.

Refugee child vision screening curriculum for multidisciplinary trainees

Background: Conflicts, natural disasters, and persecution have led to growing refugee populations worldwide. Vision impairment within these populations is a significant concern. Eye conditions in refugee children appear to peak during times of resettlement. Future medical and nursing professionals need to be trained to detect treatable conditions that could lead to permanent vision loss and significant morbidity if undiagnosed. While curricula regarding refugee health exist, no curriculum exists on identifying common eye conditions in refugee children and performing pediatric eye screening. Methods: We created and delivered a virtual, single-session curriculum on pediatric refugee eye conditions and screening to medical and nursing trainees. A needs assessment survey assessing trainees’ knowledge and confidence in detecting eye conditions in children and refugees informed curriculum design. Pre- and post-test assessments evaluated participants’ knowledge and confidence before and after the module. A two-sided signed-rank test was used to compare pre- and post-test scores. Results: Twenty-seven respondents completed the needs assessment survey, which revealed low levels of confidence in performing vision screening, especially in evaluating the eye surface. Fourteen participants completed the module and pre- and post-test surveys. Mean knowledge test score improved from 52% to 75% (P&lt;0.001). Discussion: As the global refugee population grows, this study supports the value of incorporating a refugee child eye curriculum into trainee education to empower providers to detect and address refugee eye conditions.

Effectiveness of Structured teaching program on Knowledge and Practice of Blood and Blood components Transfusion among Staff Nurses

Background: Blood is a collection of cells that have been specialized to perform a set oftasks within an organism. It is described as the fluid connective tissue that carriesoxygen and nutrients to the body. It is straw in colour, the average volume of blood inthe human body is 5 litres generally, the PH of blood is 7.4, which is slightly alkaline. The blood comprises 8% of our total body weight. It is composed of plasma, about 55% and 45% cells, respectively. Blood transfusion is when apatient receives a blood product through an intravenous line or the introduction of newmatching blood into the bloodstream or/and of any specific blood components. Objectives: The study aimed to assess the knowledge and practice of a structured teaching programme on blood and blood components among staff nurses. Methods: 50 Staff nurses were selected by a non-probabilityconvenient sampling technique. Quasi-experimental design with one grouppre-test and post-test design was used. The tools used to collect the data consisted of a structuredknowledge questionnaireand structured practice scale on blood and blood component transfusion. The reliability was checked using test-retest method showed that the tools were highly reliable. Results: The good knowledge score was increased from pretest (12%) to posttest (32%). Moderate practice score was increased from pretest (50%) to posttest (78%). There was a significant difference (p&lt;0.05) between mean pretest knowledge and practice scores with mean post test knowledge and practice scores. So, the structured teaching program was effective in improving the knowledge and practice of staff nurses regarding blood and blood components. The Chi-square test showed that there was a significant association with knowledge and gender, practice and marital status, education. The other variables are not showing association. Conclusion: The findings revealed thatstaff nurses’ knowledge and practice regarding bloodand blood components transfusion wasimproved after the teaching program.

Effectiveness of Planned Teaching Programme on Knowledge regarding Blood Donation among Degree students

A study to evaluate the effectiveness of planned teaching programme on knowledge regarding blood donation among students studying in Selected Degree Colleges, Aurangabad. OBJECTIVES OF THE STUDY: To assess the knowledge regarding blood donation among students before planned teaching programme. To prepare and administer planned teaching programme regarding blood donation among students. To assess the knowledge regarding blood donation among students after planned teaching programme. To evaluate the effectiveness of planned teaching programme regarding blood donation among students. To find out the association between post test knowledge scores with selected demographic variables. MATERIAL AND METHODS: This pre experimental one group pre test post test study was conducted to evaluate the effectiveness of planned teaching programme on knowledge regarding blood donation among the students studying in selected degree colleges. Non – probability convenient sampling technique was used for the sample collection of 50 students studying in Maharashtra Institute of Technology college, Aurangabad. Structured knowledge questionnaire was used to evaluate effectiveness of planned teaching programme. The present study was evaluative in nature. The conceptual framework used for the study was based on ‘MODIFIED VON BERTTLANFFY’S’ theory. RESULT: In the comparison between pre test and post test the knowledge score of students was more in post test than pre test. In pre test 3[6%] subjects had good knowledge regarding blood donation, 5[10%] subjects had poor knowledge and 42[84%] subjects had average knowledge regarding blood donation. Whereas in post test, 49[98%] subject had good knowledge and only 01[2%] subject had average knowledge regarding blood donation. The mean difference of pre test and post test was 10.22 and paired t value was 55.72. CONCLUSION: This study revealed that planned teaching program was helpful to increase knowledge regarding blood donation among degree students.

A Study to Assess the Effectiveness of Structured Teaching Programme on Knowledge regarding Preventive Measures of Postpartum Haemorrhage during Intranatal Period among Staff Nurses working in selected Hospital Jaipur, Rajasthan

A quantitative research approach and pre-experimental research design was used to conduct this study. The study was used to assess the effectiveness of STP on knowledge regarding preventive measures for PPH during intranatal period among staff nurses. The sample consist of 60 staff nurses working in Mahila Chikitsalay, Jaipur and Non-probability convenient sampling technique was used to select the samples. Pre and Post test was conducted to assess the effectiveness of STP and structured knowledge questionnaire was used to collect the data. The result of pre test revealed that 71.67% staff nurses had moderate knowledge while 28.33% had adequate knowledge. The mean of knowledge was 17.87, mean % was 68.72 and SD was 3.17. The result of post test revealed that 83.33% staff nurses had adequate knowledge while 16.67% had moderate knowledge. The mean of knowledge was 23.12, mean% was 88.91 and SD was 2.29. Paired t test was used to assess the effectiveness of STP and the t test value was 16.43 at 0.05 level of significance. The association between post test knowledge score and selected demographic variable revealed that there was no significant association between knowledge and demographic variables.

The Effect of Flipped Classroom Model and Kahoot for Intramuscular Injection Training on Nursing Students’ Knowledge, Skills and Self-Efficacy Levels

Objective: To investigate the effects of using a flipped classroom model and Kahoot for intramuscular injection skill training on the knowledge, skill, and self-efficacy levels of nursing students. Methods: The quasi-experimental study was conducted with a total of 180 nursing students (intervention group n=95, control group n=85). Data were collected using a “Knowledge Level Questionnaire,” “Psychomotor Skill Control Form,” and the “General Self-Efficacy Scale”. The flipped classroom model was used in the intervention group. In addition, the multiple-choice questions in Kahoot were asked to both groups. Results: The final test knowledge scores and general self-efficacy scores of the students in the intervention group were found to be statistically higher than the students in the control group (P&amp;lt;.001). The psychomotor skill scores of the students in the intervention group were statistically higher than the students in the control group (P=.010). Regarding the use of Kahoot, the percentage of correct answers for each question was significantly higher for the intervention group than the control group (P&amp;lt;.05). Conclusion: It can be said that the flipped classroom model and Kahoot are effective in intramuscular injection training. The flipped classroom model and Kahoot could also be used for the teaching of other basic nursing skills.

Comparison of intelligent virtual reality first-aid training outcomes among individuals with different demographic characteristics.

To compare the outcomes of intelligent first-aid training based on virtual reality (VR) among individuals with different demographic characteristics. A total of 50 nonmedical professional volunteers from Nanchang were conveniently sampled in March 2021. All participants underwent intelligent VR first-aid training, and a comparative analysis was conducted by dividing them into different groups based on demographic characteristics. Male participants had a lower chest compression interruption time compared to female participants (7.40 ± 0.50 vs. 8.04 ± 0.56, t = -4.231, p < 0.001). Additionally, male participants had a higher proportion of compressions with correct compression depth (81.33 ± 1.24 vs. 79.78 ± 1.48, t = 4.038, p < 0.001), higher mean ventilation volume (518.11 ± 1.50 vs. 516.61 ± 2.17, t = 2.881, p = 0.006), and higher theoretical knowledge test score (8.74 ± 0.59 vs. 8.00 ± 0.43, t = 4.981, p < 0.001). There were statistically significant differences in the mean chest compression frequency (110.38 ± 5.74 vs. 105.00 ± 4.78 vs. 107.80 ± 5.97, F = 5.187, p = 0.009) among participants with different educational backgrounds. Pairwise comparisons showed that technical degree holders had a higher mean chest compression frequency than bachelor's degree holders, whereas no statistically significant difference was observed between master's degree holders and bachelor's degree holders. The outcomes of first-aid training differ among participants of different genders and with different educational backgrounds. With all participants meeting the training qualifications, it is believed that the application of intelligent VR first-aid training platforms can improve the first aid capabilities of the public.

Pengaruh Pelatihan Deteksi Dini Stroke dengan Metode Fast bagi Kader di Desa Nania Kecamatan Baguala Kota Ambon

The frequency of strokes is increasing, with World Health Organization (WHO) data showing that around 15 million people suffer strokes every year. From the increase in the incidence of stroke above, death and disability due to stroke are still the biggest problems from year to year. Stroke can be prevented by early detection of stroke. This research aims to determine the effect of early stroke detection training using the fast method for cadres in Nania Village, Baguala District, Ambon City.This type of research is quantitative research. This research uses a quasi-experiment research design with a pre-post test control group design. Researchers provided an explanation to respondents about the FAST Act for early detection of signs of stroke. The sample in this study was 30 health cadres in the working area of ​​the Nania Community Health Center.The research results of the Pre Test knowledge scores were (10, 12 and 13) out of the highest total score of 20, the lowest score was 8 for 1 person (3.3%) and the highest score was 15 for 1 person (3.3%). Meanwhile, the Post Test Knowledge (17 and 18) of the highest total score was 20. The lowest score was 14, amounting to 1 person (3.3%), and the highest score was 20, amounting to 4 people (13.3%).The conclusion is that there is an influence of early stroke detection training using fast methods for cadres at the Nania Community Health Center, Baguala District, Ambon City. It is hoped that the research results will provide additional knowledge for medical personnel about the importance of preventing complications in diabetes sufferers, so that as much as possible we can help reduce the rate of death or disability in stroke patients.