Knowledge Test Research Articles

Learning to Manage COVID-19-induced Respiratory Distress in the Immersive Virtual Reality Simulation: A Pre-Experimental Study

Introduction: Undergraduate nursing students have limited theoretical knowledge of and practical learning opportunities to manage COVID-19 respiratory distress. Immersive virtual reality simulations in nursing represent a new area of educational interest that has been understudied in Canada. Objective: This study aimed to measure the potential impact of immersive virtual reality simulation on content knowledge in respiratory distress induced by COVID-19, as well as perceived learning and perceived confidence in managing this condition among senior undergraduate nursing students. Methods: A pre-experimental design with a one-group pretest-post-test was employed. Nursing students (n = 30) were recruited through convenience sampling to participate in a single immersive virtual reality simulation session. Data were collected using the Respiratory Distress Management Knowledge Test, the Simulation Effectiveness Tool-Modified (subscales: Learning and Confidence), and an open-ended question. Results: The results showed an increase in knowledge (p=0.01). Participants reported a high perception of learning and confidence, and shared that this simulation helped them identify areas for improvement and strengthened their existing skills. Discussion and Conclusion: These results suggest that this immersive virtual reality simulation has the potential to enhance students’ knowledge about respiratory distress. Subjective evaluations highlight its educational potential. Further studies could explore simulation’s impact on nursing students and professionals by integrating a control group and other validated measures.

Knowledge, attitudes, and practice of medical students towards the use of benzalkonium chloride in hand sanitization from the perspective of environmental sustainability

ABSTRACT Control measures for disinfectant pollution and related anthropogenic behaviors are required. Benzalkonium chloride (BAC) with widespread use especially in hand sanitization is highlighted as a representative disinfectant emerging contaminant. This cross-sectional survey was conducted to assess the knowledge, attitudes, practice regarding BAC use for hand hygiene among medical students from the perspective of environmental sustainability. Of the 703 responding students, only 3.7% had never used hand sanitizer products containing BAC. But few students paid attention to the “environmental friendliness” property of products when consumption. Mean knowledge test score was 1.90 out of 5, suggesting poor knowledge regarding BAC use. Most students had positive attitudes toward source control of BAC pollution and strong intentions to learn more about environmental knowledge related to BAC and other disinfectants. Data indicated that medical students had positive attitudes but lacked knowledge and practices towards eco-friendly disinfectant use, thus further training and practice standards are required.

The Effect Of Peer-Assisted Learning (PAL) Method On Visual Programming Knowledge Outcomes In Educational Technology Students

This study aims to evaluate the effect of the Peer-Assisted Learning (PAL) method on differences in student knowledge outcomes in the Visual Programming course in the Educational Technology Study Program. This study used a quasi-experimental design with two groups, namely the experimental class that applied the PAL method vertically and the control class that used conventional learning methods. The research participants totaled 50 students, drawn from the four class offerings randomly and divided into 2 class groups of 25 learners each. Data were collected through learning motivation questionnaire and knowledge test measured by Likert scale and Bloom's Taxonomy-based test on cognitive domain. Results of statistical analysis with Two-Way Anova test showed that there was no significant difference in knowledge outcomes with a value of 0.331>0.05 based on learning motivation. However, the study showed a value of 0.036 <0.05, meaning that there was a significant difference between the PAL method and conventional learning on student knowledge outcomes. In addition, the value of 0.972>0.05 means that there is no significant interaction between the level of student learning motivation and learning methods on knowledge outcomes. This study found good responses from students where they prefer and are enthusiastic about learning with the PAL method compared to the conventional method, because the method is considered more flexible and comfortable to use for learning. This study suggests further evaluation related to the use of the PAL method by improving tutor skills and setting the duration of learning to increase effectiveness in achieving student learning outcomes

ChatGPT affordance for logic learning strategies and its usefulness for developing knowledge and quality of logic in English argumentative writing

Logic learning is essential for developing knowledge and quality of logic in English argumentative writing. Its main strategies include gathering logic instructions (Gathering), understanding logical concepts (Understanding), exercising knowledge of logic (Exercising), analysing logic in authentic writings (Analysing), and revising and creating logical links under guidance (Crafting) – which ChatGPT may afford. However, there has been limited exploration of ChatGPT-based logic learning. To address this gap, we developed a GPT-4-based logic learning bot and engaged 40 EFL university students, exploring ChatGPT's affordance for logic learning strategies and its usefulness for developing logical knowledge and quality of logic in English argumentative writing. We measured ChatGPT affordance by analysing learner-bot conversations and evaluated the usefulness of ChatGPT affordance through pre-post knowledge tests and essay writing tasks. Semi-structured interviews were also conducted. Our findings revealed that ChatGPT afforded 12 sub-strategies of logic learning, with Gathering and Exercising strategies being the most frequently used. ChatGPT-based logic learning strategies, especially Gathering and Exercising strategies, significantly developed knowledge and quality of logic in English argumentative writing. Through analysing the results, we identified ChatGPT features influencing the frequency and effectiveness of logical learning strategies and offered implications for implementing ChatGPT-based logic learning.

The Effect of Stoma Care Teaching Based on the ARCS Motivation Model on Nursing Students' Learning Motivation, Self-Efficacy and Knowledge Levels

AimThis study aims to examine the effect of stoma care education based on the ARCS (Attention-Relationship-Confidence-Satisfaction) motivation model on nursing students' learning motivation, self-efficacy and knowledge levels. BackgroundNursing education is pivotal in ensuring that students gain the necessary knowledge and skills to provide quality care. Motivation and academic self-efficacy are key factors in student success. DesignThe study employed a randomized controlled pre-test-post-test experimental design. MethodsThis study, conducted between May and July 2024 at Atatürk University Faculty of Nursing, included 46 students attending the Fundamentals of Nursing course. Participants were divided into experimental and control groups, both receiving traditional stoma care training. The experimental group additionally received training based on the ARCS motivation model, designed to enhance attention, relevance, confidence and satisfaction. Data were collected using the "Introductory Information Form," "Motivation Scale for Instructional Material," the "Academic Self-Efficacy Scale," "Stoma Care Practice Knowledge Level Assessment Form." Pre-tests and post-tests covered motivation, knowledge and academic self-efficacy. ResultsStudents in the experimental group showed significant increases in post-test scores for "Attention," "Relevance," "Confidence," "Satisfaction," "Academic Self-Efficacy," and "Knowledge Test"(p<0.05). In the inter-group comparison, the post-test scores of the experimental group were significantly higher than those of the control group across all these dimensions (p<0.05). The most notable difference was observed in the "Knowledge Test" results (ES=4.786, p=0.001), where the experimental group outperformed the control group. ConclusionsAs a result, it was concluded that stoma care teaching based on the ARCS motivation model increased nursing students' nursing students' learning motivation, self-efficacy and knowledge levels.

Establishing Gold Standard Assessment for Young Onset Dementia: A Modified E-Delphi Consensus Survey Based in Australia.

A modified e-Delphi was used to explore subject-expert consensus to create a minimum & gold standard assessment for young-onset dementia (YOD) for clinicians based in Australia. A list of 72 statements adapted from an international study, O'Malley etal. 2020, was included in an online survey that was distributed to clinical experts in the field. Respondents were asked to rate statements on a Likert scale of 1-7 (ranging from '1' being 'not at all important' to '7' being 'absolutely essential'). The mean and standard deviation (SD) were calculated for each statement. Full consensus, designated as 'minimum standard' was defined as 100% of respondents rating statement(s) as 'absolutely essential' (7) or 'very important' (6), while high consensus, designated as 'gold standard' was defined as 80% (16 out of 20) of respondents rating statement(s) as either 'absolutely essential' or 'very important' in the assessment for YOD. The statements that had overall mean scores below 6 did not reach consensus. Full consensus was achieved on 13 statements ('minimum standard'), 80% consensus was reached on 37 statements ('gold standard'), and no consensus was reached on 35 statements. Most clinicians agreed that the diagnosis of YOD is largely based on history, with less emphasis placed on aspects of the examination and investigations conducted. History of first-degree family members with YOD and any past psychiatric symptoms were reported to be potential triggers for a YOD diagnosis. There was agreement that the routine dementia blood screen and baseline structural imaging should be a part of the diagnostic assessment criteria of YOD. Comparisons were made between the results of this Australian-based study to the original international study, which found that 55/72 statements (76%) were similarly rated. Based on the results of this modified e-Delphi study, full and high consensus was reached on 37 statements which were comparable to results in an international study. This suggests that in general, clinicians in Australia have agreement with international experts about what is important for the assessment and diagnosis of YOD. Because the statements used in the international study were used in this Australian study, consideration of what issues may be specific to the Australian context such as YOD in Aboriginal Australians and rurality may have not been ascertained. In spite of this, these results may be useful to aid clinicians in their assessment for YOD but consensus statements may change over time as development in knowledge and available tests increases.

The Nordic Prior Knowledge Test in Programming: Motivation, Development and Preliminary Results

The Nordic Prior Knowledge Test in Programming: Motivation, Development and Preliminary Results

Development of a Knowledge Assessment Tool to Measure Farmers' Understanding of Improved Groundnut Cultivation Practices

This study focused on assessing farmers' knowledge of improved cultivation practices in groundnut farming. An initial pool of 40 knowledge-related items was developed, drawing from various sources such as literature, input from field extension personnel, insights from relevant specialists, and the researchers' own expertise. After applying statistical procedures to ensure the reliability and validity of the knowledge test, the final set was refined to 21 items. This standardized knowledge test serves as a tool for evaluating the extent of farmers' understanding of advanced groundnut cultivation practices.

Moderate benefit of escape room game on learning outcome in medicine

BackgroundWell-designed escape room games engage students with complex problems and challenge clinical and teamwork skills, but their impact on learning has been uncertain. This study aimed to estimate the effect size of escape room game on performance in a broad knowledge test.MethodsDuring clinical rotation in reproductive endocrinology and infertility (REI), medical students participated in a 3-hour small-group class. For 2 semesters, groups had traditional patient visits and case discussions, and for 3 semesters, patient visits and an escape room game including debrief. The game was set up in the outpatient clinic, the puzzles were taken from clinical problems in REI, and challenges included operating an ultrasound scanner on a mannequin. Mid-semester, students completed a test of general knowledge in REI. To estimate the effect of small group class on declarative knowledge, test scores of students who had already had the class (exposed) were compared to scores of those who had not yet had the class (control).ResultsStudents were highly satisfied with gamified teaching. Those who attended the small group class without the escape room game achieved similar scores on knowledge test than control students (Cohen’s d = 0.05, 95%CI -0.58 to 0.68, n = 71). Students who played the escape room game achieved marginally higher score than respective controls (Cohen’s d = 0.22, 95%CI -0.1 to 0.53, n = 182).ConclusionsEscape room game may improve learning outcome of a traditional small group class, but the effect of a single game session on declarative knowledge is modest and is unlikely to exceed related instructional methods like simulation.

Protocol of a cluster-randomised trial to improve adolescent bicycling safety education programme efficacy

IntroductionSecond to motor vehicles, bicycles contribute to more childhood injuries than any other consumer product. Youth bicycling safety education programmes are one avenue of prevention, but despite a plethora of...

Knowledge and Confidence Among Five Cohorts of Faculty Learners in a Point of Care Ultrasound (POCUS) Program: Factors Defining Learner Success.

Background: The availability of faculty proficient in point of care ultrasound (POCUS) has emerged as a barrier to the ongoing expansion of POCUS across the field of internal medicine. We sought to examine the faculty graduates of our institutional POCUS program to identify characteristics associated with long-term proficiency to inform curricula and guide institutional support. Methods: We emailed a test and survey to the 89 faculty graduates of the annual POCUS course we have run from 2018-2023. Results: Of the 46 participants (52%) who completed the test and survey, the overall median test score was 72%. Graduates were most confident with image acquisition of the lung, and were most likely to use ultrasound to evaluate ascites and dyspnea. All 11 participants reporting completion of an image portfolio were actively teaching POCUS, whereas only 54% of non-completers were teaching. Portfolio completers scored higher on the test compared to non-completers (median 92% and 68%, respectively, p <0.01) and were more confident in image acquisition and interpretation (p<0.001). Conclusions: In this long-term, single-institutional study of faculty graduates of an annual POCUS program, those who reported completing an image portfolio scored significantly higher on a knowledge test, reported higher confidence with image acquisition and interpretation, and reported using and teaching POCUS more frequently compared to graduates who did not complete the portfolio. POCUS education programs should be designed to foster continuous scanning practice and image portfolio completion.

How textual and picture cues influence motor skill learning in short instructional videos: Evidence from eye-tracking experiments

Three eye-tracking experiments were designed to determine the influence of textual and graphic cues on motor skill learning in short instructional videos. Experiment 1 (n = 45) manipulated the colour of picture cues (red arrows, white arrows, and without cue). Experiment 2 (n = 49) manipulated the position of textual cues (image adjacency, image distance, and without textual cues). Experiment 3 (n = 67) examined the effect of combined textual-picture cues and conducted a 2 (Picture Cue: red arrow vs. white arrow) × 2 (Text Cue: image adjacency, vs. image distance) between-subjects design. Results showed that adding picture cues and textual cues helped learners do better with knowledge tests, reduced cognitive load, and spent more time focusing on the instructional video. Moreover, providing both red arrows and text cues away from the image proved to be an effective combination that achieved better learning outcomes.

Assessment of the Impact of Teachers’ Pedagogical Content Knowledge and Self-efficacy on Senior High School Learners’ Mathematics Proficiency

Aim: The purpose of this study was to provide insights into the specific ways in which teachers’ pedagogical content knowledge and self-efficacy impact the mathematics proficiency of senior high school students. Methods: The study employed positivism quantitative research approach and a descriptive design. The study sample size was 178 comprising 152 Home Economics students and 26 mathematics teachers. The sample members were chosen for the study using purposive sampling technique. A questionnaire and a test of mathematical proficiency were used to gather data. In this work, a basic linear regression model and descriptive statistics were employed as data analysis tools. Results: The study's findings indicate that teachers have a relatively high level of pedagogical content knowledge, with mean scores ranging from 2.88 to 3.69; 2). The study also discovered that teachers have a relatively high level of self-efficacy, with mean scores ranging from 2.88 to 3.69; 3). Additionally, the findings of the simple linear regression analysis did not show a significant correlation between the pedagogical content knowledge, self-efficacy, and students mathematics test performance. Conclusion: The study concluded that teachers’ pedagogical content knowledge and self-efficacy have no significant impact on senior high school learners’ mathematics proficiency. This therefore implies that other elements, such as student background variables, school resources, or educational practices, may have a greater impact on students' mathematical success. Recommendation: The study recommended that future studies use more complete measures of teacher dedication and other factors that may affect student outcomes to examine the association between teacher traits and student accomplishment in mathematics education.

Comparing the effectiveness of multiple text reading and rereading on knowledge retention and metacognitive accuracy

AbstractAlthough learning approaches are designed to enhance individuals' ability to store and retrieve information, not all of them are considered effective. The goal of the present study was to experimentally compare the test performance as well as the accuracy of metacognitive judgements of a multiple text reading group, rereading group, and single reading group in a one-day vs. one-week delayed test (3 × 2 between subject design). A total of 186 psychology students (Mage = 20.76) participated in the experiment focused on reading comprehension, accuracy of metacognitive judgments and knowledge retention. Results of the knowledge test indicate that in the one-day delayed test, multiple text reading and rereading yield similar results: both deliver slightly better results than single reading. In the one-week delayed test, though, multiple text reading yields better results than rereading, and both these reading approaches outperform single reading. Moreover, multiple text reading results in fairly robust knowledge retention with only a slight decrease in scores between the one-day delayed and one-week delayed test. Regarding metacognitive monitoring, judgements of learning in the multiple text reading group remained relatively stable after each reading and participants were underconfident about their knowledge. In the rereading group, judgements of learning increased after each reading and participants were overconfident about their knowledge, especially on the one-day delayed test. These findings have implications for educational practices aimed at enhancing learning outcomes and promoting effective learning.

Utility and benefits of Camp for Children with Epilepsy: a retrospective

Objective: The aim of this study was to evaluate the benefits of educational and recreational camping programs for children with epilepsy.Method: A retrospective review of data collected from all children attending annual epilepsy camps organized by the Croatian Epilepsy Association and the Zagreb City Office for Health during 8 years was performed. Children included were between 6 and 18 years of age. The staff of the camp includes child neurologists, a psychologist, neurology nurses and trained volunteers. Educationalactivities are designed to improve children’s knowledge of epilepsy, importance of taking medication, academic choices, suggested employment, and regulations regarding driving laws. These issues were discussed in groups or in single sessions, depending on thecase. Other activities included supervised swimming, team sports, fun activities and games, arts and crafts and entertainment such as disco or movie night.Each of the participants filled out three questionnaires 1. General data questionnaire and pre-camp knowledge test; 2. Camp satisfaction questionnaire and post-camp knowledge test; 3. Questionnaire on adaptation to epilepsy in young people.Results: The analyses of surveys and tests showed that only 75% of children in camp knew that they had epilepsy. In 10% of children, friends and distant family members did not know about epilepsy. Comparing the knowledge test before and after the camp, theaverage percentage of correctly solved tasks on the first test is 65%, and on the second 87%. The answers in the questionnaire on adaptation to life with epilepsy are indicators of strong stigma in children with epilepsy.Conclusions: The main accomplishment of the camp was for children to gain confidence that they can reach their full potential in life and to feel equal to their peers in every aspect of life.

Unlocking the Potential of Technology in Nursing Skills Education: A Randomized Controlled Trial

Objective: This study aimed to determine the effect of illustrated checklists and web-access videos on nursing students' basic nursing knowledge levels and psychomotor skills. Methods: This single-blind, randomized controlled trial was conducted with 205 first-year nursing students registered in a Fundamentals of Nursing course. The students were stratified by gender and randomly assigned to the experimental and control groups using simple randomization. All students participated in theoretical lectures, demonstrations, and laboratory practices. The Intervention Group's laboratory practices were supported by illustrated checklists and web-access skill videos. Results: The intervention group's objective structured clinical exams and knowledge test scores were significantly higher than the control group's (p &lt; .05). In total, 95.4% of the students stated that watching videos facilitated learning. Conclusion: The study found that illustrated checklists and web-accessible skill videos improved students' knowledge and skills and that the skill videos facilitated learning, increased motivation, and enhanced clinical preparation. The widespread use of illustrated checklists and web-access skill videos in nursing skills education is suggested.

Empowering EVAR: Revolutionizing Patient Understanding and Qualification with 3D Printing.

This study addresses the need for enhanced patient education in the context of abdominal aortic aneurysm (AAA) and its treatment through endovascular aneurysm repair (EVAR). Effective patient education is essential for improving comprehension and engagement, particularly for those facing complex medical conditions. A total of 55 patients scheduled for EVAR participated in the study. Patient-specific three-dimensional (3D)-printed models of the participants' aneurysms were created using computed tomography angiogram (CTA) scans. The educational intervention included a structured session utilizing these 3D models, with assessments conducted before and after the session, including the Mini-Mental State Examination (MMSE). Statistical analyses evaluated the knowledge gain and its correlation with cognitive function. The results showed a significant increase in knowledge scores post-education (p < 0.001), with a mean knowledge gain of 2.36 points. Patients rated the effectiveness of the 3D models highly on a Likert scale, with a mean score of 4.64 for improving their understanding of the medical condition and procedural aspects. A weak correlation was observed between MMSE scores and knowledge test results. This study demonstrates the potential of patient-specific 3D models to enhance patient education in the context of EVAR, improving patients' understanding of their medical condition and the procedure and thereby facilitating more informed decision-making.

The Effects of Climate Change Meta-Knowledge on Selective Exposure, Selective Elaboration, and Behavioral Intentions

This experiment investigates how individuals’ meta-knowledge (the self-perception of one’s knowledge) influences selective exposure to and elaboration of information about climate change with climate change self-schema as possible mediator. Participants’ ( N = 510) meta-knowledge was manipulated by receiving fake feedback after a climate change knowledge test. There were no group differences in selective exposure and selective elaboration. Correlational evidence tentatively speaks for a “rich-get-richer” process of information selection and elaboration. This could be explained through climate change self-schemas which differed significantly between conditions ( d = 0.26) and correlated positively with selective exposure ( r = .36) and elaboration ( r = .28).

Effectiveness of Peer-Led Education in Reducing HIV Transmission among Youths in Urban Areas: A Comprehensive Review

HIV transmission among urban youths remains a significant public health concern, driven by factors such as risky sexual behaviors, limited access to healthcare, and high social connectivity. Peer-led education has emerged as a promising intervention to reduce HIV transmission by utilizing the influence of social networks and delivering relatable, accessible information on HIV prevention. This review assessed the effectiveness of peer-led education programs in urban areas by examining their impact on HIV-related knowledge, behavior change, and HIV testing rates. Studies revealed that peer-led education significantly improves HIV knowledge, promotes condom use, and encourages HIV testing among urban youths, contributing to a reduction in high-risk behaviors. Additionally, the social and emotional benefits of peer-led education create supportive environments for discussing sexual health, reducing stigma, and fostering empowerment among participants. However, challenges such as variability in program quality, sociocultural barriers, and sustainability issues limit the long-term success of these interventions. To address these challenges, future strategies should focus on integrating digital health platforms, personalizing peer education, and employing rigorous program evaluation methods. The methodology for this review included a comprehensive analysis of existing literature, including randomized controlled trials, systematic reviews, and observational studies, to provide a holistic understanding of peer-led education’s effectiveness in reducing HIV transmission among urban youths. Keywords: Peer-led education, HIV prevention, Urban youths, Behavioral change, HIV transmission.

Evaluation of a continuing education course on guideline-concordant management of acute dental pain

BackgroundThe purpose of the present study was to evaluate the use of a free online continuing education (CE) course that sought to address barriers of capability by training dental team members in the specific recommendations of the American Dental Association (ADA)-endorsed adult guideline for the pharmacologic management of acute dental pain, shared decision-making, and the adoption of the guideline into practice.MethodsIn 2022 and 2023, dentists completed an online, asynchronous CE course on the guideline-concordant pharmacologic management of acute dental pain. They completed 11-item knowledge tests before and after completing the course. Total scores on the pre- and post-tests were compared using a t-test.ResultsThe mean score increased from 7.68 (SD = 1.08) on the pretest to 8.79 (SD = 1.35) on the post-test (t(4468) = -27.34, p < .01), indicating that dentists gained knowledge from the CE course.ConclusionsWe found that the CE course increased knowledge with respect to the guideline recommendations and shared decision-making but not epidemiology or incorporating a guideline into practice. Future studies should evaluate whether the CE course increased guideline-concordant prescribing.