Learning Sessions Research Articles

HUBUNGAN ANTARA GAYA PEMBELAJARAN DAN TEMPOH WAKTU FOKUS: IMPLIKASI TERHADAP PEMBELAJARAN BAHASA MELAYU SEBAGAI BAHASA ANTARABANGSA

Learning a new language can be a challenging experience for students. In today's world, being able to communicate successfully in Bahasa Melayu is becoming more crucial, particularly for foreign students interacting with local students. However, learning a new language requires time and effort, and students struggle to balance language learning with academic and personal commitments. In addition, there is a viewpoint that the implementation of classes for a long period of time can lower students' interest and attentiveness in class. This due to a long period of time which can cause students to become tired and bored, and this situation will also lead to a lack of understanding of the learning content which will have a negative impact on the students themselves. Therefore, this study aims to investigate the relationship between the focus time period and the learning style of international students in learning Malay language. This study is based on Dunn & Dunn's Theory (1992) and the ARCS Model (Keller, 1984). Data was collected through a questionnaire distributed to international students at Universiti Utara Malaysia (UUM). The questionnaire contains questions related to the duration of the student's focus during the Malay language learning session and learning style. The analysis of the study is using a quantitative approach, which is data collection using an online questionnaire instrument (Google form). In conclusion, an understanding of the focus period and learning style of international students can help educators and counselors in planning more effective teaching strategies that suit the individual needs of students. This also has important implications in designing a more inclusive and effective Malay language curriculum in the context of higher education in Malaysia.

Face-to-face and virtual vocabulary learning for individuals with intellectual disabilities

People with mild intellectual disabilities (ID) often have difficulties understanding and expressing advanced linguistic concepts. Prior to the arrival of COVID-19, there were no research-backed models to guide virtual interventions with this population. The research presented here pursues three objectives: to determine if the vocabulary of people with mild ID improves following face-to-face and virtual learning interventions, to understand the differences between these two interventions, and to assess participants’ perceptions of both modalities. The sample consists of 10 adults with mild ID who participated in 10 face-to-face learning sessions and 10 virtual learning sessions. An ad hoc designed vocabulary assessment instrument and semi-structured interviews are used, in addition to statistical software SPSS and Atlas.ti. The results show improvements in vocabulary in both modalities, although no significant differences were found, suggesting that both in-person and virtual modalities are effective for vocabulary learning in people with ID. However, there were exceptions in some categories such as gardening and baking. Likewise, participants expressed satisfaction and enthusiasm toward both interventions, but showed a preference for face-to-face sessions.

Learner Reactions and In-Class Engagement in Team-Based Learning Implemented in Nursing Education

Background: There is a need for training strategies and programs to enable students to actively participate in their learning process by using critical thinking and decision-making skills. Objective: The aim of this study was to compare the traditional lecture-based teaching with the team-based learning method in terms of student satisfaction and in-class learner engagement. Method: This study was conducted using a quasi-experimental design. The population of the research consisted of first-year nursing students (n = 101). During half of the 16-hour course conducted by the researcher, team-based learning was used as the teaching method (intervention group, n=30), and lecture-based (control group, n=59) approach was employed for the remaining 8 hours. The in-class engagement measure was used to assess the in-class engagement of the students. A feedback form composed of five parts was made available to learners in order to reveal their reactions. Results: In-class learner engagement scores and the number of questions asked both by the instructors and students were found to be higher in team-based learning sessions. In four basic feedback areas (preliminary preparation and readiness, discussion, teacher, and general), there was a statistically significant difference between the satisfaction scores of the students in favour of team-based learning. Satisfaction scores regarding the organization, infrastructure, and resources did not differ between team-based learning and lecture-based method. Conclusion: The results have indicated that Team-Based Learning is an effective method for student satisfaction and in-class engagement. The high level of student participation in the lessons conducted with Team-Based Learning is compatible with the nature of method. The findings of the study have also shown that students are open to new methods and prefer learner-centered approaches that support in-class engagement.

Enhancing Gambir's Economic Value from Processing to Bath Soap Raw Materials: Community Service Program

Gambir, an extract derived from the leaves and branches of the gambir plant, holds significant potential for enhancing the local economy and its benefits as a cosmetics product. Jorong Balai Tampuak Pinang, Nagari Simpang Kapuak, Kecamatan Mungka, was one of the areas producing traditional gambir in Lima Puluh Kota district, West Sumatra, Indonesia. This community service initiative aimed to augment the economic value of gambir from its processing to raw materials of bath soap. The initiative began with an educational session for training participants, outlining the advantages of gambir in skincare and how to incorporate it into bath soap formulations. Following the learning session, participants actively produced gambir-contained bath soap utilizing the provided formula. The activity received favorable feedback from participants who appreciated enhancing knowledge and skills. The outcomes of this endeavor underscore the substantial potential of developing body care products utilizing gambir as a primary ingredient. Participant testimonials underscore the need to conduct similar community engagement activities to harness Gambir's further utilization of other personal care products. The collaboration between the pharmacy study program and the local community has opened new avenues for local economic development and sustainable growth, significantly impacting the local population's well-being in the region.

Optimizing Attendance Management in Educational Institutions Through Mobile Technologies: A Machine Learning and Cloud Computing Approach

The primary goal of the study is to optimize and streamline the attendance recording and monitoring process for learning sessions by leveraging advanced technologies such as machine learning and cloud computing. The methodology employed is based on the extreme programming (XP) project management approach. Throughout its phases, the entire implementation process of the application, from conception to launch, is described in detail. Firebase is used as the database manager to ensure the efficiency and security of student information and attendance records. Additionally, the Firebase machine learning kit is used to verify attendance registration through QR codes. The application was tested with fifth-year high school students from an educational institution. The user interface has been designed to be attractive, intuitive, and easy to use for both teachers and students. The study results demonstrate that the use of this application significantly reduces the time spent on attendance recording compared to traditional methods. There has been a high level of satisfaction and acceptance of the “ASYS” application among teachers and students. In conclusion, this study has successfully implemented a mobile application that revolutionizes attendance recording and monitoring in educational institutions. It harnesses the power of machine learning and cloud computing to enhance efficiency and the user experience.

Formation of Models for Registering Systemic Processes in The Digital Educational Environment of the University Based on Log File Analysis

It has been demonstrated that technologies and methods of intelligent data analysis (IDA) in the educational domain, particularly based on the analysis of digital traces (DT) of students, offer substantial opportunities for analyzing student activities. Notably, the DT of students are generated both during remote learning sessions and during blended learning modes. By applying IDA methods to DT, one can obtain information that is beneficial for both the educator in a specific discipline and for the educational institution's management. Such information might pertain to various aspects of the functioning of the digital educational environment (DEE) of the institution, such as: the student's learning style; individual preferences; the amount of time dedicated to a specific task, among others. An algorithm has been proposed for constructing a process model in the DEE based on log analysis within the DEE. This algorithm facilitates the description of a specific process in the DEE as a hierarchy of foundational process elements. Additionally, a model based on cluster analysis methods has been proposed, which may prove beneficial for analyzing the registration logs of systemic processes within the university's DEE. Such an analysis can potentially aid in detecting anomalous behavior of students and other individuals within the university's DEE. The algorithms proposed in this study enable research during log file analysis aimed at identifying breaches of information security within the university's DEE.

Digital learning preferences of Arabic-speaking older immigrants in Canada: A qualitative case study

ABSTRACT The COVID-19 pandemic has highlighted the importance of digital inclusion for equitable and healthy aging. Older immigrants experience unique needs and challenges in using information and communication technologies compared to other older adults. Despite the proliferation of digital learning programs for older adults, there is minimal evidence of digital literacy learning needs and strategies relevant to older immigrants. The aim of this study is to explore learning approaches and digital engagement amongst Arabic-speaking older immigrants. This community-based qualitative descriptive study used co-designed group digital learning sessions. Two organizations supporting local ethnocultural communities in a municipality in Alberta, Canada recruited 31 older immigrants who spoke Arabic, Farsi, and Kurdish. Data collection included semi-structured interviews, focus groups, and observations of digital learning sessions. A total of seventeen learning sessions were completed with nineteen participants each attending five to six sessions. Findings highlight the iterative nature of the program sessions, the importance of catering to participants’ interests, the relevance of peer support, and language, sensory and digital variability barriers to learning. Digital literacy programs for immigrant older adults should adjust for language learning needs, maintain a flexible approach, tailor lessons to individual needs, foster social support, and address external factors such as limited digital access and transportation barriers.

Formative Assessments in Teaching and Learning Combinatorics Concepts of Grade 10 Mathematics in Sorsogon City, Philippines

This study investigated which between individualized and collaborative formative assessments resulted in better student performance when implemented along with the use of PowerPoint in teaching and learning combinatorics concepts of Grade 10 Mathematics. The respondents in this study were all the Grade 10 students of Osiao Paglingap National High School, one of the coastal public secondary schools in the Schools Division of Sorsogon City. The instruments used were the researcher-made tests, the student participation checklist, and the anecdotal records. The data collected were analyzed using statistical tools such as weighted mean, independent samples t-test, and paired samples t-test. All tests were at 0.05 level of significance. Cohen’s d values were also obtained to determine the effect sizes of individualized and formative assessments as used in facilitating the learning sessions in each group of students. This study found that there was no significant difference between the performance of the two groups of students before the start of the learning sessions, hence, making the two groups ideal subjects of the study. Both groups were taught through direct instruction along with the use of PowerPoint. It was found that students exposed to collaborative formative assessments gained higher mean gain and post-test scores compared to those students who underwent individualized formative assessments. The difference between the performances of the two groups of students, however, was not significant. It has been concluded that both individualized and collaborative formative assessments played an important role in checking the students’ understanding during the teaching and learning of the combinatorics concepts of Grade 10 Mathematics. It was recommended that studies similar to this research be conducted while considering other groups of students according to their diversity. In addition, another group of students that will experience a researcher-designed combination of individualized and collaborative formative assessments may be included in the study.

The Application of Writing Skill in Arabic Writing for Students in Middle School

This study aims to reveal the application of maharah kitabah in Arabic writing of seventh grade students at MTs Uswatun Hasanah Binjai. The importance lies in the realization that writing skills in Arabic are a major component in the Arabic language learning process. This research uses a qualitative descriptive approach, namely the field study method. Respondents of this study were seventh grade students of MTS Uswatun Hasanah Binjai totaling 30 students, while the data collection techniques were observation, interview and documentation. Data processing techniques, namely data reduction, data presentation, conclusion drawing and verification. To test the credibility of the author using triangulation techniques with various data collection techniques and various data sources. The research subject focuses on the person who applies maharah kitabah, namely the seventh grade Arabic teacher of MTS Uswatun Hasanah and the seventh grade students of MTS Uswatun Hasanah Binjai. Research results found in this study are learning materials Arabic teachers use Student Worksheets (LKS) as one of the learning tools, in the learning process of maharah kitabah, teachers apply thematic methods where all learning elements are integrated in one topic in one learning session. The technique used is writing, which involves writing a simple sentence or number of sentences from the LKS material used. students do a personal demonstration of expression by doing writing exercises, starting from forming letters into words, combining words into sentences, and involving translation exercises between Arabic and Indonesian.

THE IMPACT OF DIFFERENTIATED PEDAGOGY ON THE IMPROVEMENT OF HIGHER-ORDER THINKING SKILLS AMONG YEAR 5 STUDENTS IN THE SCIENCE SUBJECT AT SK. ST. AUGUSTINE (M), MERADONG

Higher-order thinking skills (HOTS) are a vital aspect in the transformation of the education system in Malaysia. However, thinking skills are less effectively implemented in the Malaysian education system, leading to a lack of Higher- Order Thinking (HOT) skills among Malaysian pupils. One of the factors contributing to this problem is the teaching approach used by teachers during teaching and learning sessions in the classroom. The presence of students with a variety of learning styles, interests, and levels of ability in a classroom has been a challenge for teachers to undertake teaching and learning activities and subsequently the established teaching and learning objectives. According to the 2022 International Student Assessment Programme Report (PISA), Malaysia is ranked 53rd out of 81 participating countries, which is the lowest ranking when compared to other countries. This is the result of the student's inability to answer assessment questions that require high-level thinking skills. The same situation also occurred where Malaysia’s performance in the Trend in International Mathematical and Scientific Studies (TIMSS) programme in 2019 showed that Malaysia was ranked 26th out of 39 participating countries. (TIMSS 2019). Differentiated Pedagogy (DP) is proposed as a solution, as it meets the learning needs and backgrounds of students who are different from the abilities aspect. The purpose of this study was to examine the impact of different pedagogy methods on the improvement of higher-order thinking skills within 5th-year primary school pupils in science subjects. The study was conducted using an experimental method by implementing differentiated pedagogical learning on a sample of 40 pupils selected purposefully from a school in the Meradong district. The sample of this study was divided by class, which was Year 5 of St. Thomas (n = 20) was used as a control group taught using conventional teaching methods, and Year 5 of St. Matthew (n = 20) was assigned to an experimental group taught using Differentiated Pedagogy method. The sample was given a high-level thinking skills test to determine the performance of pupils before and thereafter the implementation of differentiated pedagogy in learning the unit of 'Matter'. The results of this study indicated an improvement in higher-order thinking skills (HOTs) application in the treatment group that was taught utilizing differentiated pedagogy compared to that of the control group. This study suggests the use of this differentiated pedagogy in other schools as well as in other subjects.

NILAI PENDIDIKAN MATEMATIK YANG TERTERAP DALAM KALANGAN MURID SEKOLAH RENDAH

This study aims to identify mathematics education values applied among primary school students in Malaysia. This study involved three fourth year students from three different schools in the state of Sarawak. Qualitative data was obtained through classroom observations, individual interviews, field notes and learning documents. All learning sessions were recorded using a video recorder while interviews were recorded using an audio recorder. The findings of the study show that not all the mathematics education valuss are applied explicitly in mathematics learning. All the students involved explained about the value of education applied in learning only when asked in pre-learning and post-learning interviews. Applied mathematics education values in mathematics learning implicitly include formalistic values, activist values, instrumental values, theoretical values, accessibility values and evaluation values. Furthermore, all students show a low tendency in relational values and reasoning where these values are important to promote critical and active thinking among students. Based on the findings of the study, it is hoped that this study will continue to obtain information about the mathematics education values applied in mathematics learning by emphasizing the active involvement of students in the classroom.

Effectiveness of Simulation-Based, Peer Learning Intervention in Continuing Nursing Education: An Explorative Study.

Despite the vast research by nursing professionals on various methods of nursing education, little research has been conducted exploring the efficacy of peer learning as a teaching-learning tool amongst registered nurses. Hence, this study was conducted among in-service nursing officers to evaluate the usefulness of simulation-based peer learning sessions as an educational tool for capacity building. Using a pre-test and post-test design, the study was conducted among 150 in-service nurses at a tertiary care hospital. Five structured simulation-based, peer learning modules were designed. The nurses were divided into five groups using random and purposive sampling. Each group attended one session of the peer learning module on advanced nursing care by simulated clinical and nursing care 'demonstrate, observe, assist, and perform' (DOAP) activity. Pre-test, post-test, and retention tests (after two months) were conducted, and the results were compared. There was a significant increase in mean knowledge (p-value < 0.05) in the post-test after all five sessions, which shows the effectiveness of such peer learning sessions in improving the baseline. There was a decline in mean scores in the retention test compared to that of the post-test, which was statistically significant in only the group of learners participating in the first session. The study provides substantial evidence that simulation-based peer learning is an effective tool for continuing nursing education, and it can be used as a valuable tool to reduce the documented theory-practice gap.

Analisis Kemampuan Guru dalam Menangani Masalah dalam Belajar Mengajar di SMK Swasta Bandung Percut Sei Tuan

Although it is hoped that school children are able to deal with learning situations well, in reality students often experience obstacles in the teaching and learning process, which shows a gap between expectations and educational reality. This research focuses on a teacher from the Bandung Percut Sei Tuan Private Vocational High School (SMK). The aim of this research is to identify and understand the problems faced by teachers in teaching and the approaches used to overcome these obstacles through in-depth and open interviews. Interviews were conducted in the teacher's work space, with the aim of creating an environment that supports and encourages teachers to share experiences and their thoughts openly. The interview guide consisted of five questions designed to explore the main challenges in teaching, conflict resolution strategies, and the teacher's ways of dealing with students' low interest or difficulty in following lessons. The teacher identified major challenges such as lazy attitude towards studying, tendency to sleep, and high interest in playing among students. In facing this challenge, teachers adopt a flexible approach by providing short breaks between intensive learning sessions to maintain students' energy and focus. In terms of conflict resolution, teachers emphasize the importance of patience and self-control, as well as providing positive reinforcement for desired behavior. Teachers also emphasize the need to treat students with compassion and emotional attention, seeing them as biological children who must be cared for and guided with care. In addition, teachers realize the importance of collaborating with parents to support students' holistic development. The research results show that the main challenges faced by teachers in teaching at the Bandung Percut Sei Tuan Private Vocational School can be overcome through a flexible approach, positive reinforcement, and deep emotional attention. This approach is believed to create an inclusive and supportive learning environment, which in turn can improve students' emotional well-being and academic achievement. This research provides important insights for educators in developing effective strategies to overcome obstacles in the teaching and learning process

Outdoor learning in urban schools: Effects on 4–5 year old children's noise and physiological stress

Natural outdoor environments reduce physiological stress. But in an urban school context, does outdoor learning still have beneficial effects even where nature exposure is more limited? The current, pre-registered study used wearable devices including heart rate monitors and actigraphs to examine physiological stress in 4–5 year old children across 8 matched indoor and outdoor sessions (N = 76 children, N = 601 sessions in total). Results revealed that children's resting heart rates while seated and listening to a teacher were significantly lower when outside compared to indoors (p < 0.001, d = 0.512). Children also moved more while seated during indoor sessions (p < 0.001, d = 0.546). Despite activities and resources being matched across conditions, outdoor learning sessions were significantly quieter than indoor ones, both when children were seated, listening to a teacher (p = 0.004, d = −0.455) and when actively engaged in play and learning activities (p < 0.001, d = 1.064). There was a significant positive correlation between noise levels and resting heart rate in the indoor condition (r(97) = 0.364, p < 0.001) but not in the outdoor condition. These findings suggest that learning outdoors, even in urban settings, associates with lower physiological stress in children and that this effect may partly be due to reduced noise. The fact that noise associates with resting heart rate indoors but not outdoors may indicate that being outside buffers children against the stressful effects of excess noise.

Zoom fatigue related to online learning among medical students in Thailand: Prevalence, predictors, and association with depression

Background Amidst the COVID-19 pandemic, the learning pattern of medical students shifted from onsite to online. This transition may contribute to what has been called “Zoom fatigue.” This study aimed to evaluate the prevalence of Zoom fatigue related to online learning, identify associated factors of Zoom fatigue, and explore its correlation with depression among medical students during the COVID-19 pandemic. Methods This cross-sectional study was conducted among 1st to 6th-year Thai medical students. The online survey was administered using a demographic and health behavior questionnaire, the Patient Health Questionnaire-9 (PHQ-9), and the Thai version of the Zoom Exhaustion &amp; Fatigue Scale (ZEF-T). Results Among the 386 participating students, 221 (57%) were female, with a mean age of 20.6 years. The prevalence of high Zoom fatigue was 9.6%. In the multivariable regression analysis, a lower academic year and a higher number of online learning sessions were significant predictors of Zoom fatigue (p &lt; 0.001), while regular exercise emerged as a protective factor (p = 0.009). The prevalence of depressive disorder was 61.9%, and a significant correlation was found between having a depressive disorder and experiencing Zoom fatigue (p = 0.004). Conclusion Zoom fatigue among medical students was correlated with depression. Consequently, medical students experiencing Zoom fatigue should undergo further assessment for depression. It is crucial to closely monitor medical students in lower academic years with a high number of online sessions for signs of Zoom fatigue. Additionally, implementing strategies, such as reducing the frequency of online sessions and promoting regular exercise, may help alleviate the symptoms.

The effect of different patient-based learning models on student perceptions of empathy, engagement, knowledge, and learning experience

Background Problem-based learning is used widely in pharmacy and medical programmes, incorporating realistic patient scenarios into regular teaching as a way of linking theory to practice. Routine case-based learning lessons ranges from real patient involvement, scripted patient scenarios, digital simulations (avatars) as well as through media such as Zoom. The existing literature has explored the extensive benefits of using patients in clinical education, but fewer studies have directly compared the efficacy of each model as learning tools. Aim To compare student perceptions of patient-based learning models to elicit student empathy, increase engagement, improve knowledge, and enrich learning experience. Methods A questionnaire was distributed to second-year pharmacy students in Swansea University to gather their perceptions on the nine different patient-based learning models in their routine teaching (SUMS RESC 2023-0011). Students were asked to rank their experience of the models explicitly against each other, based on the four pillars of (1) eliciting student empathy, (2) increasing engagement, (3) improving knowledge and (4) enriching the learning experience. Students were also asked to rate the significance of realism (i.e. knowing the patient demographics/having a visual representation of the patient) to their experience. Results Altogether, 31 student rankings of the nine learning models were weighted (9 = highest rank; 1 = lowest ranked). The data showed clear preferences for real-patient involvement over fictional cases, especially for eliciting empathy. Interestingly, scripted scenarios were rated highly for both engagement and learning experience only when avatars were involved, which suggests a role of animated visual representation of the patient in facilitating these outcomes. Conclusion Whilst it is useful to have multiple patient-based learning models, this study serves as a guide for educators in preparing case-based learning sessions for achieving the desired outcomes of any of the four pillars above.

Suggestopedia: A Method for Teaching and Learning in Informal Educational Settings

This paper aims to investigate the implementation of Suggestopedia by a teacher in an English institution, following Lozanov's four main stages of activities: presentation, concert, elaboration, and practice. The data were obtained through observation focusing on teacher activities during the implementation and observed effectiveness of the Suggestiopedia method in the language learning session. The positive outcomes of using Suggestopedia in language learning sessions suggest promising prospects for future applications in educational settings. It is essential to recognize the transformative impact it can have on language learning when implemented thoughtfully and inclusively. By addressing the diverse needs and preferences of language learners, and integrating a balanced approach that combines diverse learning modalities, meaningful language applications, and comprehensive language practice and assessment, educators can maximize the effectiveness of this approach.

Al-Kahfi Puzzle Applies The Vark Learning Style In The Memorization Aspect Among Institut Kemahiran Mara Students

Al-Kahfi Puzzle is an innovative teaching aid that applies Visual (V), Auditory (A), Reading-Writing (R) and Kinesthetic (K) learning styles where it can stimulate and celebrate a variety of diverse learning approaches among students. This innovation focuses on aspect of memorizing the al-Quran, especially in memorizing the first ten verses from surah al-Kahfi. The practice of memorizing this surah is highly recommended in Islam as a way to increase one's faith and piety as well as to seek protection from end-of-life slander. However, students often face difficulties in remembering and experience difficulties in the memorization process. This is related to the correct memorization technique that suits their learning style. Therefore, al-Kahfi Puzzle aims to assist students in enhancing their memorization abilities using an engaging puzzle game that incorporates elements of the VARK approach. The objectives of this study are to identify the dominant student learning style in helping the memorization process using al-Kahfi Puzzle and to examine the effectiveness of using al-Kahfi puzzle in learning sessions for students of Islamic Studies Course at Institut Kemahiran Mara Sungai Petani. This study is qualitative in nature by using questionnaire and focused group discussion (FGD) methods. Based on the findings, al-Kahfi Puzzle meets students' VARK learning style preferences and proves beneficial in enhancing their memorization skills.

Activating HR+/HER2- and triple-negative breast cancer care teams and their patients in shared decision-making.

1547 Background: In the rapidly evolving treatment landscape of metastatic breast cancer (MBC), shared decision-making (SDM) is critical to individualize care and improve patient outcomes. To help facilitate improved SDM, we developed an educational toolkit for health care providers (HCPs) to use with HR+/HER2- and triple negative breast cancer (TNBC) patients (pts) and evaluated the implementation of this toolkit at 5 community oncology clinics. Methods: In May-June 2022, pts (N=94) and HCPs (N=18) completed surveys assessing attitudes, confidence, goals, and barriers to SDM in MBC care. HCPs then led collaborative learning sessions with their pts using the SDM toolkit to provide education regarding treatment options and side effects, and to better align on shared goals and treatment plans. Results: In surveys, only 50% of pts reported that they decide on a treatment plan together with their HCPs , 38% reported being asked about treatment preferences, and 34% reported discussing supportive care, such as mental health care or pain relief. Additionally, very few pts reported high knowledge of BC treatments and side effects. HCPs and pts were misaligned on patient goals and barriers to SDM. For example, 56% of HCPs thought pts were too overwhelmed/anxious/fatigued to make treatment decisions, but only 21% of pts agreed that was a top challenge. While pts and HCPs were aligned on top treatment decision factors of effectiveness and quality-of-life, HCPs underestimated the importance of concerns about side effects (HCPs 11% vs pts 32%), and the cost and duration of treatment (17% vs 30%, and 22% vs 30%, respectively). HCPs correctly identified survival (56%) as a top goal for pts but were less likely to identify progression/recurrence as important to pts (39%). Additionally, 28% of pts reported their top challenge was worrying about being unable to work or meet responsibilities at home; however, only 19% of HCPs recognized this as a top challenge. Following pt-HCPs collaborative education sessions, in which HCPs used the SDM toolkit to facilitate pt education and SDM, HCPs and pts reported improved confidence in pt-HCP communication. Additionally, 46% of pts reported discussing treatment goals with their HCPs and 46% reported taking a more active role in their care following the learning session. Conclusions: These findings reveal misalignments between HCPs and patients with BC regarding treatment decision-making. The gaps identified are critical to address as they are pre-requisites for SDM. The downloadable shared decision-making toolkit developed as part of this implementation science initiative can be adopted by breast cancer clinical teams to help facilitate patient education and SDM, empowering patients to be active participants in their care.

Wayang Edu: digital application for Wayang Kulit Kelantan

Wayang Kulit Kelantan (WKK) is a traditional performance that has a long process in the learning session. This covers various aspects such as the background of the performance, repertoire, gambalan (puppets), as well as musical instruments and songs. This knowledge requires at least a year to understand the skills and techniques used. Therefore, Wayang Edu is a digital application built based on the analyze, design, development, implementation, evaluation (ADDIE) model to save learning time with traditional practitioners. The majority of users acknowledge that Wayang Edu offers a wealth of information and enables them to gain in-depth knowledge. Consequently, utilizing visual elements to convey messages is more impactful compared to traditional learning methods. Apart from that, Wayang Edu can be used anywhere at the user’s convenience. With the interaction found in the application, Wayang Edu has been used by students as a platform to get additional information about WKK.