Lecture Classes Research Articles

The Evaluation of Learning Online and Its Influence on Improving The Quality of Student Learning in the Covid-19 Pandemic

This research aimed to determine the Evaluation of Learning Online and Its Influence on Improving the Quality of Student Learning in the Covid-19 pandemic. The method of this research used the CIPP evaluation model. Data collected by using questionnaires and interviews. Analysis data used quantitative and qualitative descriptive. The results showed that the context aspect regarding the media and learning facilities that lecturers use in online learning is an appropriate category according to the needs and convenience of students in accessing the application. The input aspect regarding students' understanding of the use of online applications in learning, the quality of the material delivered by the lecturer in an online class, regarding the facilities is in the appropriate category and quite good. The process aspect regarding activities between lecturers and students, obstacles in the learning process, the use of online learning facilities, and the implementation of the learning system are well or appropriate. However, it still needs to get more attention from the teaching staff, especially since the assessment process for students is sometimes still subjective. The product aspect regarding the impact of knowledge possessed by students and lecturers about the use of online learning applications and the results of the implementation of learning is appropriate or good enough. So the conclusion is the four aspects of CIPP evaluation (context, input, process, product) that researcher used in evaluating online learning are in the appropriate category (Effective enough), and it gives a positive impact on improving the quality of students, especially in the process of using online learning applications and According to the lecturer, further learning will combine offline and online so that students can make this a new habit in the learning process.

Physical Inactivity as a Pandemic: Daily Activities and Dietary Practices.

BackgroundNumerous studies have linked a decline in physical activity (PA) around the world to an increase in chronic diseases. There were two key goals for this study. The first was to observe how daily activities affected physical health in terms of VO2max. The second aim was to investigate the effect of university students' dietary practices on levels of PA.MethodsA repeated cross-sectional study was conducted on 75 subjects (41 males and 34 females) with an average age of 27.3 [SD 5.8] years. The respondents’ physical activity in the previous seven days was classified as vigorous activity, moderate activity, walking, and sitting using the International Physical Activity Questionnaire (IPAQ). Anthropometric measurements such as height, weight, and body mass index (BMI) were reported at the baseline, during Lent (week 7 of the vegan diet), and seven weeks later (week 14). To determine Maximum Oxygen Consumption-the VO2max, the Queen’s College Step Test [QCST] was used.ResultsThere was a major difference in mean VO2max between males and females, with males getting a higher VO2max. There was no connection between VO2max and changes in dietary adherence/transition. Based on physical activity study, there were no major variations between subjects (walking Metabolic Equivalent Task (MET) and moderate MET). However, a thorough Vigorous MET showed major gender gaps. The majority of the participants in the current study spent 35 (46.7%) of their time studying and 19 (28%) of their time attending class lectures, with some students using more time than others.ConclusionResearches that may conduct in university and/or college students may provide early information to help the students understand their physical fitness. According to the findings of this limited prospective study, students spend the majority of their time engaging in sitting for various purposes. In turn, regardless of whether they followed a vegan or omnivorous diet, these study participants had low VO2 max.

Transgender health education for pharmacy students and its effect on student knowledge and attitudes

Background and purposeIncreased student pharmacist education on health issues and concerns of the underserved Lesbian, gay, bisexual, transgender, and queer (LGBTQ) population is needed. We incorporated pharmacy-specific, transgender-focused education into the curriculum and sought to identify whether pharmacy students' knowledge and attitudes towards LGBTQ individuals were affected by: (1) required online module or in-class lecture and (2) student demographics.Educational activity and setting: Pharmacy student attitudes and perceptions towards transgender individuals and the LGBTQ population were assessed before and after online (video) and in-person education using a modification of the Attitudes towards Lesbian Gay Bisexual Transgender Patients Scale. Wilcoxon test for non-parametric paired data was used to test for statistically significant changes between the pre- and post-education surveys, while two-way analysis of variance was used to analyze correlations between student demographics and responses. FindingsChanges in students' knowledge and attitudes were observed after exposure to either online or in-person education. Increases in students' perceived competence to provide care to patients identifying as LGBTQ were associated with both teaching methods. Significant demographic associations were seen with specific attitudes; female students and students who knew a transgender person were more likely to strongly disagree that discussing sexual behavior with LGBTQ patients is challenging. SummaryDelivery of transgender-focused education produced observable changes in student pharmacist perceptions and attitudes towards working with the LGBTQ patient population. Demographic characteristics, such as being female or knowing a transgender individual, positively correlated with student pharmacists' feeling more comfortable discussing sexual behavior with LGBTQ persons.

Women Inclusivity in Entrepreneurial and STEM Related Education—A Case Study

This paper presents an interdisciplinary case study on women's inclusivity in an entrepreneurship class consisting of adults enrolled in interdisciplinary majors, including science, technology, engineering, and mathematics (STEM) disciplines. With women empowerment through entrepreneurship education as a theme, this case study in learning innovations aims to encourage diversity and inclusivity in the classroom in discussing successful women entrepreneurs alongside men. Acceptance of ideas proposed by women in a class setting formed a basis for this study. Furthermore, this case study used the idea to reinforce women's empowerment during in-class lectures subtly. This paper reports findings based on our case study across multiple undergraduate and graduate classes comprising majors and adults from STEM disciplines.

PEMANFAATAN MICROSOFT INOVATIVE EDUCATION FOLLOW OFFICE 365 PADA MASA PEMBELAJARAN JARAK JAUH (PJJ) DI SMPN 5 PALU

Office 365 is an online learning method that is considered appropriate to be applied in both partner schools as an additional method other than conventional. The e-learning method is an electronic learning system that utilizes internet facilities in the process, teachers can interact with students in online classes. SMPN 5 Palu, Central Sulawesi Province is one of the junior high schools which is strategically located, can be reached from three directions and transportation is smooth. This school has strengths, among others: having teaching staff who are highly committed to improving the quality of graduates, a large number of applicants, high student enthusiasm for learning, and adequate laboratories, including a multimedia laboratory. The learning method used by teachers at partner schools so far is the conventional method, namely lectures in class, there is no use of internet facilities in their learning because they do not know, even though the facilities and infrastructure owned by teachers and students are very supportive, because teachers and students most of the students already have their own laptops and in schools there are already available computer laboratory facilities. Likewise, telecommunications and internet network facilities have reached almost all areas of Palu City, so it is not difficult to implement online learning. Where the purpose of this training is that learning can run effectively even in PJJ conditions by adapting to Microsoft Office 365 so that students who are far outside the city of Palu can still carry out online learning. Assisting teachers in managing online classes such as uploading materials, creating online practice questions and assigning value to the questions, creating materials into interesting learning videos and so on. Microsoft Office 365 is one of the Cloud-based Office applications created by the Microsoft company that allows users to be able to access various online/online content with the help of the internet. The development of a digital class based on Microsoft 365 has just been trained for 30 teachers at SMP N 5 Palu.

Using a Spreadsheet-Based Simulation to Practice and Evaluate Iterative Column Selection and Experimental Design in Chemical Fingerprinting with GC–MS

Optimization of experimental conditions in chromatography is recognized as a wear-and-tear process involving hundreds of experiments in order to maximize the number of separated compounds for each sample. The critical thinking skills and practices entailed cannot be achieved with students in a conventional lecture class. This report provides a Microsoft Excel-based spreadsheet allowing the fast simulation of fingerprinting results and the number of separated peaks for a given sample analyzed using gas chromatography–mass spectrometry. The applications were demonstrated for the simulation of extracted ion chromatograms in order to find a peak for the target compound in a model kerosene sample containing 254 volatile compounds with the optimization of the separation of fatty acid methyl esters. Using the simulation applications, students are able to perform experimental design in a lecture class. Test score results reveal the selectivity of the approach toward students with laboratory practical experience and experimental skills. This approach is expected to be useful to all higher education students in chemistry.

Assessment of Knowledge and Attitude of Infection Control among Paramedical Students

Background: Nosocomial contamination control is vital in any medical clinic to keep away from odds of cross-disease or communication of disease to different patients. Mixed breed disease could be characterized as the communication of irresistible specialists among patients and staff inside a clinical atmosphere. Objectives: 1. To assess the information and perspectives of paramedical understudies at medical clinics to disease that ought to be followed regularly. 2. To see whether radiography understudies know about the presence of convention and enactment concerning nosocomial contamination control. Methods: This prospective, questionnaire, comparative study was conducted at College of Paramedical Sciences, Teerthanker Mahaveer University, Delhi road Moradabad, Uttar-Pradesh for period of one year. A validated questionnaire was circulated among Paramedical students. The survey include multiple choice questions (MCQs) related to demographic characteristics (Age, Gender), academic qualification and survey the degree of information and mentality of nosocomial contamination control among paramedical understudies. Result: In this study assessment the knowledge and attitude of Infection control among paramedical students and we have concluded the exact mean value of all respondent in which there positively correct answer according to included three programmes like radiological imaging techniques, Medical lab techniques, and Optometry and in which there were response for radiological imaging techniques (73%), Medical Lab Techniques (88%) and Optometry (82%). So then we concluded that Medical lab techniques have more knowledge compared to radiological imaging techniques and Optometry. The result of this study was not satisfied knowledge of respondents. Study conclude that there should be proper lecture and theory classes for the conduction of knowledge about nosocomial infection control. Among all three courses, Radiology imaging techniques, medical lab techniques, and Optometry, in 374 participants, and in which participated students have knowledge about paramedical students are at risk of infection 79.1% of students correct answered and the 20.9% students gave incorrect answered . Conclusion: Among all the subjects, most of them were aware and had a positive attitude toward (78%) nosocomial infection control. The knowledge of nosocomial infection control was good among the respondents since most of them have done undergone prior nosocomial infection academic or performed nosocomial infection control by self-precautions. The respondents had good knowledge for nosocomial infection control and we were involved in three programmes of paramedical college including Radiological imaging techniques, Medical lab techniques, and Optometry and in which entire participants were 374 and in which 78% were positive knowledge and 22% negative knowledge. Keywords: Infection, Microorganism, Sterilization, Nosocomial infection, PPE, SICP, PUI.

Effectiveness of simulated patients based learning over regular classroom learning in students of MBBS Iv in the department of medicine

Bed side clinics are the gold standard but as the number of colleges is increasing the number of patients is slowly decreasing. It is practically impossible to show all the cases to the learning students. But there is a way and it is in this way that the professional actors or the doctors themselves who has knowledge of the disease can enact and thus teach the students. This study puts in a sincere effort to find the answer of which method is better. The study was done on 100 students who attended classes in the Department of Medicine from Jan 2020 to July 2020. This is an educational intervention will be done by Integrated learning for 5hrs of teaching in one month duration and performance of the students are compared for two methods along with the perception. They will be equally divided into two groups by lottery method. One batch will go for traditional lecture classes and the other will be taught using Simulated Patient based teaching. After every class the MCQ test of the students will be taken. The means of the scores will be noted. The mean of all the scores after all the three sessions will be calculated and reported.

The effects of flipped classroom characterized by situational and collaborative learning in a community nursing course: A quasi-experimental design

BackgroundSince traditional teaching could not help to develop competences, flipped classroom has caught the sight of researchers. Despite the uptake of flipped classroom in other disciplines, there is a dearth of evidence available about the use in nursing curricula. In addition, there is no consensus on how to best implement a flipped classroom. ObjectiveThis study aimed to (1) develop a flipped classroom underpinned by constructivism theory and (2) to verify its effectiveness. DesignThis study adopted a quasi-experimental design. Setting and participantsThis study was conducted in 2018 spring semester at a University in East China with 6th semester undergraduate nursing students in four parallel classes in Community Nursing Course. MethodsA flipped classroom characterized by situational and collaborative learning was developed and carried out with two classes (intervention group, n = 98). In-class lectures was applied for the other two classes (control group, n = 90). Course examination score, experience (course experience questionnaire, CEQ), and students' appraisal were used to verify the effectiveness of flipped classroom. ResultsCompared to control group, the examination score was higher for intervention group. As for the four domains of CEQ, good teaching domain rating was lower, learning burden domain rating was higher for the intervention group. There was no statistical difference in classroom quality and harvest domains. More students in intervention group chose the course helped them in developing “critical thinking” and “self-cognition and evaluation” abilities. Satisfaction rating of groups was not statistically different. ConclusionsFlipped classroom was efficient in improving students' academic performance and promoting development of higher-level thinking abilities; however, it failed in improving students' satisfaction and course experience. These findings suggest that active learning strategies such as situational and collaborative learning of group problem solving and discussion should be integrated into nursing curriculum and refinement to flipped classroom are needed to create students' buy-in.

Metode Layanan Bimbingan Konseling terhadap Masalah pribadi Sosial Siswa di SMP Negeri 2 Sedong Kabupaten Cirebon

Exclusive social guidance for students is a guidance in dealing with and solving personal-social problems, for example: adjustment, facing problems, using counseling service methods for exclusive social problems in students which are expected to make it easier for counseling teachers to solve social personal problems. learners. This research is a qualitative research which aims to find out how the counseling guidance service method for the personal social problems of students, namely adjustment, facing feuds and relationships for students who are in class VII and VIII of SMP N 2 Sedong Cirebon Regency in the academic year 2018 / 2019. The subject of this research means the counseling guidance teacher and students, while the object is how the counseling guidance service method to the direct social dilemmas of students at SMP N 2 Sedong Cirebon Regency. Data collection techniques using the method of observation, interviews and documentation. What will happen from this research are the methods used by counseling teachers in dealing with adjustment problems include: student observation methods, student calling methods, lecture methods, home visit methods and student monitoring methods. dealing with feuds include: methods of calling students, methods of visiting students and methods of calling parents. The methods used by counseling teachers to handle social dilemmas include: the lecture method which consists of the classical lecture method and the individual lecture method.

Технология микрообучения: эффективный инструмент формирования и оценки профессиональных компетенций будущих учителей

The purpose of the study – to explore the possibility of modernizing the traditional form of university education through the integration of micro-learning technology and traditional lecture classes. The article discusses the effectiveness of the use of micro-learning technology as a tool for the formation and evaluation of professional competencies of future foreign language teachers. The scientific novelty of the study lies in the fact that it proves the effectiveness of using micro-learning as a means of implementing the principle of activity-based learning and activating the role of students in the educational process. As a result of the qualitative analysis of the conducted micro-lessons, the skills of future teachers were identified, which by the time of the end of the course of the methodology were sufficiently formed, and those that still needed to be improved. Thus, it was proved that micro-training is an effective tool for monitoring and evaluating the level of professional competence of future teachers.

Lessons from the impact of COVID-19 on medical educational continuity and practices.

The COVID-19 crisis necessitated abrupt transition to remote learning in medical schools. We aimed to assess the impact of COVID-19 on French undergraduate students and teachers, to identify practice changes, and to evaluate successes and areas for improvement of this remote learning experience. Data from 2 online questionnaires were analyzed with 509 participants among students and 189 among teachers from Sorbonne University. Responses to multiple choice, Likert response scale, and open-ended questions were evaluated. COVID-19 had negative impact on teaching continuity. Sixty-seven percent of students were in a dropout situation, and many suffered from psychological stress, leading to set up of a psychological support unit. Although most teachers (81%) and students (72%) had limited knowledge of digital resources, distance learning was quickly implemented, with a predominant use of Zoom. The analysis of several parameters revealed that students were significantly more satisfied than teachers by remote learning. Nevertheless, both students and teachers agreed to replace classical lectures by digital media and to promote in-person teaching in small interactive groups. This paper shares tips for faculty rapidly establishing remote learning. This comparative study of the students’ and teachers’ points of view underlines that new medical curricula should include more digital contents. We make recommendations regarding general university organization, equipment, and curricular development for long-term implementation of digital resources with reinforced relationships between faculty and students.

PELATIHAN E-LEARNING BERBASIS MOODLE UNTUK MENINGKATKAN KEMAMPUNAN DOSEN STAIMAS DALAM MENYELENGGARAKAN PEMBELAJARAN ONLINE

The use of e-learning is believed to be able to overcome the limitations of lectures in class and of course provide learning services that can be accessed from anywhere and anytime, especially in the current era, all of which use internet access. The policy of using e-learning at the Islamic Mulia Astuti (STAIMAS) Wonogiri is still relatively new and most of the lecturers do not understand how to use it, and some are still in the process of introducing e-learning. Therefore, this training activity can be carried out for two days at the STAIMAS Wonogiri campus hall by involving STAIMAS Wonogiri lecturers. Activities are carried out in the form of simulations, exercises, and questions and answers. This training material is a guideline for using moodle-based e-learning for lecturers, which consists of setting courses, adding learning resources, adding students to classes in each course, monitoring student learning progress, using forum features, a lot like discussion forums, assignments , quizzes and grade reports. This training activity is said to be successful based on the participants' ability to understand and practice the material and it is proven by their work on the e-learning page. participants also felt that this training was very important because it could improve the skills of lecturers in managing learning through e-learning.

DEVELOPMENT OF LEARNING PROGRESSION MODELING-BASED TEACHING (LP-MBT) FOR STUDENTS WITH LEARNING DIFFICULTIES IN INCLUSIVE CLASSROOMS

Understanding student characteristics and the process of designing learning according to students with special needs are the main weaknesses of lecturers in inclusive classes. Students often complain that lecturers' learning is still monotonous, lack of variation in learning strategies, and the absence of learning media so that students experience difficulties in the process of visualizing the content of teaching materials in class. The research objective was to develop Learning Progression during Modeling-Based Teaching (LP-MBT) to help students with learning difficulties in higher education. The research method used in research and development follows Thiagarajan's (1974) 4-D model but is only applied to 3-D, namely the define, design, and developing stages. This preliminary research study involved three student respondents with special needs and twelve regular students from Elementary School Teacher Education students at Djuanda University. The research was conducted during the odd semester of the 2020/2021 academic year. The process of collecting research data was carried out using questionnaires and semi-structured interviews through online or online applications. The research results are as follows; (1) the define stage, the researcher analyzes the problems of students with special needs in the learning process in the classroom; (2) in the design stage, researchers designed Learning Progression during Modeling-Based Teaching (LP-MBT) in inclusive classroom learning based on theoretical studies and the needs of students with learning difficulties; and (3) the developing stage, the researcher validates the experts and conducts limited trials for 15 students online through the zoom application. Suggestions from this study, the Learning Progression during Modeling-Based Teaching (LP-MBT) design can be used for students with special needs, especially learning difficulties because it can activate the learning content visualization process for students and provide opportunities to express more equitable opinions.

Leveraging on the 2017/2018 measles vaccination campaign to improve health workers knowledge and practice on injection safety: A case study of north-central states, Nigeria

IntroductionGlobally, knowledge of health workers has been documented to be key in effective immunisation service delivery. The parenteral route of drug administration is a vital healthcare procedure used in the administration of medicines using needle and syringe. Despite the importance of this procedure, improper handling of the device has resulted in an unsafe practice among health workers who attend to patients receiving injectable medications. A phased measles vaccination campaign (MVC) was conducted in 2017/2018 with a key objectives of training health workers on injection safety. This paper examines the association between improvement on knowledge of health workers through improved training curriculum and their practice on injection safety. MethodsWe reviewed information on handling and administration of the measles vaccine from the open data kit (ODK) platform finalised microplans and the training curriculum used during the 2015/2016 and 2017/2018 MVC. We analysed our results using paired t-test analysis, SPSS and Microsoft Excel spreadsheet and reported results in frequencies and proportions using charts and tables. ResultsOur findings revealed more health workers were trained during the 2017/2018 MVC as compared to 2015/2016 MVC. The curriculum adopted during the 2017/2018 MVC showed that multiple techniques were adopted during training compared to only class lectures used during the 2015/2016 MVC. A paired t-test analysis comparing the impact of training on the knowledge of the health workers during 2015/2016 and 2017/2018 MVC revealed significant improvement across five states during the 2017/2018 MVC, with mean ranging from 6.5% in the FCT to 23.7% in Nassarawa state. ConclusionThe review of training curriculum and use of multiple training styles during the 2017/2018 MVC improved the knowledge of health workers. Immunisation programmes will benefit from adopting the training curriculum to meet the specific needs of the health workers.

English

BACKGROUND Computer has become an indispensable tool in the modern system of education and training. Health hazard viz. computer vision syndrome (CVS) associated with overuse of computer has been widely studied by different authors. Few studies have underscored the high prevalence of this condition among medical students. Present study has been conducted to find the prevalence of CVS, associated risk factors and to understand the level of awareness about the condition among undergraduate medical students during a period of exclusive online computerbased lecture classes. METHODS A descriptive cross-sectional study was conducted with 310 respondents among undergraduate medical students at IQ City Medical College, Durgapur, West Bengal from June 2020 to September 2020. The students were surveyed with pretested and structured questionnaire for various CVS related symptoms and ergonomic principles adopted by them. Data was collected and analysed. Chisquare test was performed to assess the statistical significance. RESULTS Prevalence of CVS in the study was found to be 58.38 %. Majority of students affected were females (69.5 %). Those using the computer for 2 – 4 hours a day were affected the most (66.5 %). The ergonomic factors that were found to have strong association with CVS were viz. prolonged and continuous use of digital screen, viewing distance, level of the digital screen with respect to eyes and chair support to lower back. The most disturbing symptom following continuous computer use was found to be headache (18.38 %), followed by eye strain (13.87 %). CONCLUSIONS The present study was conducted at a period when computer dependency among the students was high. Though some of the earlier studies have reported much higher prevalence of CVS among students, the present study has revealed a prevalence of 58.38 %. This was possibly due to high level of awareness (78.06 %) among medical students as revealed by the study. The study has also showed statistical significance between various ergonomic factors and development of CVS. KEYWORDS Computer Vision Syndrome, Ergonomics, Undergraduate Medical Students, Awareness

Comparison of Flipped classroom to traditional classroom lecture in Pharmacology among second year Dental Students

Flipped classroom is a teaching method where the students are involved in pre class preparations like watching related videos of lectures, reading relevant books and class time is utilized for clarifying doubts, discussion, class activity and problem solving Objectives: To compare traditional classroom lecture with Flipped classroom and to study the effectiveness and acceptability of the Flipped classroom approach in teaching Pharmacology. Methods: Second year dental students were divided into two groups-A and B of 37 each. Group A students, were given videos and voice over power point through Google group and What’s app group on Antiepileptic drugs and after two weeks they were exposed to Flipped class using think pair and share class activity while group B students were given traditional lecture class on antiepileptic drugs. Both groups knowledge was compared using a post test questionnaire and group A students perception on flipped class was assessed using a three point Likert’s questionnaire. Mean score between the two groups was compared using Man Whitney U test and p < 0.005 was considered as statistically significant. Results: 86% students preferred flipped class over conventional class and 95% liked think pair and share activity as it guided them in deeper understanding of the subject. Mean score was better among students involved in flipped class when compared to lecture class. Conclusion: Dental students had a good learning experience with the Flipped classroom method as it allowed them to learn at their pace and also guided them to apply learned information accurately

Development of a computer-assisted instructional package for life skills to prevent risky sexual behaviors in early adolescents, Bangkok, Thailand.

Background: The purpose of the present study was to examine the effects of a newly developed computer-assisted instructional package for life skills (CAIFLS) specifically designed to raise awareness of risky sexual behaviors among Thai early adolescents in Bangkok. Methods: The research process included two phases: (1) the development and (2) the use and evaluation of the newly developed CAIFLS package. First, 5 teachers and 5 Grade 7 students of a Bangkok school were interviewed to collect information needed for the development of CAIFLS. The second phase was to implement learning activities through CAIFLS with a total of 87 Bangkok school students, consisting of 44 students for the experimental group who received CAIFLS for 4 sessions, and 43 students for the control group who received routine class lecture. CAIFLS instructions, lesson plans and worksheets were designed as the experiment methods. Then questionnaires of life skills assessments and student satisfaction were used to investigate the effects and the student satisfaction of CAIFLS. Results: The findings revealed that the efficiency values of the CAIFLS package were 80.2/82.5, higher than the set criteria of 80/80. Mean scores on life skills for the experimental group significant increased (p < .05), which was higher than the control group. The students also showed their satisfaction of CAIFLS at a high level (M = 4.20, S.D. = 0.29) Conclusions: CAIFLS can be used as an effective learning tool to enhance life skills to prevent risky sexual behaviors among Thai early adolescents.

Successfully Redesigning a Pathophysiology Course Using the Lt‐Understanding Your Physiology Platform

The COVID-19 transition to remote learning provided the appropriate opportunity to redesign an existing Clinical Pathophysiology course that was taught in a face-to-face (F2F) setting. For the past several years students had been requesting that asynchronous upper-level science majors’ courses be offered at our college. Many students work part-time jobs and offering asynchronous courses increases their access to higher education and aids in their successful degree completion. The previous course delivery mode was a traditional lecture style with a required textbook, weekly quizzes, and exams. The redesigned course eliminated the lectures and replaced the textbook with Lt Understanding Your Physiology (ADInstruments) online platform. Weekly modules in Canvas (Learning Management System) provided students with an introduction to the current topic via a short (5-8 minute) video created by the instructor. Students were then required to complete lessons in a weekly module in Lt Understanding Your Physiology (Lt UYP) software. These lessons included different types of low stakes activities, meaning the students could replace an incorrect answer with the correct answer without penalty. At the end of each Lt UYP module, they viewed a patient video case study and answered a series of questions in a Word document that was then submitted to Canvas. Upon completion of all these assignments, the students took a quiz in Canvas. For this course offering, the student enrollment was (n=24) 13 juniors and 11seniors among which 22 completed the surveys. Students (82%) stated what they liked most about the Lt UYP activities was that they could get the answer wrong with no penalty then learn from their mistakes. The type of activity they enjoyed the most was labeling anatomy (41%) followed by matching the statement to a description/definition (22%), labeling a diagram (18%), determining which statements are correct and incorrect (14%) and few (5%) enjoyed the open-ended questions at the end of each lesson. The activity that students felt was most effective in helping them learn and understand the content was determining which statements were correct and incorrect (32%), followed by labeling diagrams or images (27%), and matching the statement to a description/definition (22%). The least effective activities were open-ended questions (9%), labeling anatomy (5%), and arranging statements in chronological order (5%). Students felt the Lt UYP activities were relevant to the course content (41% strongly agree and 55% agree) and helped them prepare for the exams (41% strongly agree and 32% agree). Most of the students (68%) chose all of the above when asked why they liked the case studies where the choices were a) the case studies were related to course content, b) interesting, c) real patients telling their personal story, and d) they learned a lot about the different diseases/disorders. The transition from F2F traditional lecture class to asynchronous format using Lt UYP was highly successful in engaging students in content and teaching them pathophysiology.

Implementation of organizational and pedagogical conditions for &#x0D; the development of social responsibility in the educational process of cadets

This article presents the results of the implementation of organizational and pedagogical conditions for the development of social responsibility of future officers of the National Guard of the Russian Federation. The author, in the course of conducting training sessions in various disciplines, creates organizational and pedagogical conditions that promote the development of social responsibility of the cadet's personality, modifying the traditional format of conducting classes: the technology of inverted class is introduced in the lecture classes; the technology of storytelling and the case study method are used in practical classes. In the seminar classes, the order of assessment of students is changed from individual to collective (inverted assessment). The pedagogical experiment has shown its effectiveness, which is confirmed by the analytical data presented in the content of the article. The organizational and pedagogical conditions tested during the educational process (the development of social responsibility as an important component of the professional training of future officers, the organization of a system of joint activities of the subjects of the educational process, the change in the system of evaluating the activities of cadets in the context of changes in the information presentation of material and the inclusion of various pedagogical technologies) can be recommended in pedagogical practice.