Lecture Demonstration Research Articles

Effectiveness of different strategies to teach empathy among medical students: A randomized controlled study

ObjectivesTo explore the effectiveness of two educational strategies for teaching empathy to medical students, focusing on their skills and on the theoretical knowledge and self-perception of empathy by patients, professors, and observers. MethodsThis is a randomized controlled study. Clerkship students were divided into two groups: an active group - Role Play and Reflection Group(RRG), and a more traditional group - Lecture Presentation Group(LPG). They were assessed pre- and post-intervention using the Jefferson Empathy Scale(JSPE), ESWIM Empathy Scale, CARE, empathic skills through simulated patient encounters, and a theoretical knowledge test. ResultsA total of 169 students were included. The RRG had higher scores (d=0.81) and greater gains (d=0.82) in empathic skills than the LPG. However, there were no significant differences in knowledge or other scales. Upon assessing skill acquisition (Post–Pre gains), there was a significant increase in both groups for all outcomes, except for JSPE in the LPG group and ESWIM for both groups. ConclusionMedical empathy can be taught, and active learning methodologies can lead to better outcomes, especially on the ability to provide empathic care. Practice implicationsThese findings reinforce existing literature and helps medical schools make informed decisions regarding their teaching methodologies. Trial registryhttps://ensaiosclinicos.gov.br/rg/RBR-8rwx89c.

Evaluation of the effect of stoma care training using the pechakucha method on stoma care skills and anxiety in nursing students: A single-blind randomized controlled trial

AimThis study aimed to evaluate the effects of stoma care training delivered using PechaKucha (PK) on the stoma care skills and anxiety of nursing students. BackgroundInnovative learning methods are needed to make the educational content of nursing courses more interesting and comprehensible. The PK presentation technique is used in various business sectors and can be considered as a novel teaching strategy for the development of stoma care skills in nursing education. The PK method is a visual and narrative slide-based presentation technique involving 20 slides (usually containing images only) that are shown for 20 s each, for a total presentation length of 6 min and 40 s. DesignA single-blind randomized controlled study was conducted according to the CONSORT guideline. MethodsThe study sample comprised 96 first-year nursing students (47 in the intervention group and 49 controls). Data were collected during the 2024 spring semester using a student information form, the Stoma Care Skill Rubric and the State-Trait Anxiety Inventory. Stoma care training was delivered using the PK method for the intervention group and a classic lecture presentation for the control group. SPSS version 25.0 was used for statistical analysis. Independent-samples t-test was used to evaluate differences in mean stoma care skill and anxiety scores between the intervention and control groups. ResultsThe mean stoma care skills score two days after training was significantly higher in the intervention group (mean 42.59, SD 4.44) than in the control group (mean 33.87, SD 7.52) (p<0.05). Mean state anxiety scores after training did not differ significantly between the intervention group (mean 41.74, SD 6.51) and the control group (mean 43.08, SD 6.62) (p>0.05; Table 3). ConclusionThe PK method can be used as an alternative to classic slide-based presentations in nursing education. This study offers the first literature data regarding the efficacy of PK-based education for nursing care skills. Concise and image-based PK presentations may make the skill steps easier to understand and remember.

Pengaruh Metode Ceramah, Diskusi Dan Demonstrasi Dalam Meningkatkan Keterampilan Interpersonal Peserta Didik

This Arikel aims to find out the influence of lecture methods, discussions and demonstrations in improving the interpersonal skills of students. The method used is a literature study, where the author does not need to go directly into the field in collecting data. Through this method, the author strives to collect, search and evaluate various sources of literature that are relevant to the topic discussed. From these sources, the author found that in the learning process, it turns out that it does not only use one method, but can use learning methods that can be used by teachers in providing learning to students such as the Lecture, Discussion and Demonstration method which in this method will indirectly improve the interpersonal skills of each student. The method used has a positive impact on students because it makes it easier for them to understand the learning delivered. The role of teachers is also very important in honing interpersonal skills because educators can explain or implement their interpersonal skills.

Transforming histology students from passive lecture listeners into active lecture learners.

Traditional academic lectures have long been criticized as providing a passive learning environment to students. Often, they do not capture the audience's attention, resulting in learners being distracted or bored and thereby reducing their learning efficacy. Consequently, they are being abandoned by many schools and universities as an educational modus or modified into more learner-centered experiences. This descriptive article outlines a strategy of inserting active learning PowerPoint slides into traditional histology lectures. Suggestions and advice for adding or improving existing active learning slides are being offered to readers, who are planning to modify their own lecture presentations. The author's experience of using this formative assessment strategy with different types of histology learners is also discussed.

University students’ recognition of typical wave optics patterns

The recognition and distinction of typical interference and diffraction patterns are among the expected learning outcomes of studying wave optics. Previous studies have reported high school students’ difficulties with this task. In this study, we investigated university students’ ability to distinguish typical wave optics patterns obtained by the double slit, single slit, and diffraction grating. We also used eye tracking to obtain an insight into the distribution of students’ visual attention during the task. The results showed that university students had similar difficulties in recognizing wave optics patterns as high school students. They mostly struggled with identification of the double-slit interference patterns and diffraction grating patterns of monochromatic light while they were more successful in recognition of the diffraction pattern of white light on an optical grating and single-slit diffraction patterns. The eye-tracking data also revealed that students spent more time attending colourful than grey patterns in questions regarding diffraction of white light on an optical grating, thus suggesting that they were aware that the diffraction grating separates white light into colours. In questions regarding monochromatic light patterns, students overall mostly attended the single-slit diffraction pattern probably because of its distinct central maximum. Furthermore, the longer fixation duration for patterns compared to the text implies that students found it easier to extract information from the text than from the patterns. No prior research has compared the number of transitions during problem solving with the accuracy of the answers. In this study, we observed that students who incorrectly solved a task demonstrated a significantly higher number of gaze transitions between the question and the options, as well as among different options. The results of this study indicate that the recognition of typical wave optics patterns is also difficult for university students, thus suggesting that more attention should be paid to systematic observation and identification of key features of basic wave optics phenomena in lecture demonstrations and student laboratories.

Direct sub-atmospheric pressure ionization mass spectrometry: Evaporation/sublimation-driven ionization is amazing, fundamentally, and practically.

This paper covers direct sub-atmospheric pressure ionization mass spectrometry (MS). The discovery, applications, and mechanistic aspects of novel ionization processes for use in MS that are not based on the high-energy input from voltage, laser, and/or high temperature but on sublimation/evaporation within a region linking a higher to lower pressure and modulated by heat and collisions, are discussed, including how this new reality has guided a series of discoveries, instrument developments, and commercialization. A research focus, inter alia, is on how best to understand, improve, and use these novel ionization processes, which convert volatile and nonvolatile compounds from solids (sublimation) or liquids (evaporation) into gas-phase ions for analysis by MS providing reproducible, accurate, sensitive, and prompt results. Our perception on how these unprecedented versus traditional ionization processes/methods relate to each other, how they can be made to coexist on the same mass spectrometer, and an outlook on new and expanded applications (e.g., clinical, portable, fast, safe, and autonomous) is presented, and is based on ST's Opening lecture presentation at the Nordic Mass spectrometry Conference, Geilo, Norway, January 2023. Focus will be on matrix-assisted ionization (MAI) and solvent-assisted ionization (SAI) MS covering the period from 2010 to 2023; a potential paradigm shift in the making.

An Assessment of the Active Learning Worksheets in an Undergraduate Human Anatomy and Physiology Course

Anatomy &amp; Physiology I is a demanding gateway science course for community college students. It is particularly challenging for underrepresented Hispanic students who must navigate course content, language barriers, and work-related time constraints. This paper introduces a new active learning strategy to promote meaningful learning and conceptual understanding of Anatomy &amp; Physiology, enhancing students' academic success. The teaching strategy incorporates enhanced lecture presentations and discussions. It also includes periodic pauses for students to engage in active learning activities aligned with learning outcomes. These activities spark student interest and provide immediate feedback on their understanding of challenging topics. The study indicates that the pass rate, mainly grades of C+ and above (a requirement in all nursing courses), was consistently higher for active learning participants than those who attended traditional lectures. This evidence suggests that an active learning environment boosts academic performance among our ethnically diverse students.

EduCross: Dual adversarial bipartite hypergraph learning for cross-modal retrieval in multimodal educational slides

In the digital education landscape, cross-modal retrieval (CMR) from multimodal educational slides represents a significant challenge, particularly because of the complex nature of academic content, which includes images, diagrams, equations, and tables across various subjects such as mathematics and biology. Current CMR systems are primarily designed for “(natural) image to text” interactions (or vice versa) and inadequately address real-world educational scenarios. This study presents EduCross, a novel framework devised to enhance CMR within multimodal educational slides, which is a domain in which traditional retrieval systems fall short. Recognizing the imperative for a system that is tailored to the educational context, EduCross integrates dual adversarial bipartite hypergraph learning, harnessing the capabilities of generative adversarial networks with figure-text dual channels. This powerful combination facilitates robust bidirectional mapping, allowing for the precise association of figures with their descriptive spoken language segments and ensuring a comprehensive CMR experience. Specifically, we develop framelet-based deep bipartite hypergraph neural networks that effectively manage the high-order relationships between diverse educational content types and various types of slide figures. Our experimental results underscore the superior performance of EduCross, demonstrating its effectiveness through the use of the real Multimodal Lecture Presentations dataset that mirrors authentic educational settings. These outcomes highlight the significant advancements of EduCross over existing methods, marking a leap forward in the accurate retrieval of multimodal educational content.

Experiences in global mental health.

Participating in Global Mental Health program development and education and training efforts is rewarding and exciting work. The author describes several global experiences he has engaged in over the past 30 years, which has focused on teaching and encouraging family therapy and mental health care that support human rights and promote human development as innovated and promoted by the Global Alliance for Behavioral Health, formerly the American Orthopsychiatric Association. The author learned through participation that merely presenting mental health information and treatment approaches through lecture presentation was not adequate to help professionals and advocates in low- and middle-income countries to build sustainable mental health care systems in their home regions. The author engaged in several collaborative program development efforts with local professionals at their invitation. These programs, consisting of multiyear partnerships based on the needs and culture of the home region, will be described in the article. The programs, based on relationships between local professionals and a U.S. team of experts in child mental health care, had long-term positive effects and were highly rewarding. The basis for these programs was an invitation by local professionals, followed by collaboration in setting the agenda for the U.S. professionals' visits, an on-going relationship in which local professionals trusted that the visitors want and need to understand the local cultural environment, and improvements that will be most helpful and sustainable. In this process, the author learned about the cultures he worked in and was a part of extremely meaningful and enlightening relationships and experiences. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Metode dan Strategi Pembelajaran Medication Administration pada Pendidikan Keperawatan untuk Mencegah Medication Error

This research aims to identify various learning methods that have been used in teaching medication safety. The research method is a scoping review where articles are taken from several databases such as PubMed, ProQuest, Science Direct, and Springer Link from year to year. Keywords used include "learning methods", "learning strategies", "drug administration", and "nursing education". The results obtained by researchers found several learning strategies used in the drug administration learning process based on literature searches. In conclusion, several learning strategies used are simulation-based, 3D game simulation, Computer-Based Virtual Learning Environment (CBVLE), and Web-Based Virtual Learning Environment. Other methods include training based on the Teaching for Understanding (TfU) framework, lecture demonstration &amp; video demonstration, flipped classroom (FC) learning with a near-peer education (NPE) approach, Medication Error Encouragement Training (MEET), and drug safety training using the 4C approach /ID. Keywords: Medication Administration, Medication Error, Learning Methods, Learning Strategies, Nursing Education.

IJCM_242A: Assessment of self-medication practice among the school teachers of Bhopal

Background: The World Health Organization (WHO) and the International Pharmaceutical Federation (FIP) define self-medication (SM) as a practice by which an individual selects and uses medicines to treat symptoms or minor health problems, recognized as such by themselves. Self-medication has a number of negative effects, including resource waste, greater disease resistance, and drug resistance. Lack of time, convenience, and awareness parameters, as well as distorted thinking, all contribute to today’s never-ending cycle of self medication and its detrimental effects. Objectives: 1. To determine the prevalence of use of self-medication among school teachers of Bhopal. 2. To assess the construct connection between old and new practice by pre &amp; post test scores. Methodology: Quasi-experimental, pre- and post-educational intervention study of randomly selected school teachers of Bhopal, Sample Size 136.5 ~ 140 using Cochran’s formula. A pre-validated, pre-tested, close-ended multiple- choice questionnaire on Socio-Demographic information, various domains like reasons, indications, medications used and source of knowledge for self- medication was filled in digital mode before and after the lecture demonstration. Results: The effectiveness of the educational program on most of the components was found positive. Conclusion: Awareness can be created through social media platforms regarding the detrimental effects of self-medication. Teachers can be the best resource persons in the dissemination of knowledge in schools and colleges.

IJCM_117A: A study to assess the effectiveness of a health educational program on knowledge regarding prevention of Cervical Cancer among young adult female students of Bhopal.

Background: Cervical Cancer is the fourth most common cancer in women &amp; causes significant morbidity and mortality. Every year in India, 122844 women are diagnosed with Cervical Cancer &amp; 67447 die from the disease. Vaccinations to prevent HPV infection have been developed. Awareness regarding Cervical Cancer being a Vaccine Preventable Disease among young adult females is low. Objectives: To determine the awareness of young adult female students regarding Cervical Cancer, its risk factors, screening method &amp; prevention. To assess the construct connection between old and new knowledge by pre &amp; post-test scores. To recommend a health awareness program regarding Cervical Cancer. Methodology: Cross-sectional study of young adult female college students from Commerce, Science and Medical discipline in the city of Bhopal, Sample Size - 387 using Cochran’s formula. A pre-validated, pre-tested, close-ended multiple-choice questionnaire on Socio-Demographic information, Domain I i.e. awareness regarding Cervical Cancer including risk factors and symptoms, Domain II i.e. screening &amp; diagnostic and Domain III i.e. vaccination for Cervical Cancer was filled in digital mode before and after the lecture demonstration. Results: The effectiveness of the educational program on most of the components of domain I was found positive but statistically non-significant. In domain II after demonstration, the chi-square test of knowledge on screening technique and diagnostic Pap smear method were found statistically significant and in domain III the chi-square test of knowledge on vaccine for Cervical Cancer was found statistically significant. Conclusion: Prevention and screening measures in young adult female college students were found low and nearly half of the study participants are willing to adopt vaccination and screening program. Teachers can be the best resource persons in dissemination of knowledge in schools and colleges.

Impact of virtual education based on health belief model on cervical cancer screening behavior in middle-aged women: A quasi-experimental study.

Cervical cancer is one of the most common cancers in women worldwide and a cause of high mortality among people. Pap smear screening is an appropriate method to prevent cervical cancer and reduce its mortality. This study aimed to determine the effect of web-based education based on the Health Belief Model (HBM) on cervical cancer screening behavior in middle-aged women. This study is a quasi-experimental interventional research that was conducted on 240 middle-aged women aged 40-59 years in Isfahan, Iran, in 2022. An online educational intervention based on the constructs of the Health Belief Model was conducted for the intervention group using the Triple-B platform. The information on the intervention and control groups was collected before, immediately after the intervention, and 2 months later using a valid questionnaire. The gathered Data was analyzed using ANOVA and LSD post-hoc, independent samples t test, chi-square, and MANCOVA statistical tests in SPSS 26 software. After the intervention, the mean scores of knowledge, perceived susceptibility, perceived severity, perceived benefits, self-efficacy, and internal cues to action in the intervention group increased and the mean score of perceived barriers decreased (p < .001). The mean score of the external cues to action did not show a significant difference between the intervention and control groups before, immediately, and 2 months after the intervention. Two months after the intervention, 32 women (26.2%) in the intervention group and two women (1.7%) in the control group performed the Pap smear test. Web-based educational intervention based on HBM using different strategies such as question and answer, presentation of infographics, lectures, brainstorming, showing videos and numerous educational images can be an effective way for increasing knowledge and cognitive variables of women and doing Pap smear test.

Introduksi Lipstik Cair dari Umbi Buah Bit (Beta vulgaris L.) di Pasantren Putri

A community service scheme for implementing science and technology has been carried out from Srwiijaya University funding sources. Community service is carried out at the Ittifaqiah Islamic Boarding School for women in Indralaya, Ogan Ilir, South Sumatra. Participants who attended were 60 Islamic boarding school students in the science class, 10 science teachers and 2 Ittifaqiah administrators. Community service was carried out using lecture methods and demonstrations of making liquid lipstick in front of female students and teachers. The natural ingredients used in making lipstick in this service activity are beet root extract, virgin coconat oil (VCO), soy lecithin, gum Arabic, food flavors and food preservatives. There were 20 organoleptic tests carried out on Unsri female students on the liquid lipstick made in this service activity. Fifteen people said they really liked it, 3 people said they liked it quite a lot and 2 people said they liked the product a little. The survey on the results of service activities showed that 50 female students said they really understood how to make liquid lipstick, 8 students said they understood quite well how to make liquid lipstick with the red color of beetroot and 2 female students said they understood a little.

Reducing Visual Microaggressions in College Courses

While the topic of microaggressions has gained attention in higher education, the focus is typically on verbal microaggressions and rarely includes efforts to address visual ones. Visual microaggressions are the visual insults and invalidations toward historically marginalized groups that can appear in projects, lecture presentations, textbooks, and other forms of media. This paper describes the importance of addressing visual microaggressions in college courses and provides tips for reducing their occurrence. These strategies can include auditing one’s course, modeling visual selections for students, requiring visually focused reflections for group projects, and soliciting feedback from students about images embedded in the course and other visual representations. Additionally, this article encourages instructors to set goals related to visual microaffirmations in their courses, which communicate that students are welcome, visible, and valuable to their field of study and the university. Such efforts help to support equitable and antiracist teaching.

An Assistance to the Dokdak Village Karang Taruna Group in Managing the Karya Village Website

Managing the blacksmith's village website is an important aspect of developing the potential that exists in Dokdak Village which so far has not been conveyed to the wider community. The lack of knowledge of the community, especially the Youth Organization group, is one of the causes. Based on this, website management assistance activities were carried out for the Karang Taruna group. This mentoring activity used various lecture methods, demonstrations, and exercises, with steps to identify needs, develop training materials, train, create website management plans, direct mentoring, monitoring and evaluation, content development and promotion, technical maintenance, and continued empowerment. There were 7 participants in the mentoring activities. This mentoring activity was aimed at analyzing the role of the Dokdak Village youth group in managing the Dokdak Blacksmith Village website, thereby strengthening their involvement in managing and maintaining the Blacksmith Village website. The results of the mentoring activities showed that the Dokdak Village Karang Taruna group could be more active and have a better understanding of managing the Blacksmith Village website. They could collect, organize, and publish local information effectively. From this explanation, it could be concluded that the assistance of the Dokdak Village youth group in managing the website could be a reference for the local government and related parties to develop the potential that exists in their environment by continuing to encourage community involvement.

Enhancing elementary school teachers' knowledge in managing traumatic dental injuries: The effectiveness of educational sessions.

This study aims to evaluate the short- and long-term effects of educational intervention on elementary school teachers' knowledge of traumatic dental injuries (TDI). The study included all of the elementary schools (29) in the emirate of Ras Al Khaimah, United Arab Emirates. Of the initial 538 participants, 497 teachers completed the full-length study. The first assessment (T0) was performed prior to intervention using a four-part validated questionnaire that evaluated demographics, knowledge, attitudes, and self-assessment in relation to TDIs. The questionnaire was followed by a 30-min lecture presentation featuring various dental trauma scenarios. Each teacher's knowledge was reassessed immediately after the intervention (T1) and 3 months after the intervention (T2). The data were analyzed using the Cochran test, Wilcoxon signed-rank test, and chi-squared test. Half of the participants had witnessed dental trauma at least once; however, 96.6% of the participants had not attended any training related to dental trauma prior to the educational intervention. Knowledge regarding first aid management of broken teeth and avulsions was disappointing pre-intervention but was significantly higher post-intervention (p < .001). Following the workshop, participant self-assessments indicated improvement in the ability to appropriately respond to cases of dental trauma as necessary (p < .001). Inadequate knowledge of emergency management of TDI was demonstrated initially. There was a remarkable improvement in the overall knowledge of TDI after the educational sessions. Raising the awareness in dental trauma field by conducting educational sessions is crucial for achieving a better outcome.

The reality of the adequacy of teaching and the extent of availability for teachers of teaching methods in physical education for private schools from the students' point of view

&#x0D; The research aimed at evaluation of the adequacy of teaching and the extent of availability for teachers of teaching methods in physical education for private schools from the students' point of view in terms of standards and provisions that help to work well in a manner consistent with the changes occurring in the world and technical development.As the research methods for finding the relationship between the teacher and the student in the evaluation, evaluation and level, the student being the nucleus of a good teacher in the future through the teaching and teaching competencies of the teacher, which he instilled in the student .. The research also addressed the weaknesses and strengths that the teacher uses for students to reach the best competencies and strengthening it as required. The research concluded that there is no specific and fixed approach by the teacher in the subject, which leads to being an obstacle in understanding the subject in a positive way. Some of the sample members believe that the material delivered by the teacher suits their physical and skill abilities.The largest number of students when the answer sees the absence of educational lectures and techniques for physical education; therefore, it reduces the correct understanding and comprehension of the sport subject .. The researcher recommended that there should be a fixed course for students without relying on lectures and reproduction . Therefore, it is necessary to emphasize the presentation of lectures to pupils on the pupils, the da-show, and others, and make monthly meetings for students to listen to problems with regard to education and lectures to learn skills and games.&#x0D; &#x0D;

Students’ Perceptions on the Use of Lecture and Presentation Method in an Online Learning

The use of lecture and group presentation method in the Islamic Religious Education (PAI) course in online learning at 17 Agustus 1945 Semarang University (Untag Semarang) in the first semester of academic year 2021-2022 has an impact on the students’ acceptance. It is studied using qualitative approach. From the result of interview which was then associated with the result of observations during the teaching and learning process and then compared it with the result of the questionnaire, it can be seen that the application of the lecture method through the explanation of the material from the lecturer make students easier to understand the material than having to learn themselves. 79.8% of students like the lecture method and only 52.9% of students choose group presentation method. They also do not understand the explanation of online group presentations from other students. Judging from 41.3% of students, the reason is because they cannot discuss the material face to face.

Assessment of Students’ Ability to Prepare Outcome-Based Education Lecture Presentation Materials

Assessment of Students’ Ability to Prepare Outcome-Based Education Lecture Presentation Materials