Lecture Sessions Research Articles

COVID-19 Disruptions in Health Professional Education: Use of Cognitive Load Theory on Students' Comprehension, Cognitive Load, Engagement, and Motivation.

This study explored the impact of online lectures that were developed using principles of cognitive load theory (CLT) and cognitive theory of multimedia learning (CTML) on health profession students' lecture comprehension, cognitive load, cognitive engagement, and intrinsic motivation in learning. A total of 215 first-year undergraduate students in medical, dentistry, and nutrition programs participated in this pre-post quasi experimental study. The students attended a typical face-to-face lecture on Day-1 of the intervention, followed by a CLT-based online lecture 8 weeks thereafter. Their comprehension of the lecture topics was measured through pre- and post-lecture assessments, and their cognitive load, cognitive engagement, and motivation were measured immediately after each lecture session. The analysis revealed that the CLT-based online lectures promoted the students' comprehension of the lecture content (p < 0.001), self-perceived learning (p < 0.001), engagement toward the learning material, and motivation to learn (p = 0.025). It was also effective at reducing the students' intrinsic and extraneous cognitive loads (p < 0.001). Hence, designing online lectures using CLT and CTML principles could be an effective method to promote students' knowledge and comprehension, cognitive engagement, and learning motivation. However, further research is needed to investigate the applicability and impact of CLT-based online lectures in non-health profession disciplines.

Intrinsic gait variability of kinematic parameters in children and young adults with spastic cerebral palsy: Relationship with clinical impairments

Anxiety has been called a “harm” of screening mammography. The authors provided direct, interactive education to lay audiences and measured these sessions’ impact on anxiety and any increased understanding of breast cancer screening.Academic breast radiologist provided seven 1-hour sessions of structured lectures and question-and-answer periods. Lay language and radiologic images were used to discuss disease background, screening guidelines, and areas of debate. One hundred seventeen participants (mean age, 45 ± 15 years) completed voluntary, anonymous, institutional review board-approved pre and postsession questionnaires relaying their attitudes regarding screening and the impact of the sessions. Results are summarized descriptively.Mean reported anxiety regarding screening (on a scale ranging from 1-5; 1 = no anxiety) was 2.5 ± 1.3. Anxiety was attributed to unknown results (56.4%), anticipation of pain (21.8%), known risk factors (14.5%), general uncertainty (12.7%), waiting for results (9.1%), possibility of more procedures (3.6%), and personal breast cancer history (3.6%). Ninety-seven percent reported that immediate results would lower anxiety (78% of those women indicated a 75%-100% decrease in anxiety); 93% reported that radiologist consultation with images would lower anxiety (75.6% indicated a 75%-100% decrease in anxiety). After the lecture, women reported (on a scale ranging from 1-5) increased understanding of the topic (4.7 ± 0.6), encouragement to screen (4.6 ± 0.7), and reduced anxiety (4.0 ± 1.1). Ninety-seven percent to 100% provided correct responses to these questions: rationale for screening in the absence of family history, recall does not equate to cancer diagnosis, benefit of prior films, and continued importance of physical examination.Attendees of radiologist-provided direct public lectures reported decreased anxiety and improved knowledge regarding screening mammography. The resultant reduced anxiety (“harm”) and educational empowerment help enable informed decision making and may promote screening attendance.

STUDY ON KNOWLEDGE ABOUT ANTENATAL CARE AMONG MEDICAL STUDENTS IN A MEDICAL COLLEGE OF HAPUR DISTRICT IN UTTAR PRADESH, INDIA

Background: Antenatal care is essential for pregnant women and care givers like medical professionals to have healthy baby and mother. The medical students should have knowledge about antenatal care .So that they can guide and give health education to pregnant women. Materials and methods: A structured questionnaire was administered to all students in Phase III Part 1 through Google Form during the lecture session of Community Medicine department. The data was collected and analysed. Total Results: 104 students participated in the study. Knowledge score for ideal visits to be done by a pregnant women to the health facility and basic laboratory investigations required during pregnancy was less than 80% and that is 17.3% and 78.8% respectively. Other knowledge score about antenatal care like minimum antenatal visits by pregnant women, TT immunisation required during pregnancy, Extra calorie required during pregnancy, Iron folic acid tablets were given free of cost in the government health facility, Danger signs during pregnancy required hospitalisation, Medication required before pregnancy to prevent neural tube defect in fetus, Mild exercise required during pregnancy and Place of child birth better for pregnant women were more than 80% and these were 91.3%, 96.1%, 90.38%, 100%, 89.4%, 97.11%, 99.03% and 98.07% respectively. Knowledge score for ideal visits Conclusion: to be done by a pregnant women to the health facility and basic laboratory investigations required during pregnancy was less than 80% and inadequate require attention by the medical students. Other components of antenatal care knowledge score were more than 80% and adequate

Mindfulness and academic emotions: A field study during a lecture

The aim of the present study was to examine whether mindfulness and academic emotions are beneficially related in specific learning situations. For that purpose, we conducted a field study during two lecture sessions in which we measured momentary mindfulness and academic emotions of N = 105 university students repeatedly, resulting in N = 551 measurements. As expected, multilevel analyses indicated that students who were more mindful during the lecture felt more positive and less negative activating emotions, better valence, and were more optimistic about an upcoming exam. In contrast to our hypotheses, trait mindfulness was not found to be related to current academic emotions. Multilevel mediation analyses point towards an indirect effect of trait mindfulness via momentary mindfulness during the lecture sessions. These findings suggest that mindfulness is of high relevance to academic emotions which in turn are important for learning, achievement, and well-being.

Appraisal of a novel pedagogical approach to demonstrating neuromuscular transmission to medical students.

Although traditional didactic lecturing is the principal instructional approach used in numerous medical schools, this method has several limitations. Experiential learning approaches place students in the center of the learning process and creates a positive and supportive classroom learning environment. In this article, we propose an active pedagogical approach for teaching a basic physiology concept, namely, neuromuscular transmission (NMT), and we evaluate the effectiveness of this approach among undergraduate medical students. One-hundred forty-two undergraduate medical students were involved in this study (cohort A, n = 62; cohort B, n = 80). Cohort A received a didactic lecture on NMT and subsequently tested their knowledge of the topic via test 1, after which their perceptions of didactic lectures were recorded. The students were then asked to participate in a touch-and-go (TAG) active-learning session regarding NMT, after which their learning was subsequently tested by taking test 2. Their perceptions about the TAG game were also recorded. Students in cohort B were first administered test 1 regarding NMT. Then, they were asked to attend a didactic lecture blended with a TAG active-learning session, after which test 2 was administered, and their perceptions were recorded. Both the didactic lecture and active learning sessions facilitated student learning regarding the concepts involved in NMT. A comparison of the lecture followed by the game used in cohort A with the game blended lecture used in cohort B revealed no significant differences. However, both formats created a positive influence on students' interest in learning the concept, and the students preferred active learning over didactic sessions alone.

EFOCUS 2: A randomised crossover trial of smartphone fundoscopy and direct ophthalmoscopy aiming to improve optic disc interpretation by medical students with e-learning support.

Ophthalmoscopy and its interpretation are complex. We aimed to compare the diagnostic accuracy of smartphone fundoscopy with traditional direct ophthalmoscopy for optic disc interpretation, with e-learning support. We conducted a randomised, crossover study of 102 medical students. Students were offered e-learning for optic disc interpretation. A fundoscopy objective structured clinical examination was conducted after an introductory lecture and 10-min practical training session on smartphone fundoscopy and traditional ophthalmoscopy. Participants examined patients and simulator slides with a randomised crossover between smartphone [D-eye (Padova, Italy) or iExaminer (Welch Allyn, Macquarie Park, Australia)] and traditional ophthalmoscopy (Welch Allyn). Optic discs were graded independently by three masked ophthalmologists. The primary outcome was the ability to interpret an optic disc as normal or abnormal. Secondary outcomes included other optic disc aspects; student preferences; and e-learning performance. Students' agreement with the gold standard for an abnormal or normal disc was significantly greater using a smartphone (74.4%) than with direct ophthalmoscopy (68.1%, p=0.032). More students preferred smartphone (74%) over direct ophthalmoscopy (26%, p < 0.001). E-learning led to an improvement in optic disc interpretation scores (mean improvement=4.5%, 95% CI=3.7-5.2, p < 0.001). Medical students are more accurate at recognising an abnormal optic disc using smartphone fundoscopy than traditional direct ophthalmoscopy, and have a strong preference for smartphone fundoscopy. E-learning may improve the interpretation of optic disc abnormalities. Smartphone fundoscopy may mitigate some technical challenges of fundoscopy and reinvigorate use of this valuable clinical examination.

Educational Efficacy of Diverse Strategies on Knowledge and Skill of Nursing Regarding Neonatal Resuscitation

Background: The educational efficacy in resuscitation could be improved by enhancing instructional design through different innovative approaches especially in resource-limited settings. Aim: To determine the educational efficacy of diverse strategies on knowledge and skill of nursing students regarding neonatal resuscitation. Study design: Quasi-experimental study. Place and duration of study: School of Nursing, Allama Iqbal Medical College, Lahore from 1st November 2020 to 30th April 2021. Methodology: Sixty-five nursing students of 1st and 2nd professionals were selected. The education on neonatal resuscitation consists of diverse educational strategies including didactic lecture, video, simulation, and self-practice sessions in the simulation laboratory of a public school of nursing in Lahore, Pakistan. The data on knowledge and skill was assessed two times before and after the intervention. Results: The study showed a significant (p&lt;0.001) change in knowledge and skill after education. Nearly, all students had poor knowledge and skill before education. The knowledge had been improved as 40.0%of students achieved good, and 53.3% achieved fair knowledge level. Conclusion: The diverse educational strategies in neonatal resuscitation significantly improve nursing students' knowledge and skill. Keywords: Neonatal resuscitation, Education, Nursing students, Knowledge, Skill

Deteriorating Patient Training Using Nonimmersive Virtual Reality: A Descriptive Qualitative Study.

Recent nurse education pedagogical strategies are starting to embrace the use of virtual patient simulations in higher education settings. This study evaluated student, simulation technician, and lecturer perspectives on student performance after virtual training for care of a deteriorating diabetic patient. Second year nursing students learned using a virtual patient simulation, which was a follow-up of a randomized controlled trial that took place during the academic year 2017-2018. Group and individual interviews were conducted comprising the 21 staff and students involved in the virtual reality simulation in four individual lecture sessions. Five themes emerged from this study: engagement, immersion, confidence, knowledge, and challenges. Student participants found that the virtual reality exercise aided their understanding of the complex concepts associated with hypoglycemia, provided immediate feedback about their clinical decisions, could be completed multiple times, and provided more opportunities for safe practice, complimenting their ward and clinical skills experiences. Simulation technicians and lecturing staff also recognized these benefits but identified challenges, including time and cost constraints. We recommend further research into potential benefits and challenges, including likely consequences of increased use of virtual reality technologies for nurse education curriculum design.

An International Virtual Workshop on Global Seismology and Tectonics (IVWGST-2020)

Abstract An International Virtual Workshop on Global Seismology and Tectonics (IVWGST-2020) was organized by the Geoscience and Technology Division of Council of Scientific and Industrial Research—North East Institute of Science and Technology, Jorhat, India from 14 to 25 September 2020. This workshop predominantly catered to undergraduate, postgraduate, and Ph.D. students, scientists, and academicians from across the globe. The primary motive of IVWGST-2020 was to inspire the participating students, perturbed by the unprecedented situation brought about by the COVID-19 pandemic, with quality lecture sessions, so as to lift their spirits. The virtual workshop served as a conduit for the students and researchers to directly interact with several pioneers and prominent geoscience researchers from around the world. Lectures, via Microsoft Teams, were given by 15 eminent speakers from diverse geoscience forums and institutions, and were attended by more than 1000 participants, mostly students and researchers, from 30 different countries. This report briefly summarizes the agenda, describes our experiences hosting the virtual workshop, and documents the challenges faced.

A comparative study of learning outcomes between video-based and traditional lecture-based teaching in physiology

Background: -Video-based teaching, a distance learning tools is widely beingused in the present COVID-19 pandemic. Present study compares cognitive and affective domains learning outcomes between traditional and video-based physiology lecture.&#x0D; Methods and material: -A total of 25female students of Applied Medical College, Prince Sattam bin Abdul Aziz University, kingdom of Saudi Arabia during 2019 were selected for the study. Physiology course consist of 45 credit hours in a fifteen-week semester. Students were evaluated by various methods for different levels of cognitive and affective domains between traditional method of endocrine physiology lecture session and video-based digestive physiology lecture session. Marks obtained by each student in all the assessment methods of cognitive and affective domains were calculated to get a total mean score and expressed in percentage and compared between the traditional and video-based physiology lecture.&#x0D; Results: -The total mean score for all the assessment methods of the cognitive domains in the digestive physiology lecture with video was 70% and endocrine lecture without video was 50%.The total mean score for affective domain in the digestive physiology lecture with video was 80% and endocrine lecture without video was 50%.Cognitive domain show no major difference between traditional endocrine physiology and video-based digestive physiology lecture, while student performance was good for affective domain in the lecture supported by video.&#x0D; Conclusion: -Video-based teaching helps the learner to achieve objectives of the different levels of affective domain compared to cognitive domain as well as compared to traditional lecture with no video.&#x0D; Bangladesh Journal of Medical Science Vol.20(4) 2021 p.833-839

Students' Perceptions and Attitudes After Exposure to Three Different Instructional Strategies in Applied Anatomy.

BackgroundThe advancements of technologies have developed anatomical education into a new era. The study aims to assess medical students’ performance and overall satisfaction who used the anatomage table and plastinated specimens for the teaching and learning anatomy courses.MethodsA cross-sectional study was conducted on students of the first-year college of medicine at Imam Mohammad Ibn Saud Islamic University (IMSIU). Students were randomly distributed equally into three groups A, B, and C. All groups were taken two sessions of lectures for one hour each. Each lecture was followed by a practical session of two hours. Group A learned with the “Anatomage” table and Group B learned the same topics on plastinated specimens. Group C was learning on both plastinated specimens and the “Anatomage” table. The objective structured practical examination was given to all students immediately after the practical sessions. A structured questionnaire was given to each group to determine the students’ views on the educational methods.ResultsThere was a statistically significant difference between the means of the total scale scores for the three teaching methods, where students expressed a higher attitude towards both strategies for teaching in comparison to the anatomage table and plastinated models for teaching, where the means were 18±4.4, 18.3±4.6, 20.4±5.6, respectively, F=12.6 and P=0.0001. There were higher and positive students’ attitudes regarding the five statements in favor of both models teaching compared to anatomage table and plastinated model teaching alone.ConclusionThe first-year medical students have valued the combination of anatomage table and plastinated prosections in learning and assessing anatomy education at the undergraduate level. The advantages outweigh the limitation of these educational tools.

Medical Emergency Management in the Dental Office (MEMDO): A Pilot Study Assessing a Simulation-Based Training Curriculum for Dentists.

In the event of a medical emergency in the dental office, the dentist must be able to identify a patient in distress, assess the situation, and institute proper management. This study assessed the impact of a simulation-based medical emergency preparedness curriculum on a resident's ability to manage medical emergencies. This interventional and pre-post educational pilot study included 8 participants who completed a standard curriculum and 8 who completed a modified curriculum (N = 16). The intervention consisted of a comprehensive medical emergency preparedness curriculum that replaced lecture sessions in a standard curriculum. Participants completed performance assessments using scenario-based objective structured clinical examinations (OSCEs) that were recorded and evaluated by calibrated faculty reviewers using a customized scoring grid. The intervention group performed significantly better than the control group on their summative OSCEs, averaging 90.9 versus 61.2 points out of 128 (p = .0009). All participants from the intervention group passed their summative OSCE with scores >60%, while none from the control group received passing scores. Completion of a simulation-based medical emergency preparedness curriculum significantly improved resident performance during simulated medical emergencies.

Applying team-based learning in a transnational post registration bachelor of nursing program in Singapore

BackgroundTeam-Based Learning (TBL) is growing in popularity as a method to create active learning within larger group lectures. It is facilitated through phases of individual work, teamwork with immediate feedback and an application exercise, to develop students’ understanding and assessment of conceptual knowledge. A single facilitator can manage many groups within larger lectures. The study aim was to evaluate the impact of TBL on the engagement, learning and satisfaction of students enrolled in a transnational post registration Bachelor of Nursing (BN) program in Singapore.MethodsA cross-sectional design was employed. The TBL approach was delivered during lecture sessions within a post registration BN program delivered in a Higher Education Institution in Singapore. A sample of BN students was drawn from 305 students undertaking the program. An online anonymous university-delivered student evaluation of course (SEC) survey and an online anonymous survey using the Student Assessment Instrument, were used to collect quantitative and qualitative data. Survey participation was voluntary with informed consent protocols followed. Student performance in the course was also reviewed.ResultsEighty-two students (27%) completed the SEC scoring a median of 4/5 for satisfaction, and 68 (22%) completed the online survey. As 93 was the neutral score for the survey, there was a moderately positive evaluation with an overall score of 108.5/155 for TBL in accountability for learning, TBL preference and satisfaction with TBL compared to traditional lecture approaches.ConclusionsImplementation of TBL with this cohort demonstrated evidence of moderately positive engagement, learning and satisfaction when compared to traditional didactic lectures.

Effects of the non-contact cardiopulmonary resuscitation training using smart technology.

AimsAccurate cardiopulmonary resuscitation (CPR) performance is an essential skill for nursing students so they need to learn the skill correctly from the beginning and carry that forward with them into their clinical practice. For the new normal after coronavirus disease 2019 (COVID-19), safe training modules should be developed. This study aimed to develop non-contact CPR training using smart technology for nursing students and to examine its effects, focusing on the accuracy of their performance. The study used a prospective, single-blind, randomized, and controlled trial with repeated measures.Methods and resultsThe non-contact CPR training with smart technology consisted of a 40-min theoretical online lecture session and an 80-min non-contact practice session with real-time feedback devices and monitoring cameras. Sixty-four nursing students were randomly assigned to either an experimental group (n = 31) using non-contact training or a control group (n = 33) using general training. The accuracy of chest compression and mouth-to-mouth ventilation, and overall performance ability were measured at pretest, right after training, and at a 4-week post-test. The non-contact CPR training significantly increased the accuracy of chest compression (F = 63.57, P < 0.001) and mouth-to-mouth ventilation (F = 33.83, P < 0.001), and the overall performance ability (F = 35.98, P < 0.001) compared to the general CPR training over time.ConclusionsThe non-contact CPR training using smart technology help nursing students develop their techniques by self-adjusting compression depth, rate, release and hand position, and ventilation volume and rate in real time. Nursing students can learn CPR correctly through the training allowing real-time correction in safe learning environments without face-to-face contact.

Virtually the Same? Comparing the Use of In‐Person and Virtual Drawing Sessions on the Clinical Anatomy of the Vagus Nerve

Intro Drawing in anatomy increases comprehension, enhances test grades, and promotes long term retention. Literature supports the use of drawing in teaching and learning anatomy, however, there is little research into the effectiveness of drawing on teaching clinical anatomy and its comparison to traditionally used resources such as lectures and textbook reading. Additionally, previous studies have failed to compare in-person drawing to virtual sessions. We hypothesize that students participating in instructor-guided drawing or lecture sessions, both in-person or virtually, will perform better on anatomy assessments and will rate their sessions higher than students reading textbooks. Methods In order to test the hypothesis, novice first year medical students were recruited over two academic years. All sessions in 2019 were held in person, while sessions in 2020 were conducted virtually to compare effectiveness of drawing templates in two academic environments. Student participants completed the Index of Learning Style questionnaire which helped categorize the students as either a preferred visual or non-visual learner. Visual and non-visual students were randomly but uniformly placed into one of four interventional groups: a drawing on paper group, a drawing on technology group, a lecture group and a reading group. The study focused on teaching the structural, functional and clinical anatomy of the vagus nerve. Each learning session began with an anatomy pre-test, followed by a teaching session specific to each interventional group, and ended with an anatomy post-test and a satisfaction survey. Students were invited to complete an additional test and survey 6 months after the primary learning session to assess long-term retention. Results Preliminary results suggest students in all four interventional groups significantly improved from pre-test to post-test in both academic years. When scores on clinical questions were analyzed, participants in groups with instructor guidance including the drawing and lecture groups significantly improved following their teaching session, while students in the reading group had no significant improvement. Additionally, students in those specific groups rated their sessions higher than students in the reading group when asked if they found their session to be effective and if they recommend sessions like theirs be added to the curriculum. Students in the drawing and lecture groups agreed their sessions were more effective than if they spent that time reading from a textbook. Conclusions The results of this study suggest in-person and virtual teaching sessions involving instructor guidance either through drawing or lecture lead to enhanced retention, clinical knowledge and student satisfaction when compared to textbook reading.

Active Drawing of Mechanisms of Genetics and Molecular Biology as an Undergraduate Learning Tool

Many students navigate undergraduate biology courses through passive learning, relying on memorization techniques to study content. This may not be the most effective strategy for meaningful comprehension of multipart and unfamiliar or new concepts. Can instruction by engaging students in active drawing and diagramming be an effective learning strategy? This pedagogical design unites the minds of students in the classroom by encouraging participation and inquiry. Our strategy maximizes active drawing of the mechanisms of genetics and molecular biology during lecture and instructor-led collaborative drawing sessions. The goal is to increase student learning and success in undergraduate genetics coursework based on the fundamental concepts recommended by the Genetics Society of America. Topics are covered in three main sections - nature of genetic material and gene expression, transmission and genetic variation, and patterns of inheritance integrated with evolution and population genetics. Students are assigned pre-lecture concept questions with reading assignments and illustrative videos. In lecture, students are led in active stepwise drawing and discussion of concepts. Strategies include the reductionist point of view from theoretical and macroscopic down to molecular mechanisms. Concepts are related to modern research and human health and disease. Student learning is reinforced through weekly drawing and recitation group sessions led by lecture coordinators. Meaningful learning and level of comprehension is measured through concept inventory assessments and student feedback. Concept-based hand drawings serve as a learning tool for the genetics and molecular biology community.

English

BACKGROUND Medical education curriculum in India focuses on the clinical skills of the medical students as cornerstone, but patient and patient party dealings and to work as a member of health care provider team, one requires communication skills, interpersonal skills, management skills, professionalism and ethics. Teaching learning methods (TLM) for imparting module of professionalism and ethics have to be innovative and nonconventional also. In the present study, we tend to assess the effectiveness of exposure to realistic clinical scenarios in pathology department, in teaching medical ethics and professionalism, to undergraduate medical students. METHODS This is an experimental, interventional study that included 200 students. All have attended “just-in-time” lectures on attitude, communication, professionalism and ethics (AETCOM) delivered by faculties. After the 15 days of lecture session, all the students were assessed about their skill of AETCOM by conducting objective structured practical examination (OSPE). In the next phase exposure to realistic clinical scenarios in the Departmental laboratory of Pathology, under the guidance of faculties was also arranged. After the exposure session to real life scenario, all the students were assessed about their skill of AETCOM again by conducting OSPE and their performance was compared with the previous OSPE score. Feedback from the exposed students was also taken in prescribed proforma of 7-point Likert scale. RESULTS Mean pre exposure OSPE score was 18.66 and mean post exposure OSPE score was 27.22. The result shows that the difference was significant (P &lt; 0.001). 38.5 % students were extremely satisfied with the experience of exposure to real life situation in pathology lab and 50 % students were very satisfied with the experience of exposure. In the present study, mean learning gain is 77 %. CONCLUSIONS Professionalism and ethics should neither be introduced in isolation from other medical graduation course contents nor be assessed so. It should be coherently assimilated with the current curriculum. KEYWORDS Communication Skills, Interpersonal Skills, Professionalism, Ethics, Teaching Learning Methods (TLM)

Smart Analyzer: Assisting College Management through Machine Learning and Data Analysis

This work explores various opportunities to improvise regular tasks done by college faculty viz. Exam Result Analysis, Daily Student Attendance Analysis and Lecture Schedule Storage. Result Analysis becomes a tedious task when handled through traditional pen-paper methods and spreadsheets. This can be simplified by using Classification and Regression techniques. Through Regression, module-wise clarity of subjects can be foretold for students. Classification and Clustering algorithms can help to segregate students in various groups so that additional efforts can be taken for slow learners. It can also be used for classifying modules of a specific subject based on their complexities and course outcomes. The usage of register files for daily student attendance can be improved in a digital approach through Android and Django Framework. Through this approach, attendance can be tracked regularly and lecture (session) wise analysis can be done without the clutter of traditional pen-paper approach. Besides, for storing Lecture schedules and relevant timelines in the Realtime database furnishes additional benefits involving access to multiple users simultaneously. Technologies like Django Framework, Android OS, Realtime Database Systems and Machine Learning algorithms make these tasks simplified and less time-consuming. Data Analysis of Exam Results can be used for classifying student response to the teaching-learning process and can help in strategic outlining for future enhancements. Results of the proposed system consists of graphical representation of analysis done on input data and real time analysis of attendance data.

Implementation of Blended Learning Approach for Improving Anatomy Lectures of Phase I MBBS Students - Learner Satisfaction Survey.

PurposeThe application of blended learning approach improves student engagement, active learning and achievement of higher order analytical thinking. Despite that there is still no clear proof that use of computer assisted learning is better than traditional teaching in human anatomy. In this study, a model of collaborative learning strategy is applied, using both online and face-to-face instruction delivery, for the Phase I medical students. The study aimed to innovate a model of blended learning in delivery of gross anatomy lectures and determine the effectiveness of this strategy in comparison to traditional classroom teaching by student’s perception analysis.MethodsStudents were provided with PowerPoint lectures, clinical video of patient cases, and lecture summary handouts before the interactive face-to-face lecture session. Learner satisfaction survey was done to validate the student’s perception.ResultsThe students’ participation in the survey was 90.4%, with the mean of students’ responses on the survey scale was 4.10 ± 0.94 (standard deviation). Highest agreement was 83.1% on the effectiveness of online resources. Students gave minimum agreement of 54.9% about the time allotted for the online materials. Thematic analysis of the perception of student feedback provided with many positive outcomes for this approach.ConclusionWe propose that blended learning is a process that helps in enhancing student involvement and participation, motivation for self-directed learning and promotes deeper learning of educational outcomes.

Author Isabel Wilkerson to Present Opening Session Lecture

Back to table of contents Previous article Next article APA & MeetingsFull AccessAuthor Isabel Wilkerson to Present Opening Session LectureSearch for more papers by this authorPublished Online:26 Mar 2021https://doi.org/10.1176/appi.pn.2021.4.28AbstractJoe HensonIsabel Wilkerson, winner of the Pulitzer Prize and the National Humanities Medal, will be the final speaker at the Opening Session of APA’s online Annual Meeting. Her topic will be “Our Racial Moment of Truth.”Wilkerson won the Pulitzer Prize while serving as the Chicago Bureau chief of The New York Times in 1994, making her the first Black woman in the history of American journalism to win a Pulitzer Prize and the first African American to win for individual reporting. In 2016, President Barack Obama awarded Wilkerson the National Humanities Medal.Wilkerson is the author of The New York Times best-sellers The Warmth of Other Suns and Caste: The Origins of Our Discontents. The Warmth of Other Suns won the National Book Critics Circle Award and was named to more than 30 “Best of the Year” lists, including those of The New York Times, Los Angeles Times, The New Yorker, and The Washington Post. Caste: The Origins of Our Discontents was published in August 2020.Wilkerson will present the lecture “Our Racial Moment of Truth” during the Opening Session, which will be held on Saturday, May 1, at 10 a.m. Recording of this event is not permitted. For more information on this speaker, please visit prhspeakers.com. ■ ISSUES NewArchived