Lecture Theatre Research Articles

Evaluation of antibiogram of bacteria isolated from laboratories and lecture theatres in Bayero University Kano

This study was aimed to evaluate antibiogram of bacteria within 25 laboratories and 16 lecture theatres in Bayero University, Kano (Old and New sites). Samples of air were randomly collected from the two sites. Observation schedule and questionnaires were used to assess sanitary conditions in the sampling areas. Enumeration, isolation and identification of isolate were carried out using settle plate technique. Meteorological parameters of the sampling sites were also recorded. An antimicrobial susceptibility test isolates against some commercially available disinfectants was also carried out using disc diffusion assay. Based on cultural, morphological and biochemical characteristics, 11 bacterial species were isolated and identified Staphylococcus aureus have the highest frequency of occurrence and Entrobacter earogens, Bacillus sublilis have the lowest frequency of occurrence. Temperature in the laboratories ranged from 27 oC to 33.5 oC while in the lecture theatres ranged from 28.2oC to 33.2oC. Carbon dioxide concentration in the laboratories ranged from 92 ppm to 715 ppm while lecture theatres ranged from 405 ppm and 43 ppm. Relative Humidity in the laboratories ranged from 20 % to 38% while in the lecture theatres ranged from 17% to 38% .The susceptibility of disinfectant on isolate show that Enterobacter aerogens had the highest zone of inhibition of 17 mm on hypo and Pseudomonas aeruginosa have the lowest zone of inhibition of 7mm while sensitivity to dettol show that Staphylococcus epidermidis and Streptococcus pyogenes have the highest zone of inhibition of 15mm each and Enterobacter aerogens have the lowest zone of 10mm, both at 100% concentration, fresh lemon show no zone of inhibition against all the isolates. All the three disinfectants showed no efficacy at concentrations lower than 25%. It is also important to understand that bacteria within public areas has important roles in spreading pneumonia infection and other respiratory diseases.

The Mini CEX from the lens of a trainee

The Mini CEX from the lens of a trainee

EFFECTS OF CEILING FANS ON THE THERMAL COMFORT OF STUDENTS IN LEARNING ENVIRONMENTS OF BAYERO UNIVERSITY, KANO, NIGERIA

It is well known that thermal comfort is influenced by major physical parameters; air and radianttemperatures, humidity, and air speed in combination with personal attributes; clothing insulationand activity level. Although temperature is conventionally considered in adaptive thermalcomfort model, as the most important physical parameter where cooling is involved, moderateair speed can enhance thermal comfort during higher temperatures. Through convective andevaporative cooling, ceiling fans cool people by causing sweat from the occupant’s body toevaporate. The northern part of Nigeria, being in the tropics, is known for higher temperatureregimes for most part of the year. The use of air conditioning to achieve thermal comfort is notsustainable, for economic reasons and the lack of stable electrical energy. Therefore, a majorityof naturally ventilated spaces could be kept thermally comfortable with the control of ceilingfans and operable windows. As part of a research work on learning environments in a NorthernNigerian university, this study reports on the effects of ceiling fans on the thermal comfortperception of the students in two lecture theatres. In addition to the measurements of air speed,air and radiant temperatures, relative humidity, a comfort survey was also undertaken in thespaces, from which activity levels and clothing insulations were obtained. Adaptive thermalcomfort standards, ASHRAE 55 and EN 15251, state that thermal comfort can be maintained asair temperature rises with the use of ceiling fans operating at moderate speed. The results fromthis study show that reductions of 31% and 22% in overheating from the two lecture theatreswere realised, as a result of ceiling fans usage, measured by the degree hour’s exceedanceindicator. These results were further corroborated by the students’ acceptance of thermalconditions of the lecture theatres at temperatures above Tmax.Keywords: Ceiling fans, thermal comfort, overheating, Bayero University, Kano

Fungible

Fungible

Degree apprenticeship end-point assessment dilemma

A growing number of learners join HE institutions through degree apprenticeships with a strong emphasis on both on-the-job and off-the-job training, with apprentices sharing time between lecture theatres and the workplace. In addition to meeting the degree requirements, the completion of degree apprenticeships requires passing a work-based end-point assessment (EPA). EPAs often include a capstone project that is equivalent to a project or dissertation and plays a crucial role in degree apprenticeships, but their execution is not without its problems. This paper identifies common challenges for EPA projects, including academia-business goal misalignment, external factors, confidentiality and commercial sensitivity, and gaps between expectations and experience. Consequently, a set of recommendations is proposed to mitigate the identified challenges.

Godman‐Salvin Prize

Godman‐Salvin Prize

Effect of Non-Immersive Virtual Reality Simulation on Type 2 Diabetes Education for Nursing Students: A Randomised Controlled Trial

BackgroundA virtual reality simulation was used to teach treatment of diabetic patients. MethodsThis study evaluated the impact of using virtual reality on short term knowledge of hypoglycaemia, via pairing of a randomised controlled trial, analysed via Partial Least Squares-Structural Equation Modelling. The setting was two large lecture theatres based at campuses within the UK. Second year nursing students (n = 171) volunteered to take part in the study. Students were randomised into two groups, control (n = 88) and experimental (n = 83). The trial enabled comparison, via pre and posttest surveys, of the simulation with normative teaching methods. ResultsVR was found to be significantly (p ≤ .001) better in terms of hypoglycaemia knowledge thannormative methods. The method also enabled identification of the key point of action of the simulation, which evidenced that the “engagement to immersion” pathway was responsible for leading to higher knowledge scores in the experimental group. ConclusionThis paper claims addition to knowledge about how the novel approach taken has the potential to deepen understanding of how virtual technologies can affect learning in nurse education.

The Christmas Lectures: extending the experience outside the lecture theatre

Traditionally, the Royal Institution's Christmas Lectures have always adopted a deficit model for communication, with one or two invited scientists giving lectures to an audience present at the Royal Institution (Ri) and, since 1936, an audience watching the lectures on television at home. As trends in public engagement have tended towards more dialogue or participatory models, the Ri has made efforts to create a programme of events around the lectures: extending the experience outside of the lecture theatre and giving audiences more opportunities to experience live events and participate in discourse. In this paper, we explore data collected as part of an 18 month evaluation of the Christmas Lectures and their associated events. We focus on data collected at events designed to create live and interactive experiences beyond the lectures and evaluate these participatory approaches. The paper shares this learning to enhance the extension of traditional science communication towards science participation.

Application of CFD to Reduce the Cooling Load of a Building: An Alternative Approach for Green Building Design

Approximately 23 % of total CO2 emissions are attributed to the construction industry each year; in 2009, the industry produced 5.7 billion tonnes of CO2. Green building design is concerned with constructing a building in such a way that its carbon footprint is reduced throughout its life span. Lecture rooms are key components of educational institutions because they are where students spend the majority of their time. This study aims to propose a methodology to convert the existing designs of building to green buildings by optimizing the airflow. The lecture room at UET was chosen for this investigation because the air velocity distribution inside the room is not uniform due to the current design, which influences the convective heat loss from the room by creating pressure and temperature gradient. SOLIDWORKS 2021 was used to create the model of a lecture theatre. Because the majority of the rooms are naturally ventilated, a fluid dynamics analysis was performed on ANSYS Fluent 19.1 to ensure proper air ventilation. Natural airflow was improved by the addition of an extra column of windows. The total electric energy load has been computed, and the quantity of solar panels necessary to meet the demand has been recommended.

Effect of Architectural Building Design Parameters on Thermal Comfort and Energy Consumption in Higher Education Buildings

It has been challenging for designers to identify the appropriate design parameters that would reduce building energy consumption while achieving thermal comfort for building occupants. This study aims to determine the most important architectural building design parameters (ABDPs) that can increase thermal comfort and reduce energy use in educational buildings. The effect of 15 ABDPs in an Australian educational lecture theatre and their variabilities on energy consumption and students’ thermal comfort for each parameter were analysed using Monte Carlo (MC) techniques. Two thousand simulations for every input parameter were performed based on the selected distribution using the Latin hypercube sampling (LHS) technique. Sensitivity analyses (SA) and uncertainty analyses (UA) were used to assess the most important ABDPs in terms of thermal discomfort hours and energy consumption. The study found that the ABDPs, such as cooling set-point temperatures and roof construction, significantly reduce the operative temperature by up to 14.2% and 20.0%, respectively. Consequently, these reductions could significantly shorten the thermal discomfort hours, thereby reducing energy consumption by 43.7% and 41.0%, respectively. The findings of this study enable building designers to identify which ABDPs have a substantial impact on thermal comfort and energy consumption.

The Effect of GeoGebra Classic 6 Software on First-Year Students’ Graphing Skills of Hyperbola Functions and Confidence in Lusaka District

This study investigated the effect of GeoGebra Software Classic 6 on first-year students’ graphing skills of Hyperbola Functions and confidence in Lusaka district. Quasi-experimental was used in the study, that is, pre-test post-test control group design. The research sample consisted of two first-year students lecture groups. The study comprised an experimental group (n=25) and a control group (n=25) first-year students studying MAT 101 (Foundation Mathematics) at one institution in Lusaka district. First-year students in the experimental group were taught using GeoGebra Software Classic 6 and those in the control group were taught using traditional teaching methods. A Hyperbola Function Achievement Test (HFAT) and a 5-point Likert Scale confidence questionnaire was used to assess the effect of GeoGebra Software Classic 6 on First-year students’ confidence on how to graph Hyperbolic Functions. An independent samples t-test was used to compare academic achievement of the two groups at 95% confidence level. Confidence in handling Hyperbolic Functions was analysed using descriptive statistics (mean). The findings showed that GeoGebra Software Classic 6 had a positive effect on first-year students’ graphing skills in Hyperbolic Functions . The study also revealed that GeoGebra Software Classic 6 allowed male and female First-year students to learn how to graph Hyperbolic Functions at the same level and this led to a conclusion that GeoGebra Software Classic 6 is not discriminatory and effects positively on gender. The confidence results indicated that first-year students’ confidence on how to graph Hyperbolic Functions was enhanced more in the experimental group compared to the control group with confidence mean of and respectively. In view of these findings, lecturers of mathematics are advised to utilize the graphing application GeoGebra Software Classic 6 in their lecture theatres. Additionally, lecturers of mathematics in Higher Learning of Institutions should be encouraged to use GeoGebra Software Classic 6 in the teaching of how to graph Hyperbolic, Parabola, and Ellipse Functions.

Laboratory Atmospheric Levels of Formaldehyde in Selected Laboratories used by Medical Students in a Tertiary Institution in Edo State, Nigeria

This study was conducted to measure the laboratory atmospheric levels of formaldehyde in selected laboratories used by medical students in a tertiary institution in Edo state, Nigeria during the course of their medical training using a formaldehyde gas meter (EXTECH FM 200) ensuring that the laboratories served as the test groups while the lecture theatre served as the control. Data obtained from this study shows that medical students are exposed to various levels of formaldehyde in the different laboratories (Anatomy laboratory 1.71±0.11ppm; Histopathology laboratory 1.96±0.02ppm; Medical Biochemistry laboratory 0.07±0.003ppm and Physiology laboratory 0.05±0.002ppm) and these values are above the recommended limit prescribed by standard organizations. Hence, it was therefore concluded that measures should be taken to ensure reduction of formaldehyde air levels in the Anatomy and Histopathology laboratories in order to protect the medical students from the harmful effect of formaldehyde.

Catching the virus - a peer-to-peer game that encourages active participation in microbiology lectures.

An important part of learning within lectures and classrooms is active participation, but this is sometimes difficult in larger lecture rooms. Questioning students is also not very fruitful in larger rooms for many reasons and invariably results in a wall of silence. Playing active-learning games changes the student–teacher dynamic and energizes the lecture room, making the lecture more memorable and worthwhile for the students. In our microbiological lectures, particularly lectures on virology and immunology, students play the ‘catch-the-virus’ game. As all students are in the game together, there is a competitive edge, and students forget about the anxiety of the the lecture theatre. Importantly, because of the nature of the game, the entire lecture room is involved, including students in the back rows. Interestingly, the recent coronavirus disease 2019 (COVID-19) pandemic, and its impact on student lives, makes the catch-a-virus game even more poignant.

An Introduction to French Law, an Historical Overview, a Legal Documentary Landscape (12–20th century)

The name Antoine de Martres is unknown today to students at Toulouse Capitole University. No doubt other jurists such as Jacques Cujas, Maurice Hauriou and Gabriel Marty are more familiar to them in the amphitheater and the lecture theaters. This is perhaps due to Cujas’ contribution to legal humanism and the doctrinal reflection of the two former deans of the faculty of law.

Assessing the Physical Space for Teaching and Learning in Higher Education-A Study of a Lecture Theatre Complex at the University of Cape Coast, Ghana

Assessing the Physical Space for Teaching and Learning in Higher Education-A Study of a Lecture Theatre Complex at the University of Cape Coast, Ghana

A Generative Deep Learning Framework Across Time Series to Optimize the Energy Consumption of Air Conditioning Systems

In building management, usually static thermal setpoints are used to maintain the inside temperature of a building at a comfortable level irrespective of its occupancy. This strategy can cause a massive amount of energy wastage and therewith increase energy related expenses. This paper explores how to optimise the setpoints used in a particular room during its unoccupied periods using machine learning approaches. We introduce a deep-learning model based on Recurrent Neural Networks (RNN) that can predict the temperatures of a future period directly where a particular room is unoccupied and by using these predicted temperatures, we define the optimal thermal setpoints to be used inside the room during the unoccupied period. We show that RNNs are particularly suitable for this learning task as they enable us to learn across many relatively short series, which is necessary to focus on particular operation modes of the air conditioning (AC) system. We evaluate the prediction accuracy of our RNN model against a set of state-of-the-art models and are able to outperform those by a large margin. We furthermore analyse the usage of our RNN model in optimising the energy consumption of an AC system in a real-world scenario using the temperature data from a university lecture theatre. Based on the simulations, we show that our RNN model can lead to savings around 20% compared with the traditional temperature controlling model that does not use optimisation techniques.

172 Student Perception of Skills and Simulation Delivery Within an Undergraduate Nursing Curriculum: Looking at the Creation and Introduction of a Skills and Simulation Delivery Framework

When developing our new undergraduate nursing curriculum, we wanted to ensure that it was simulation based; however, we were unable to find frameworks or direction of how to integrate this. Despite a wealth of evidence to support the use of simulation as an effective modality, there is no current literature that describes a system of integrating simulation in a standardized manner. Ferguson The aim of this research was to have both qualitative and quantitative data to support the hypothesis that a framework is needed to integrate skills and simulation with a healthcare education curriculum.For this study, there was no new addition of simulation; the aim was to look at what was in existence and gather student experience data.This study took a mixed methodology collecting both qualitative and quantitative data through a questionnaire. The questionnaire was designed to ascertain the student’s existing level of experience in skills and simulation, their opinion as to how effective the current method of delivery was. Opinion was also sought on thoughts in relation to changing the delivery of skills and simulation. All first- and second-year pre-registration nursing students were invited to take part. Ethical approval was sought and granted by the university ethics panel.Three main themes were generated and will be discussed. Communication: many students described their lack of confidence in communicating with senior staff and other members of the multi-disciplinary team (MDT). This was, they felt, linked with a lack of experience and a lack of exposure to working with more senior staff. Confidence within their role: Students felt that simulation did improve their confidence but that there should be much more of it within their curriculum. They discussed the fact that it was a much more powerful resource than ‘sitting in a lecture theatre’. Feeling stressed and intimidated: Students reported that although the high-fidelity simulation sessions and scenarios could prepare them for ‘real-life’ emergency situations they did find them rather stressful and intimidating.The results of this initial study demonstrated that students wanted more simulation and that their confidence and competence would be improved from more simulated practice. From the responses given, it was evident that the current delivery of clinical skills and simulation preparation was not effective and student satisfaction was poor. In response to these findings, we have developed a five-stage approach to create a scaffolding of learning bringing simulation into the curriculum from the very start allowing for a gradual cognitive load. The authors expect to find an improvement in the student perceptions of both their competence and confidence in relation to clinical practice.

Edward R. D. Scott (1947–2021): A tribute to an exceptional scientist and wonderful man

Edward R. D. Scott (1947–2021): A tribute to an exceptional scientist and wonderful man

113 Making Virtual a Reality During a Pandemic: Improving Learning Opportunities in Medical Education through Virtual Reality Simulation

William Osler was the first to be credited with taking medical students out of the lecture theatre and to the bedside Could VRS provide a meaningful learning opportunity during the first wave? Could we elicit the strengths and weaknesses of virtual simulation in medical learning?We used the Oxford Medical Simulation (oxfordmedicalsimulation.com) VRS platform where the learner manages an acutely unwell patient with specified learning objectives (opting for the 2-D to make it accessible to students at home). Scenarios were grouped, accompanied by didactic learning resources and released on a weekly schedule. Data were collected with consent on the number of scenarios accessed, performance score and student feedback.The VRS course ran for 5 weeks (access extended to 11 weeks). In total, 224 students expressed an interest in accessing the VRS platform. Of the 224 students, 64 accessed the scenarios (50% first-year students). The students accessed 821 scenarios. The average score on all first attempts of scenarios was 75%; second attempts 78% and third attempts 90% (The high initial response rate suggested student interest and engagement. The low (21%) conversion rate to accessing the VRS platform may be explained by initial technical issues and the voluntary nature of the project. The quantitative data show the importance of repetition in improving learning. Participation over time may improve with incorporation into the medical school curriculum. Lower usage among the final-year medical students may be explained by volunteering and early commencement of clinical duties. This innovation reveals some strengths of VRS: basic equipment; learner-directed; improved performance and student interest. Overall, the VRS platform allowed the delivery of a rapid response to fill a gap in clinical education. The next phase of this project will be to provide live tutor-supported debrief.

Challenges in online teaching during the COVID-19 pandemic: Higher education survey in Montenegro

ABSTRACT The COVID-19 pandemic has triggered significant changes in education systems worldwide. Until the lockdown in March 2020, teachers in Montenegro had solely conducted lectures in lecture theatres. Their previous use of online teaching aids was sporadic and was based on their assessments regarding the need to use them. During the pandemic, however, teachers were forced to switch to online lectures virtually overnight, thus turning the traditional model of education into a virtual model. This study explores Montenegrin higher education teachers’ perceptions of the challenges of implementing online teaching during the lockdown period. A total of 120 teaching staff from all faculties in four universities in Montenegro completed a questionnaire entitled: ‘Challenges and opportunities of online teaching in Montenegro’. The analytical findings revealed that all teachers experienced challenges when providing online lectures.