Lessons Learned Research Articles

Better Medicines for Children: Lessons Learnt and Share Learnings at the EFGCP Annual Paediatric Conferences

Better Medicines for Children: Lessons Learnt and Share Learnings at the EFGCP Annual Paediatric Conferences

Connected Communities | Learning lessons from person-centred community-based support services’ implementation: a mixed-methods study protocol.

Background Person-centred community-based support services (PCCBSS) are an array of non-clinical services provided by organisations such as NHS Trusts, voluntary sector organisations, or local authorities. All PCCBSS involve an individual (variously known as a 'social prescriber’, ‘link worker’, ‘signposter’, ‘navigator’, ‘connector’ or ‘neighbourhood coach’) who talks with a service user before directing them to a range of relevant community sources of social, emotional, and practical support. Despite much recent investment in social prescribing, and its increased prominence within the policy context across England, little is understood about how PCCBSS are implemented. Research is required across different contexts to describe PCCBSS implementation; in particular, how social care providers successfully interact to support the implementation of PCCBSS, and how services responded to circumstances imposed by the COVID-19 pandemic. Purpose The aim of this post-implementation mixed-methods study is to explore how PCCBSS are implemented and become part of usual working practice. Using three services in North West England as case studies, we will examine factors influencing PCCBSS implementation and establish where there is learning for the wider adult social care system. Focus The study comprises two work packages (WPs): WP1: collecting data by reviewing service documents from three PCCBSS case studies; WP2: interviewing staff and service users (≤20 participants per PCCBSS); Key implementation data will be systematically abstracted (from WPs1&2) into a coding frame; combining contextual determinants from the Consolidated Framework for Implementation Research (CFIR) with process-related domains from Normalization Process Theory (NPT). Key outputs The findings from WP1 and WP2 will be presented in the form of an illustrated ‘pen portrait’, developed collaboratively with Applied Research Collaboration North West Coast (ARC NWC) public advisers, to illustrate how implementation evolved for each of the PCCBSS across key time-points in the process (initiation; operation; maintenance). The findings will also inform an online implementation toolkit providing recommendations for setting up future PCCBSS.

Lessons Learnt from HIV and Noncommunicable Disease Healthcare Integration in Sub-Saharan Africa

Lessons Learnt from HIV and Noncommunicable Disease Healthcare Integration in Sub-Saharan Africa

Stoichiometry understanding of upper secondary students through active science learning

The goals of the study were as follows: i) to design an active science learning activity on stoichiometry for grade 10 students, ii) to evaluate the academic achievement of grade 10 students after receiving an active science learning activity on stoichiometry, and iii) to investigate the perspectives of grade 10 students regarding an active science learning activity on stoichiometry. The research utilized a sample group consisting of 41 students who were enrolled in the tenth grade during the second semester of the academic year 2022. The research tools provided participants with active science learning lessons. A test of the kids’ academic prowess as well as their thoughts on the use of hands-on scientific learning activities will be administered. The mean, the standard deviation, and a one-sample t-test were the types of statistics that were utilized in the investigation. The following is an outline of what the research found: i) the appropriateness of the active science learning activities was judged to be the highest level, ii) the academic achievement of grade 10 students after receiving the active science learning activities on stoichiometry had an average score that was higher than the criteria of 70% with a statistical significance at the .05 level; and iii) the opinions of students on the implementation of active science learning activities on stoichiometry were in the agree level.

Analysis of Chemistry Interest Level in Merdeka Curriculum Implementation at SMA Negeri 8 Pontianak

Elective subject is the flagship program of Merdeka Curriculum..The elective subject program is based on students’ interest, talents, and aspirations. Therefore, students’ interest level in chemistry, as one of the options for elective subject program is a necessary to determined. This study aims to determine the level of student interest in choosing chemistry as an elective subject, so that teachers could find the best alternatives to increase students’ interest. The research was conducted with quantitative analysis methods and descriptive statistical approaches, using 139 students of grade 11th who have chosen chemistry as the elective subject. The level of students’ interest in chemistry is measured by students’ interest questionnaire. The questionnaire was adopted and developed by aspects of students’ interest: teachers’ role, students’ perception, students’ intrinsic motivation in learning, and meaningful learning of lesson. Content validation test using Aiken formula showed the questionnaire validity is very high, as value 1. Based on the analysis, the result stated that the level of students’ interest was included as high category with 76,11%. All aspects are categorized as high, aspects of the teacher's role in learning with 77.44%, students’ perceptions with 73.63%, students’ intrinsic motivation 78.99% and the meaningfulness of learning lesson with 74.37%.

Transparency in action or political fiction? The pre-inquiry phase of the UK COVID-19 Inquiry

AbstractThis article examines how public inquiries come into being through a detailed analysis of the pre-inquiry phase of the UK COVID-19 Inquiry. We focus on two key points of contestation—around the timing of the inquiry and its terms of reference—and suggest that what is at stake during the pre-stage of an inquiry is its ontological and epistemological orientation. Our analysis traces the emergence of two distinct positions during this phase: a grassroots position (conceiving of the inquiry as a response to the experience of collective grief) and an official position (conceiving of the inquiry as a means of learning lessons). Particular attention is given to the latter position and what it reveals about the rhetorical function of transparency in confirming a political commitment to institutional accountability, at the same time as working towards a particular conception of the inquiry as a practical task, expansive in remit, and future oriented.

Life course prevention - challenges for public health lying ahead

Abstract Issue/problem Demographic and epidemiological transitions have now shifted the focus from vulnerable population groups onto the active population, in particular young adults. At the same time lessons from the covid-19 pandemic taught us about missing actions on the elderly. While the latter have shown compliance and have followed most preventative activities, we observe scepticism and reluctance in the young adults. Description of the problem The covid-19 pandemic showed that young to middle-aged adults were the most reluctant group to adhere to preventative measures but in complying to the recommendations concerning vaccination. Since European activities are now focusing on addressing determinants of NCDs and are hoping to mobilise all population strata, including young and middle-aged adults, it would be important to explore how this mindset might affect the overall attitude to prevention. Results Health policy should explore specifically the needs of young to middle-aged adults (e.g. ages 30 to 44) to list their specific needs, expectations from preventative activities. On the other hand, it would be necessary to find out about the concerns, reluctance, and objections. The interplay of these will play a significant role in acceptance of present and future preventative activities. Exploration on these topics presents the following challenges: 1. Multiple sources of information on given health problems; 2. Lack of structured accessible and well-understandable explanations of advantages and benefits; 3. Inappropriate communication by health professionals or agencies on their behalf; 4. Complexity of the problem, which is then translated into complex and not easily understood messages. Lessons Learning about the specific needs of young adults, their expectations from the health systems in terms of prevention and health care as these will shape their overall attitude to prevention and have an impact on their families, particularly children. Key messages • Knowledge about expectations, needs, concerns, and reserves with respect to prevention is essential for the future activities on prevention. • Involving young and middle-aged adults in the preparation of the future preventative activities for their population groups is essential.

Enhancing Aromaticity of Alkenylbenzenes May Decrease Their Metabolic Activation and Reduce Their Potential Cytotoxicity: Lessons Learnt from the Investigation of Myristicin and Elemicin.

Metabolic activation studies of lead compounds are a crucial step in drug development and offer a key consideration during rational drug design. Myristicin (MRS) and elemicin (ELM), natural products belonging to alkenylbenzenes, share the backbone of 1-allyl-3-methoxybenzene. The backbone fuses with a methylenedioxy five-membered ring in MRS, while ELM is connected with two adjacent methoxy groups. ELM displayed powerful ability to induce cytotoxicity in cultured primary hepatocytes relative to MRS. Additionally, ELM exhibited superior efficiency in metabolic activation by CYP3A4, resulting in the formation of reactive metabolites carbonium ion, epoxides, and α,β-unsaturated ketone. Quantum chemical calculation and molecular dynamic studies revealed that the fused methylenedioxy 5-membered ring enhances the aromaticity of MRS, which affects the interaction between the allyl side chain and the heme for metabolic activation by the π-π stacking interaction with the aromatic amino acid residues of the host enzyme.

The Design of Teaching and Learning Platform to Support Exchange Learning for Elementary and Middle Schools in Korea

The education sector needs to improve education quality after the post-pandemic and subsequent decline in educational attainment. Additionally, there has been a heightened reliance on private education, coupled with the projected inflection point of 2070, when the global population will decline. Various solutions have been developed and implemented to support changing educational environments and teaching methods. However, despite these efforts, the problem of a widening educational gap between urban and rural students persists. This is due to difficulties accessing educational resources caused by long distances between schools, and there is an increasing demand for practical measures to make education more inclusive. In this case study, we analyzed the building and operation of a teaching-learning platform. We interviewed stakeholders to prepare a preemptive response to social issues that education will face in the future. Through this, we derived considerations for an exchange learning-based teaching-learning platform (that supports teachers' exchange learning lesson designs) and proposed a design plan platform. The results of this study are expected to minimize the learning gap between urban and rural areas, support the development of educational programs that consider students' interests, and adjust the educational difficulty to a suitable level for each student. It is also believed to help develop and utilize an AI-based, learner-customized learning platform.

Children with Cerebral Palsy Rehabilitation In-Session Engagement: Lessons Learnt from a Story Tool Training Program

ABSTRACT Rehabilitation aims to increase individuals’ ability to interact with their environment. Focusing on the paediatric context, rehabilitation is likely to optimise children’s development while improving and maintaining their functioning. However, children with neurodevelopmental disabilities, such as cerebral palsy, often show low engagement in rehabilitation sessions. This study aimed to assess the effectiveness of a narrative-based training program in increasing in-session engagement for children with cerebral palsy undergoing rehabilitation (i.e. targeting affective, behavioural, and cognitive dimensions). The study was conducted in three cerebral palsy rehabilitation centres and followed a one-group double-pre-test, one-post-test design. Fifteen children with cerebral palsy participated in the training program twice a week over nine weeks. The program aimed to promote children’s in-session engagement in rehabilitation through a story tool grounded in a self-regulation theory. Current data revealed the key effects of implementation time in the three dimensions of in-session engagement. Post-hoc tests of within-subjects indicated significant differences between pre-test 1 versus post-test and pre-test 2 versus post-test in the three dimensions of in-session engagement. This narrative-based intervention was a helpful tool promoting in-session affective, behavioural, and cognitive engagement in rehabilitation for this sample of children with cerebral palsy.

A Historical Exploration of Military-Driven Infrastructure Development: Lessons Learnt and Way Forward

A Historical Exploration of Military-Driven Infrastructure Development: Lessons Learnt and Way Forward

Planning virtual and hybrid events: steps to improve inclusion and accessibility

Abstract. The past decade has seen a global transformation in how we communicate and connect with one another, making it easier to network and collaborate with colleagues worldwide. The COVID-19 pandemic led to a rapid and unplanned shift toward virtual platforms, resulting in several accessibility challenges that have excluded many people during virtual events. Virtual and hybrid conferences have the potential to present opportunities and collaborations to groups previously excluded from purely in-person conference formats. This can only be achieved through thoughtful and careful planning with inclusion and accessibility in mind, learning lessons from previous events' successes and failures. Without effective planning, virtual and hybrid events will replicate many biases and exclusions inherent to in-person events. This article provides guidance on best practices for making online/virtual and hybrid events more accessible based on the combined experiences of diverse groups and individuals who have planned and run such events. Our suggestions focus on the accessibility considerations of three event planning stages: (1) pre-event planning, (2) on the day/during the event, and (3) after the event. Ensuring accessibility and inclusivity in designing and running virtual events can help everyone engage more meaningfully, resulting in more impactful discussions that will more fully include contributions from the many groups with limited access to in-person events. However, while this article is intended to act as a starting place for inclusion and accessibility in online and hybrid event planning, it is not a fully comprehensive guide. As more events are run, it is expected that new insights and experiences will be gained, helping to continually update standards.

Local Government Monitoring System’s Design and Implementation in Ghana from the Lens of the Project Life Cycle

Monitoring at the subnational level has connotations for the effectiveness of local governance in the developing world. Using a cross-sectional survey underpinned by the project life cycle model, the paper contributes to understanding essential considerations in developing and implementing subnational monitoring in Africa. About 74 of the targeted 275 District Development Officers responded to the online Google form questionnaire. The study employed descriptive statistics to analyze data. Results demonstrate that the monitoring system is excellent in design, but its implementation and reflection stages are weak. It highlights planning for subnational monitoring systems encompassing setting clear objectives, utilizing robust indicators, involving stakeholders, and an elaborate plan for data collection, analysis, communication, and reporting as vital ingredients of a monitoring system. Sufficient resources and capacity-building initiatives, including providing on-the-job training, hiring experienced staff, committing financial resources and logistics, and backstopping support, are necessary to implement monitoring activities effectively. An appropriate policy environment, including manuals and legislation, is critical to anchoring and sustaining subnational monitoring systems. Local government’s monitoring systems should prioritize learning, knowledge sharing, and documentation of lessons learned to facilitate programmatic improvements and replication and devote at least 2.5% of the District Assembly Common Fund to finance monitoring and evaluation actions.

Effects of Game-Based Learning on Improving Grammar Skills of Grade 9 Students

As the educational system transcends to 21st-century learning, various methods in the teaching-learning process are used to motivate students, one of which is game-based learning. This study explores the effects of game-based learning in improving the grammar skills of grade 9 students at Regional Science High School-III, Philippines. The results from the 1st quarter item analysis elicited the least learned competency, which allowed researchers to examine and determine the effects of game-based learning in improving the English grammar proficiency of the 143 grade 9 students, particularly in the use of modals. The study used a quasi-experimental research design, where the researchers adopted an assessment tool to determine the students’ English grammar proficiency level. The teachers assigned the experimental group with 8 game-based lessons and the control group who experienced the traditional lessons. The researchers used a paired sample t-test using the Jamovi software. The study found that there is a highly significant difference between the pre-test and post-test scores of the respondents before and after the integration of game-based learning lessons, resulting in the rejection of the null hypothesis. Furthermore, for English teachers, the intervention is perceived as beneficial in improving the English grammar skills of the learners. The study presented the description of various game-based lessons and determined the respondents’ proficiency levels. It was found that students progressed from being developing proficient to proficient when game-based lessons were applied. Thus, game-based learning is effective as it also makes the learning environment fun, conducive, exciting, and learner-centered.

Unravelling Technology Acceptance: Lessons Learnt from Teacher's Experience During COVID-19 for Post-Pandemic Systemic Education

The COVID-19 pandemic presented a unique environment to understand education technology acceptance and adoption. The pandemic acted as a catalyst, encouraging higher education (HE) institutions to rapidly transition from traditional learning environments to technology-driven learning environments. While the motivation for this transition at an institutional level was driven by the need for operational continuation and survival, this rapid transition transferred an increased responsibility to the teacher. Extant research in the context of education technology acceptance and adoption during the COVID-19 pandemic gives substantial emphasis to the learner’s experience since the learner is often seen as being on the receiving end of this transformation. However, in this narrative, the teacher is often overlooked. Through a systematic literature review of technology acceptance and adoption during the COVID-19 pandemic, we examine themes surrounding the teacher’s experience to address the research questions. When the teacher or instructor is the subject of the study, how have learning technologies influenced their role? and What factors encourage or influence teachers’ acceptance of learning technologies? Key findings from this study reveal that the role of the teacher in this technology-driven learning environment shifts from instructor to facilitator, positioning them as an extension of technology. As a result, the teacher determines how the educational technology is perceived by the learner as useful or easy to use. The findings of this study recognise considerations for HE institutions in this age of digital transformation while also presenting new avenues for research in the domain of technology acceptance and adoption.

The Development of Using Lao Language for Communication of Teacher in Phonethong District, Luangprabang Province Academic year 2020 - 2021

The purposes of research are: 1) to develop the teaching of Lao language for communication for teachers at Phonthong secondary School, Phonethong District, Luang Prabang Province, 2). to examine the results of theteaching of Lao language for communication for teachers, and 3). to investigate the teachers’ satisfaction with the learning activities in teaching Lao language for communication for teachers at Phonthong secondary School, Phonethong District, Luang Prabang Province. This study model was the measurement of before and after the pilot activities which employed the one – Group Pretest – Posttest Design for data collection. The target group consisted of 23 Lao language teachers at Phonthong Secondary School, Phonthong District, Luangprabang Province for the academic year 2021. The instruments used for the study comprised of 1) lesson plans on the subject of Lao language for communication for teachers. 2) pre – post tests of training achievement, 3) a questionnaire for eliciting the teachers’ opinions concerning their satisfaction towards the learning activities on the Lao language teaching for communication for teachers, and 4) the assessment form of ability to speak the Lao language for trainees and the collected data was analyzed by means of calculating arithmetic mean, standard deviation and percentage. The result vealed that: 1. The learning activities using teaching the Lao language for communication for teachers as was statistically significant at 0.00 difference with the, mean (after learning) of 12.83 and S.D. of 2.33 (12.83, SD=2.33) which is higher than the mean ( before learning ) of 15.91 and S.D. of 1.96 (15.91, SD=1.96) which is in accordance with the established assumptions. 2. The participants showed the “highest” level of satisfaction towards the learning activities using the teaching of the Lao language for communication for (4.51, SD=0.61). However, when considering each aspect, it could be seen that the participants show the highest “highest” level of satisfaction towards the measurement and evaluation (4.56, SD= 0.60), followed by the environment aspect (4.55, SD= 0.53), teaching and learning activities, application, lesson content and teaching methods (4.50, SD= 0.54), (4.49, SD= 0.61), (4.46, SD= 0.61), (4.43, SD= 0.56) respectively, and they were also concistant with the established assumptions.

How to Train Critical Thinking Skills? : Application of Problem-Based Learning Model Lesson Study Pattern

This study aims to describe the critical thinking skills of biology students through the application of the Problem-Based Learning Lesson Study pattern. The research method used was descriptive qualitative. The subjects in this study were Biology students of semester V at Hamzanwadi University. The research instruments consisted of observation sheets to obtain information about the learning process with Lesson Study patterns, as well as essay test instruments to measure students' critical thinking skills. Critical thinking indicators used include the ability to formulate problems, the ability to provide arguments, deductive ability, inductive ability, and evaluation ability. Data analysis was done descriptively and qualitatively. The effectiveness of applying the problem-based learning model to students' critical thinking skills was assessed using the N Gain formula. Based on the N Gain results, the problem-based learning model was quite effective in improving students' critical thinking skills with the following details; the ability to formulate problems was 0.67 (medium), the ability to provide arguments was 0.42 (medium), deductive ability was 0.44 (medium), inductive ability was 0.40 (medium), and evaluation ability was 0.41 (medium). Meanwhile, the learning process with Lesson Study which includes the Plan, Do, and See stages provides valuable learning for the team of lecturers involved when jointly designing learning, observing learning, and reflecting on learning, followed up in the learning process in the class they teach.

MY FAVOURITE MUSLIM HERO: A LEARNING DESIGN DEVELOPMENT OF ONLINE PROJECT-BASED LEARNING (PJBL) USING ASSURE MODEL

Project-based learning is one of the inquiry models that is often carried out in higher education; however, the application of online-based PjBL in English paragraph writing with Muslim friendly topic is still limited. This research aims to develop an online-based PjBL learning design that focuses on creating infographic of inspiring Muslim figures in a project-based design. The development of learning design implemented the ASSURE model, with six stages. The online-based media used include Google Classroom, Google Docs, Padlet, Zoom, Wakelet, Miro for interactive discussions, and Canva for infographic design. Trials were carried out and expert in the field validated the learning design. After validation satge, the learning design was implemented with students for testing. The developed learning syntax was validated as effective. Then, the online-based learning media and lesson timeline are also declared valid. Thus, these two trials were deemed suitable for implememntation with students. Furthermore, the learning strategy design and results were validated and interesting based on positive responses from experts and students. It is concluded that the development results meet the research objectives. The results of this research implies that online PjBL in English writing class can be effectively implemented to Muslim students at islamic institution context.

Leading with Heart and Soul: 30 Inspiring Lessons of Faith, Learning, and Leadership for Educators

Leading with Heart and Soul: 30 Inspiring Lessons of Faith, Learning, and Leadership for Educators

Lessons Learnt from the Simulations of Aero-Engine Ground Vortex

With the startup of the aero-engine, the ground vortex is formed between the ground and the engine intake. The ground vortex leads to total pressure and swirl distortion, which reduces the performance of the engine. The inhalation of the dust and debris through a ground vortex can erode the fan blade, block the seals and degrade turbine cooling performance. As the diameter of the modern fan blade becomes larger, the clearance between the intake lip and the ground surface is smaller, which enhances the strength of the ground vortex. Though considerable numerical studies have been conducted with the predictions of the ground vortex, it is noted that the accurate simulation of the ground vortex is still a tough task. This paper presents authors’ simulation work of the ground vortex into an intake model with different crosswind speeds. This paper tackles the challenge with a parametric study to provide useful guidelines on how to obtain a good match with the experimental data. The influence of the mesh density, performance of different turbulence models and how the boundary layer thickness affects the prediction results are conducted and analysed. The detailed structure of the flow field with ground vortex is presented, which can shed light on the experimental observations. A number of suggestions are presented that can pave the road to the accurate flow field simulations with strong vorticities.