Lower Pretest Scores Research Articles

The effect of student acceptance on learning outcomes: AI-generated short videos versus paper materials

The use of video and paper-based materials is commonly widespread in foreign language learning (FLL). It is well established that the level of acceptance of these materials influences learning outcomes, but there is lack of evidence regarding the use and related impact of videos generated by artificial intelligence (AI) on these aspects. This paper used linear mixed models and path analysis to investigate the influence of student acceptance of AI-generated short videos on learning outcomes compared to paper-based materials. Student acceptance was assessed based on perceived ease of use (PEU), perceived usefulness (PU), attitude (A), intentions (I), and concentration (C). The results indicate that both AI-generated short videos and paper-based materials can significantly enhance learning outcomes. AI-generated short videos are more likely to be accepted by students with lower pre-test scores and may lead to more significant learning outcomes when PEU, PU, A, I and C are at higher levels. On the other hand, paper-based materials are more likely to be accepted by students with higher pre-test scores and may lead to more significant learning outcomes when PEU, PU, A, I and C are at lower levels. These findings offer empirical evidence supporting the use of AI-generated short videos in FLL and provide suggestions for selecting appropriate learning materials in different FLL contexts.

On-demand mobile hypertension training for primary health care workers in Nigeria: a pilot study

BackgroundOnly one out of every ten Nigerian adults with hypertension has their blood pressure controlled. Health worker training is essential to improve hypertension diagnosis and treatment. In-person training has limitations that mobile, on-demand training might address. This pilot study evaluated a self-paced, case-based, mobile-optimized online training to diagnose and manage hypertension for Nigerian health workers.MethodsTwelve hypertension training modules were developed, based on World Health Organization and Nigerian guidelines. After review by local academic and government partners, the course was piloted by Nigerian health workers at government-owned primary health centers. Primary care physician, nurse, and community health worker participants completed the course on their own smartphones. Before and after the course, hypertension knowledge was evaluated with multiple-choice questions. Learners provided feedback by responding to questions on a Likert scale.ResultsOut of 748 users who sampled the course, 574 enrolled, of whom 431 (75%) completed the course. The average pre-test score of completers was 65.4%, which increased to 78.2% on the post-test (P < 0.001, paired t-test). Health workers who were not part of existing hypertension control programs had lower pre-test scores and larger score gains. Most participants (96.1%) agreed that the training was applicable to their work, and nearly all (99.8%) agreed that they enjoyed the training.ConclusionsAn on-demand mobile digital hypertension training increases knowledge of hypertension management among Nigerian health workers. If offered at scale, such courses can be a tool to build health workforce capacity through initial and refresher training on current clinical guidelines in hypertension and other chronic diseases in Nigeria as well as other countries.

The Effect of Traditional Games Congklak Lidi and Sumbar Suru on the Concentration Level of Grade 3 SD Student

Technological sophistication attracts students’ attention to gadgets, thereby impacting student learning achievement. Several factors cause decreased student achievement, one of which is low student concentration. The purpose of this study was to test the effect of the traditional congklak lidi and sumbar suru game treatment on the concentration of 3rd grade elementary school students. This research is a type of quasi-experimental research with a research design between subject design and non-randomized pretest-posttest control group design. The sample technique used is purposive sampling with the required subject characteristics in the study, namely elementary school students aged 8–9 years, no physical disabilities or mental disorders, female and male, and a low pretest scores. Researchers took 9 subjects at each school to be given congklak lidi and sumbar suru treatment. The data collection method used was the Wilcoxon non-parametric analysis test and Mann–Whitney analysis to see the difference in pretest and posttest scores. Based on the results of data analysis, it can be concluded that the traditional games of congklak lidi and sumbar suru are able increase student concentration.&#x0D; Keywords: concentration, congklak lidi, sumbar suru

3Ts Score, an Attempt for Less Testing in Thrombocytopenia Patients with Suspected Heparin Induced Thrombocytopenia (HIT): Retrospective Analysis in a University Hospital Setting

Background: Heparin-induced thrombocytopenia (HIT) is a prothrombotic and potentially fatal adverse drug reaction mediated by platelet-activating antibodies against multimolecular complexes of platelet factor 4 (PF4) and heparin. The 4Ts is a pretest scoring system for HIT that was developed to improve and standardize clinical diagnosis. The strength of the 4Ts score lies in the negative predictive value of a low pretest probability score. Those with a 4T score ≥4 is considered to have moderate to high probability of HIT and should undergo confirmatory laboratory test. Delays in treatment are associated with risk of thrombosis. Immediate cessation of heparin and initiation of a non-heparin anticoagulant is therefore standard of care. Method: This is a single institutional retrospective study. We reviewed the charts of 219 patients with thrombocytopenia with suspected HIT to evaluate the appropriateness of ordering the HIT testing based on the pretest probability of the 4Ts scoring system. All patients had enzyme linked immunosorbent assay (ELISA) test for HIT antibodies (the screening test). We studied tests that were sent from 03\16\2021 through 07\03\2023. The serotonin release assay (SRA) which is the confirmatory test for HIT was only sent for patients who had a positive ELISA test. 4T scores were calculated retrospectively using chart's information available to clinicians at the time of the HIT tests were sent. Results: Out of the 219 patients, 80(36.5%), 120(54.7%) and 19(8.6%) patients had a low, intermediate and high pretest probability respectively. The HIT ELISA test was positive in 33 (15.7%) patients and 196 (84.9%) patients had negative results. HIT ELISA had 100% and 93.5% sensitivity and specificity respectively while the positive and negative predicative values were 60% and 100% respectively. A positive SRA test was reported in 23 patients (10.5% of the total study population). Seventy-nine patients (36% of our total sample) scored 4 points which represents intermediate pretest probability. Out of these 79 patients only 6 (11.3%) patients had a positive ELISA test, and 5 (6.3%) patients had a positive SRA test. Aiming to minimize the HIT over testing we examined the increase in the cutoff point of the intermediate pretest probability from 4 points to 5 points which resulted in significant increase in the sensitivity and positive predictive value of the intermediate pretest probability (75.4% and 21% versus 39% and 12.9% respectively). However, the sensitivity dropped from 90% to 65%. The 4th part of 4Ts score gives points based on the probability of HIT versus other pathology as a cause of the thrombocytopenia. Most of the patients with suspected HIT will score one point out of the 4th part of 4Ts score which makes this part of the score is less helpful in distinguishing between patients with suspected HIT and will result in higher overall pretest probability and more testing. We studied the 3Ts score (the 4Ts scoring system after elimination of the 4th part) effect on the intermediate pretest probability. The cutoff points for the 3Ts score are 1-3, 4-5 and 6 for low, intermediate and high pretest probability respectively. The 3Ts score model resulted in significant increase in the specificity and the positive predictive value (76% and 21.7% versus 39.2% and 12.9% respectively) however the sensitivity dropped from 90% to 65%. The average turnaround time for HIT ELISA test and the SRA test was 2.3 days and 4.4 days respectively. Fifteen patients (21% out the patient had low pretest probability on the 4Ts score), 41 patients (59% of the patient who had an intermediate pretest probability on the 4Ts score) and 13 patients (18.8% of the patients who had high pretest probability on the 4Ts score) started on non-heparinoid anticoagulation meanwhile awaiting on the HIT testing result. Conclusion: Over testing of HIT is common secondary to underuse of 4Ts scoring system. Multicomponent educational interventions to increase the awareness and utility of the 4Ts score in addition to implantation of clinical decision support based on HIT computerized score will help to reduce unnecessary diagnostic testing of HIT in patients with low pretest probability. Increasing the cutoff point of the intermediate pretest probability or applying the 3Ts score model resulted in significant increase in the specificity and the positive predictive value of the 4Ts scoring system on expense of the scoring system sensitivity.

Enhancing the Ability of 'Spatial Nets' through Outdoor Learning-Based on Traditional Game 'Baju Simi'

Traditional games are rooted in a regional culture with educational values that are important for future generations. These educational values, among others, contain various mathematical concepts (geometry). This study aims to improve students' Spatial Nets ability through the outdoor learning-based traditional game 'Baju Simi.' The type of research used is classroom action research. The research subjects were 20 students of class VI Sekolah Dasar Negeri 98 Kaur, Bengkulu. The study was conducted in the Even Semester 2022/2023. The instrument used is a test on 'Spatial Nets' with as many as ten essay questions. In addition, it also uses questionnaire instruments, observation guidelines, and interview guidelines. Data were analyzed qualitatively. The results obtained are as follows: (1) In Cycle 1, there was an increase in the ability of 'spatial nets' by 0.21 with low pre-test and post-test scores of 45 and 56.5, respectively; and (2) In Cycle 2, there was an increase in the ability of 'spatial nets' by 0.36 with an average pre-test and post-test score of 53 and 70.25 respectively. As many as 92% of students can understand the meaning of space-building nets correctly. 87% and 82% of students can precisely define the webs of cubes and blocks. This study implies that traditional games can be used as a medium and source of learning mathematics (geometry) in elementary schools so that students are highly motivated (4.2 on a scale of 5) in learning mathematics (geometry).

Abstract P361: Performance Of A Digital, Mobile, On-demand Hypertension Health Worker Training Course In Nigeria

Introduction: Currently only 2.8% of Nigerian adults with HTN have their blood pressure treated and controlled. Training health workers in HTN management is crucial for improving diagnosis and treatment, but in-person training has limitations. Objectives: The objective of this study is to evaluate the effectiveness of a self-paced, on-demand digital mobile course for training Nigerian health workers in HTN diagnosis and management. Materials &amp; Methods: Twelve HTN training modules based on World Health Organization and Nigerian guidelines were drafted by the investigators. After review by local academic and government partners, Nigerian health workers staffing government-owned primary health care centers piloted the app. Participants were doctors, nurses, and community health workers who completed the course on their own smart phones. Multiple choice questions assessed HTN knowledge before and after the course. Learner feedback was collected in the last module of the course with Likert scale and open response questions. Results: Of 748 users who sampled the course, 574 enrolled. Of those enrolled, 431 completed the course (75% completion rate). Among completers, mean pre-test score was 65.4%, which increased to 78.2% post-test ( P &lt;0.001, paired t test). Health workers not part of existing HTN control programs had lower pre-test scores and greater score gains. Most learners (96.1%) strongly agreed the training was relevant to their work, and almost all (99.8%) agreed that they enjoyed the training. Conclusions: This pilot project developed an on-demand mobile digital HTN training course for Nigerian health workers. If deployed by the Nigerian government, the course will provide an easy way for health workers of all cadres (doctors, nurses, and community health workers) to participate in either induction or refresher training in HTN management.

Immediate text-based feedback timing on foreign language online assignments: How immediate should immediate feedback be?

Immediate feedback has been considered a cornerstone of online language learning platforms. However, a closer reading of relevant research reveals that the definition of the term “immediate feedback” is inconsistent. Furthermore, findings from the STEM literature have not been well supported by other fields. As a result, clarification is required to assess which type of immediate feedback improves students’ performance in a computer-assisted learning environment. Moreover, research on the effects of immediate feedback outside of STEM classes should provide an enhanced understanding of whether the findings can be generalized. Therefore, this study investigated the effects of immediate feedback timing in online language learning exercises. The following three conditions were examined: no feedback, end-of-question feedback, and end-of-assignment feedback. A planned contrast test revealed that with a pretest as the covariate, students in the end-of-question feedback condition received significantly higher grades in the posttest compared with those in the end-of-assignment feedback condition. Furthermore, students with lower pretest scores required more attempts, although their learning progress was not significantly superior to that of students with higher prior knowledge. This study's findings provide insights into the use of immediate feedback for improving learning as part of foreign language classroom instruction.

Self-determined learning in a virtual makerspace: a pathway to improving spatial reasoning for upper primary students

This study examines the impact of a learning design focussed on providing guided autonomy within a virtual makerspace on the spatial thinking, anxiety and learning creativity of participating students. The learning design deployed within the virtual makerspace was consistent with the learning principles espoused by Self-Determination Theory in that it allowed students to develop autonomy and make many important decisions in their own learning, created diverse opportunities for the relatedness through authentic opportunities to work with others, and ensured a sense of competence through the provision of ‘just in time’ training and support. Through a within-subjects pre-/post-test design, the study showed a significant improvement in spatial reasoning across the cohort (n = 340). The most notable gains were for students with low but not very low pre-test scores before the intervention. Improvements in creativity and anxiety were also reported by students following the program. Given the research showing the importance of spatial reasoning to future success in STEM educational and career trajectories, these results suggest that well designed makerspace learning may be particularly useful in addressing an important learning gap for disadvantaged students.

Developing an Obstetrics and Gynecology Residency Curriculum for the Care of Gender-Diverse Patients [ID: 1380351

INTRODUCTION: Standardized training across obstetrics and gynecology residency programs to care for LGBTQIA+ and gender-diverse individuals is lacking. A pilot simulation session for ob-gyn residents was developed to educate, increase comfort, and assess clinical competency in providing reproductive and sexual health care for this population. METHODS: A simulation session with standardized patients was developed for ob-gyn residents at a university teaching hospital (n=16). The session focused on the gynecologic exam, counseling for gender-affirming therapies and surgeries, as well as contraception and family building options in this population. Presession and postsession surveys of knowledge, attitudes, and behaviors were analyzed. The initial simulation session was conducted in May 2021. After a repeat simulation in March 2023, 2 years of data will be included in the final analysis. RESULTS: Posttest attitude analyses demonstrated that among residents with lower pretest scores, the majority endorsed increased comfort with explaining and eliciting gender identity. All residents agreed or strongly agreed that the simulation was effective in improving their communication with transgender and gender-diverse patients, and similarly agreed or strongly agreed that they desired a similar training session in the future. CONCLUSION: Advancing sexual, reproductive, and gender-affirming care for LGBTQIA+ individuals requires institutional investment in standardized educational opportunities for ob-gyn residents. This initiative to develop a longitudinal patient simulation session for ob-gyn residents offers a unique and effective model for other residency programs.

Exploring differential effects of an intervention on historical inquiry tasks: a qualitative analysis of 12th-grade students’ progress

Multiple-documents-based (inquiry) tasks are often used to examine historical thinking, as they require students to apply discipline-specific ways of reasoning and writing. Intervention studies using such tasks have often relied on principles from cognitive apprenticeship to make these discipline-specific heuristics explicit to students. While several studies have found positive results, they offer little insight into how and where exactly students’ progress on historical thinking manifests itself, nor into the differential effects of the intervention. Building on essay data gathered during an intervention study on students’ historical inquiry skills, this study explores differential effects of the intervention according to students’ initial historical inquiry ability. To this end, a purposeful sample of students was selected for whom the intervention was particularly effective. The qualitative analysis of students’ essay tasks (pretest and posttest) revealed remarkable differences between students with high and low pretest scores. Although both groups made progress on all aspects of the essay task, they differed in terms of where and how this progress manifested itself: at posttest, students with a high initial score outperformed others in evaluating sources and rebuttals. This study offers insight into patterns of progress in students’ historical inquiry skills which can inform differentiation in instructional practices.

Abstract 15537: Complex Congenital Heart Patients: Education Program for Advanced Practice Providers

Introduction: With appropriate training and support, Advanced Practice Providers (APPs) offer value in specialty patient care in a congenital heart program (CHP) providing continuity, cost effective, and specialized care. Hypothesis: We hypothesized that APPs caring for patients in a CHP lack standard curriculum to quantify success and improvement. Developing a dedicated education program allows identification of knowledge gaps and improves focused learning. Integrating a shared model for education with pre/post-tests increases proficiency and professional development. Methods: 20 APPs were included in our CHP education model including 63 focused learning modules in pediatric cardiology with complex congenital heart disease (CHD) and cardiac intensive care with aspects of post-operative management, multi-disciplinary, APP-specific teaching sessions, APP-led journal clubs, research/QI projects, interactive lectures, visuals, and key articles. Knowledge of the core CHP learning objectives were measured through 514 individual pre/post module tests by utilizing and strategically combining peer reviewed resources in CHD/critical care for each learning module. APPs satisfaction was evaluated using a 5-point scale (outstanding, good, acceptable, fair, unsatisfactory) for core education, faculty support, and translation to clinical practice. Results: Increase in knowledge was observed with pre/post test scores of 67.2% and 97.6%, respectively (P&lt;0.0001). Fetal, chest radiography, and cardiac output were identified with lower pre-test scores &lt; 50% allowing refocused education, resulting in post-test scores &gt; 96% (P&lt;0.0001). Core education program, faculty support, and translation to clinical practice were scored as outstanding (n=10, 50%) or good (n=10, 50%). Conclusions: In conclusion, our APPs and multi-disciplinary specialists have successfully integrated an education program, improving performance in a rapidly growing department. The success in identifying educational opportunities via pretests and adapting our educational focus has provided an infrastructure to improve patient care and safety. Our efforts and bidirectional feedback have resulted in satisfaction and ideally long-term APPs retention.

Sensitivity and Specificity of Instrumentation Lab Age-Adjusted D-Dimer Threshold Values in a Single Hospital Site: A Retrospective Analysis.

Introduction The D-dimer is a common test in the assessment of chest pain in acute settings. With a high sensitivity and low specificity, a significant number of false positive outcomes occur, leading to unnecessary medical intervention. There is good evidence supporting the use of an age-adjusted D-dimer model to increase diagnostic specificity in the context of a conventional "D-dimer" assay. There is, however, a lack of evidence validating the age adjustment process when considering the less common but still widely utilized "instrumentation lab" assay. Methods A retrospective audit was carried out in a district general hospital by obtaining all acute computed tomography pulmonary angiograms carried out between December 2020 and August 2021. The age-adjusted D-dimer was calculated for each patient by multiplying the patient's age by 5. Thereafter, sensitivity and specificity were reassessed. Results After exclusion, 133 patients under 50 years of age with low pre-test probability scores were included in the analysis. Age-adjusted D-dimer was found to increase specificity from 2% to 28% whilst maintaining a sensitivity of 94%. Conclusion Utilization of the 5x age-adjusted instrumentation lab assay D-dimer results in increased specificity with the potential to reduce the number of unnecessary admissions, radiation exposure, and medication use, improving patient safety and reducing healthcare burden.

Evaluating the Content Knowledge in Badminton of Preservice Physical Education Teachers : A Pilot Study

Previous research has demonstrated low levels of preservice teachers’ (PSTs) content knowledge due to their K-12 schooling and teacher education training. We examined two research questions: (a) What are the pre-test scores of PSTs for common content knowledge (CCK), performance (CCK-P), task progression knowledge and error analysis in badminton? and (b) What are the changes in pre-post scores for CCK, CCK-P, task progression knowledge, and error analysis after a badminton content class? Participants were eight male PSTs ranging from sophomore to senior year. All were assessed using pre-and-post tests of badminton CCK, CCK-P, instructional tasks, and error analysis. Data were reported descriptively to determine the difference between pre and post scores on the four variables. The results indicated that PSTs had low pretest scores on all four variables However posttest scores following the completion of the badminton content class demonstrated improvement on all variables except for task progression. Our results highlight the importance of content knowledge training in physical education teacher education (PETE) programs. We need additional research to strengthen the effectiveness of the evidence-base in PETE to build a body of literature that can enhance our practice.

Comparison between Video Podcasts and Traditional Learning in Osteoporosis for Orthopedic Resident Physicians During the COVID-19 Pandemic in Thailand

Purpose: The coronavirus pandemic has posed challenges for medical education, including the loss of lecture hours. Resident physicians were offered video podcasts to compensate for the loss of lecture hours but without proven efficacy. This study aimed to investigate the effectiveness of video podcasts related to osteoporotic and metabolic bone diseases during residency training. Methods: Orthopedic residents were voluntarily allocated to the video podcast or traditional group. Twenty-two video podcasts covering major topics in osteoporosis and metabolic bone diseases were developed by experts and offered to the podcast group. Each podcast was approximately 20-30 minutes long. Pre- and post-exposure examinations, comprising 60 multiple-choice questions, were conducted and compared. Confidence, perceived ability, and preferences were assessed using questionnaires. Results: A total of 37 residents were recruited, 18 in the video group and 19 in the traditional group. With numerically lower pre-test scores (47.59%±9.77% in the video group, 53.95%±9.77% in the traditional group, p = 0.056), students in the video group significantly outperformed the traditional group in the post-test (89.81%±3.83% and 76.93%±10.92%, p &lt; 0.001). Junior residents watching videos scored higher than senior residents. Videos led to a greater gain in confidence and perceived ability. However, students still preferred live lectures to videos. Conclusions: This study showed greater performance scores and confidence when using video podcasts, with junior residents improving more with podcasts. We suggest providing supplemental video podcasts in non-surgical-based subspecialties during the early training years as a supplement during the pandemic and a new normal residency training method.

Development of a simple and effective online training for health workers: results from a pilot in Nigeria

BackgroundHealth workers (HWs) in Africa face challenges accessing and learning from existing online training opportunities. To address these challenges, we developed a modular, self-paced, mobile-ready and work-relevant online course covering foundational infection prevention and control (IPC) concepts. Here, we evaluate the first pilot of this course, conducted with HWs in Nigeria.MethodsWe used a learner-centered design and prototyping process to create a new approach to delivering online training for HWs. The resulting course comprised 10 self-paced modules optimized for use on mobile devices. Modules presented IPC vignettes in which learning was driven by short assessment questions with feedback. Learners were recruited by distributing a link to the training through Nigeria-based email lists, WhatsApp groups and similar networks of HWs, managers and allied professionals. The course was open to learners for 8 weeks. We tracked question responses and time on task with platform analytics and assessed learning gains with pre- and post-testing. Significance was evaluated with the Wilcoxon signed-rank test, and effect size was calculated using Cohen’s d.ResultsThree hundred seventy-two learners, with roles across the health system, enrolled in the training; 59% completed all 10 modules and earned a certificate. Baseline knowledge of foundational IPC concepts was low, as measured by pre-test scores (29%). Post-test scores were significantly higher at 54% (effect size 1.22, 95% confidence interval 1.00-1.44). Learning gains were significant both among learners with low pre-test scores and among those who scored higher on the pre-test. We used the Net Promoter Score (NPS), a common user experience metric, to evaluate the training. The NPS was + 62, which is slightly higher than published scores of other self-paced online learning experiences.ConclusionsHigh completion rates, significant learning gains and positive feedback indicate that self-paced, mobile-ready training that emphasizes short, low-stakes assessment questions can be an effective, scalable way to train HWs who choose to enroll. Low pre-test scores suggest that there are gaps in IPC knowledge among this learner population.

The effect of mental health training on the knowledge of common mental disorders among medical officers in primary health centres in rural Karnataka.

Background:Deficits in knowledge regarding identification and treatment of common mental disorders (CMD) and stigmatizing attitudes towards CMDs exist among primary care physicians in India.Objectives:We aimed to assess the gain in knowledge of CMDs among primary health centre (PHC) doctors, after they underwent training in the identification and treatment of CMDs, and to assess the relationship between the gain in knowledge and demographic variables. We also assessed attitudes towards depression among PHC doctors who underwent training.Methods:We assessed knowledge of CMDs among 38 PHC doctors before and after training using a multiple-choice questionnaire (MCQ). The training session included didactic teaching and case-based discussions.Results:The post-test mean score was significantly higher compared to the pre-test mean score (P < 0.0001), indicative of a significant mean gain in knowledge of CMDs among PHC doctors following training. Significant improvements were noted on the questions assessing identification of CMDs, knowledge of depressive symptoms and identification of panic attacks, post-training (all P < 0.05). Participants with lower pre-test scores had greater improvements in knowledge post-training. Around half of the PHC doctors endorsed negative attitudes towards depression.Conclusions:We demonstrated the efficacy of a training programme for PHC doctors in improving their knowledge of CMDs. Stigmatizing attitudes towards depression were present among around half the PHC doctors even after the training. This has implications for the strategy of integrating mental healthcare into primary care, with the overall goal of reducing the treatment gap for CMDs.

Factors affecting students' learning from a design‐based implementation research project in diverse education systems

AbstractThis article reports on quantitative findings from a design‐based implementation research (DBIR) project Carbon TIME that focused on teaching carbon cycling at multiple scales, from atomic‐molecular to global. We report results from a large dataset from diverse schools, including 59,654 student assessments of three‐dimensional learning aligned with Next Generation Science Standards collected in classrooms of 133 middle‐ and high‐school teachers over a 4‐year period. We used a subset of these data to investigate factors related to students' learning in this large and diverse set of classrooms. Our findings included: First, Carbon TIME's curriculum and professional development were associated with substantial improvements in overall student achievement; within classrooms students with lower pretest scores had higher learning gains. Second, differences among individual teachers accounted for more of the variance in student learning gains than other measures including school demographics and students' prior knowledge. Third, school demographic factors (percent free and reduced lunch and percent marginalized students of color) had statistically significant but small effects on students' learning. Finally, sustained investment and participation were important; student learning gains improved across years for the project as a whole, and for individual teachers as they gained experience and participated in professional development. These findings contribute to programs of systemic changes to support three‐dimensional science learning.

Training on anti-plagiarism and referencing: A step toward sensitizing and improving scientific authenticity in medical literature writing among academicians.

Background: Growing misconduct in the academic field is a worldwide concern. Among health professionals, this may be attributed to lack of awareness either due to no or inadequate formal training in anti-plagiarism and referencing. Objectives: The present study aimed to document the outcome and use of focused workshops on anti-plagiarism and referencing in improving awareness to academic misconduct. Method: Data of half-day workshop on anti-plagiarism and referencing conducted in a series of programs in the year 2018- 2019 were retrieved and reviewed. To evaluate the effectiveness of the training program knowledge of participants was analyzed based on their pre-test and post-test performance scores. Results: A total of 134 participants participated in 5 sessions over 2 years. Analysis of mean pre-test score (12.23 ± 4.5) and post-test scores (17.28 ±3.56) exhibited statistically significant improvement in knowledge with training provided. Conclusions: A low pre-test score with the improvement of scores after training points toward the necessity to address this lacuna in knowledge through structured training on anti-plagiarism and referencing to eliminate scientific misconduct. This study would provide a reference for other institutions to develop similar efforts to overcome hurdles towards better and more authentic medical literature writing.

Assessment of the utility of a screening tool for COVID-19 diagnosis in an accident and emergency department in Lagos, Nigeria: A pilot study

We retrospectively reviewed the data of 113 non-surgical patients presenting to the Accident and Emergency Department (A and E) of Lagos University Teaching Hospital, Lagos, Nigeria. Patients were stratified based on screening scores into low (0-2), moderate (3-5) and high (6) pre-test categories. Patients with low and high scores ≥6 were admitted to the A and E and the COVID-19 holding ward, respectively, while the moderate group had chest computed tomography scans to aid further decision-making, pending the outcome of their RT-PCR results. The validity of the triage score as compared to the RT-PCR test result was calculated and the kappa score of agreement was utilised to evaluate the concordance between two triage scores. The optimum cut-off score was also obtained based on the maximal Younden's index. The frequencies of low, moderate and high pre-test scores were 34 (30%), 43 (38.1%) and 36 (31.9%), respectively. Overall, 38.1% (43/113) were RT-PCR positive. RT-PCR was positive in 26.5% (9/34) with low screening scores, 55.8% (24/43) with moderate scores and 27.8% (10/36) with high scores. The sensitivity and specificity of a high score of 6 were 25% and 92.86%, while the lower score of 3 had sensitivity and specificity of 62.5% and 58.6%, respectively. The screening tool showed a high specificity in its initial design, which suggests that anyone with a low score using this tool has a high probability of testing negative. We recommend a cut-off score of 4 (score A) or 6 (score B) of the current screening tool be used to increase the chances of identifying persons with COVID-19 for RT-PCR testing.

Game learning analytics can unpack Escribo play effects in preschool early reading and writing

Randomized controlled trials usually cannot uncover why some participants benefit more or less from an intervention when they do not collect process data during the implementation. Beyond cost concerns, collecting multiple data points during implementation can be unfeasible or potentially harmful when the participants are young children. This research employed data collected by digital games to assess how different students benefited from the Escribo Play word reading and writing intervention during a trial with 749 preschool students. The learning analytics identified that the total number of incorrect answers was the data type that most differentiated students. The clustering method identified four clusters that displayed significant differences in how they benefited from the intervention. Cluster 1 had most students and displayed an effect on reading (d = 0.58) stronger than the overall intervention (d = 0.40). Cluster 2 only had 13 students and displayed an effect three times higher than the overall (d = 1.23). Clusters 3 and 4 had very low pre-test scores and did not benefit from the intervention, probably because they lacked prerequisite skills. These findings allow policymakers to target better the delivery of the intervention to improve its cost-benefit and the developers to improve the intervention for Clusters 3 and 4. The study demonstrated that learning analytics can be a cost-effective and unharmful alternative to process data to assess the effectiveness of game-based educational interventions for early childhood education.