Educational Materials Research Articles

The Development of Discovery Learning Model Teaching Materials to Improve Students’ Mathematical Problem Solving Ability on Junior High School

In order to enhance students' mathematical problem-solving skills, this study looks at how teaching materials are developed using the Discovery Learning model. Since every student nowadays needs to be able to think critically, the study specifically looks at the process and outcomes. development, viability testing, feedback from students, and improving mathematical problem-solving skills. This kind of research makes use of the Research and Development (R&D) or Research-based Development research method, which is a way to create a specific product and use a model to test the product's viability. Students in class VII at MTs Al Bidayah West Bandung Regency served as the research sample for S. Thiagarajan's 4D (Define, Design, Develop, and Disseminate) study. The process and outcomes of creating educational materials lead to the conclusion that the materials, when viewed from the various stages, follow the procedures or methods outlined in 4D. Based on students' responses, which were 68.4% and 70.2% in the good category, the viability of teaching materials made possible by the Photoshop program can be concluded, along with the students' improved problem-solving skills. If this teaching material is used in a classroom setting, it is imperative that the necessary facilities be set up ahead of time because learning with it requires sufficient facilities. There are tasks and content in this teaching resource that need to be altered. so that students' learning experiences are not dull and monotonous.

A multi-site mixed-method evaluation of 'Cardiac College for Women' implementation: perspectives of cardiac rehabilitation patients and providers.

A Cardiac College for Women curriculum was developed to address the dearth of women-focused cardiac rehabilitation (CR) education. This study investigated: (1) patient utilization of the education; (2) acceptability and applicability of the education; as well as (3) patient and CR providers' experiences implementing it. This was a multi-site, mixed-methods study. After baseline assessments at an academic CR program in two Canadian provinces, the 12 weekly 30 min structured in-person group education sessions were led by staff in the relevant discipline, with supporting online videos and written materials. Women reported their engagement with the education in weekly diaries, and completed a survey post-program. Semi-structured virtual interviews were held with willing participants and staff delivering the intervention. Transcripts were analyzed concurrently by two researchers independently via NVIVO using text condensation, followed by consensus reconciliation and multi-source validation. Forty patients participated in the women-focused education program, with 28 completing weekly diaries and 36 post-intervention surveys. Participants attended 80% of sessions (67%-89%). They spent an average of 30 min/week engaging additionally with the online education, with 83% rating the weekly content applicable (73%-100%). Overall acceptability was rated 4.3 ± 1.7/5. Twelve patients and 5 staff participated in interviews. Four themes were identified: contextual considerations, staffing and implementation issues, valued aspects, and suggestions for improvement. In conclusion, Cardiac College for Women was established as highly acceptable and applicable to patients, supporting their self-management. The women-specific CR education materials were also established as readily implementable by CR staff.

Online Plain Language Tool and Health Information Quality

Complex and ineffective health communication is a critical source of health inequity and occurs despite repeated policy directives to provide health information that is easy to understand and applies health literacy principles. To evaluate the effectiveness of the Sydney Health Literacy Lab Health Literacy Editor, an easy-to-use online plain language tool that supports health information providers to apply health literacy guidelines to written health information. This randomized clinical trial, conducted online in Australia from May 2023 to February 2024, included a convenience sample of health information providers with no previous experience using the Health Literacy Editor. Analysts were blinded to study group. Participants were randomized 1:1 to the intervention or control group. Participants in the intervention group were provided access to the Health Literacy Editor and a 30-minute online training program prior to editing 3 prespecified health texts. The Health Literacy Editor gives objective, real-time feedback on words and sentences. Control participants revised the texts using their own standard health information development processes. The preregistered primary outcome was the text school grade reading score (using a validated instrument, the Simple Measure of Gobbledygook). Secondary outcomes were text complexity (percentage of text using complex language), use of passive voice (number of instances), and subjective expert ratings (5-point Likert scale corresponding to items on the Patient Education Materials Assessment Tool). A total of 211 participants were randomized, with 105 in the intervention group and 106 in the control group. Of 181 participants in the intention-to-treat analysis (mean [SD] age, 41.0 [11.6] years; 154 women [85.1%]), 86 were in the intervention group and 95 in the control group. Texts revised in the intervention group had significantly improved grade reading scores (mean difference [MD], 2.48 grades; 95% CI, 1.84-3.12 grades; P < .001; Cohen d, 0.99), lower text complexity scores (MD, 6.86; 95% CI, 4.99-8.74; P < .001; Cohen d, 0.95), and less use of passive voice (MD, 0.95 instances; 95% CI, 0.44-1.47 instances; P < .001; Cohen d, 0.53) compared with texts revised in the control group in intention-to-treat analyses. Experts rated texts in the intervention group more favorably for word choice and style than those in the control group (MD, 0.44; 95% CI, 0.25-0.63; P < .001; Cohen d, 0.63), with no loss of meaning or content. In this randomized clinical trial, the Health Literacy Editor helped users simplify health information and apply health literacy guidelines to written text. The findings suggest the tool has high potential to improve development of health information for people who have low health literacy. As an online tool, the Health Literacy Editor is also easy to access and implement at scale. ANZCTR Identifier: ACTRN12623000386639.

Towards stem cell therapies for hearing loss: awareness and perspectives of Australian audiologists and their patients.

Aim: Over the last two decades, numerous experimental studies have examined the feasibility of delivering stem cells into the cochlea to restore hearing. While these studies have spawned new cell therapy companies, there is little information on what patients understand or expect from these emerging therapies.Methods: This study sought to understand the awareness and perspectives of Australian audiologists and their adult patients toward stem cell therapies for treating hearing loss.Results: An anonymous survey indicated 91% of patients and 39% of audiologists were unaware of these therapies being developed. Thirty percent of audiologists reported being asked about stem cell therapies for hearing loss, but 70% were not confident answering patient queries about this and were unsure where to gather information. Primary concerns reported by patients were cost (45%) and safety of treatment (42%). Interestingly, 58% of patients were unsure of how this therapy would improve their hearing, yet 25% of these patients expected that their hearing would return to normal.Conclusion: There was strong support for development of educational materials for both patient and clinician. The increasingly important role of audiologists in providing patient counselling was reflected in overwhelming support (from both patient and clinician) for audiologists providing such information.

Medical misinformation in social media: Representations of gastrointestinal disorders on a short video platform

Background and Objectives: Short video platforms have become one of the most common methods for disseminating medical information on social media. We analysed gastrointestinal (GI)-related content on TikTok, focusing on the creators’ background, patterns of content utilisation and overall content quality and understandability, using validated metrics to quantify the degree of misinformation. Methods: Twelve hashtags related to common GI conditions on TikTok and the 20 most engaging posts associated with each hashtag were selected for review. The ‘most engaging’ status was determined by the application’s internal algorithm. Six GI board-certified physicians evaluated the videos using two validated instruments: DISCERN quality criteria and Patient Education Materials Assessment Tool (PEMAT-A/V) survey. Results: In total, 253 videos were reviewed with 18.6 billion likes, 191,000 comments, 935,000 saves and 927,000 shares. IBS hashtag had the greatest number of views (2.2 billion), while videos on haemorrhoids had the most likes (4.3 million), comments (59,000) and shares (288,000). Most videos 177/253 (70%) were created by non-healthcare workers. The median video quality was 2/5 on DISCERN Likert-type scale with 23/75 DISCERN score. Of 186 videos, 114 (61.3%) were rated ‘very poor’; 58/186 (31.2%) ‘poor’, 13/186 (7%) ‘fair’ and only one video (0.5%) was rated ‘excellent’ on DISCERN grading system. The median PEMAT-A/V scores were 7/12 (73.9%) for understandability and 1/3 (33.3%) for actionability. Conclusion: Our study highlights significant public interest in common GI disorders. However, most posts lacked substantive information and did not have verifiable sources.

Using ChatGPT to Provide Patient-Specific Answers to Parental Questions in the PICU.

To determine if ChatGPT can incorporate patient-specific information to provide high-quality answers to parental questions in the PICU. We hypothesized that ChatGPT would generate high-quality, patient-specific responses. In this cross-sectional study, we generated assessments and plans for 3 PICU patients with respiratory failure, septic shock, and status epilepticus and paired them with 8 typical parental questions. We prompted ChatGPT with instructions, an assessment and plan, and 1 question. Six PICU physicians evaluated the responses for accuracy (1-6), completeness (yes/no), empathy (1-6), and understandability (Patient Education Materials Assessment Tool, PEMAT, 0% to 100%; Flesch-Kincaid grade level). We compared answer quality among scenarios and question types using the Kruskal-Wallis and Fischer's exact tests. We used percent agreement, Cohen's Kappa, and Gwet's agreement coefficient to estimate inter-rater reliability. All answers incorporated patient details, utilizing them for reasoning in 59% of sentences. Responses had high accuracy (median 5.0, [interquartile range (IQR), 4.0-6.0]), empathy (median 5.0, [IQR, 5.0-6.0]), completeness (97% of all questions), and understandability (PEMAT % median 100, [IQR, 87.5-100]; Flesch-Kincaid level 8.7). Only 4/144 reviewer scores were <4/6 in accuracy, and no response was deemed likely to cause harm. There was no difference in accuracy, completeness, empathy, or understandability among scenarios or question types. We found fair, substantial, and almost perfect agreement among reviewers for accuracy, empathy, and understandability, respectively. ChatGPT used patient-specific information to provide high-quality answers to parental questions in PICU clinical scenarios.

Combined Diabetes Education/Skills Training and Social Needs Resolution Intervention for Older African Americans with Poorly Controlled Type 2 Diabetes (DM Social Needs): Study Protocol for a Randomized Controlled Trial.

Approximately 11.3% of the US population has diabetes. The burden of diabetes is higher in older adults and African Americans (AAs), such that 40% of adults aged 50 years and older have diabetes; African Americans are 60% more likely to be diagnosed with diabetes compared to non-Hispanic Whites (NHWs). Structural racism has resulted in fewer economic and educational opportunities for AAs, higher social risks, and unmet basic needs, which result in financial instability, housing instability, food insecurity, and a lack of transportation compared to NHWs. The presence of these unmet basic needs is a driver of poor adherence to diabetes self-management in older AAs. To test the preliminary efficacy of a nurse case-manager, telephone-delivered intervention that provides foundational diabetes self-management education and skills training, while also addressing and resolving the unmet social needs of older AAs with poorly controlled type 2 diabetes mellitus (T2DM). The primary hypothesis is that older AAs with T2DM randomized to the DM Social Needs intervention will have significantly lower hemoglobin A1C (HbA1C), blood pressure, and LDL levels compared to the usual care arm at 6 months post randomization. This is a three-year prospective, randomized clinical trial that will enroll 100 AAs aged 50 and older with type 2 diabetes (T2DM) and HbA1C ≥ 8% into one of the following two groups: (1) a nurse case-manager, telephone-delivered intervention that provides foundational diabetes self-management education and skills training, but also addresses and resolves unmet social needs; or (2) an enhanced usual care group that will receive mailed diabetes education materials. Participants will be followed for 6 months to determine the effect of the intervention on HbA1C, blood pressure, and low-density lipoprotein (LDL) cholesterol levels. Baseline characteristics will be presented by study group, and within- and between-group changes in primary outcomes from baseline to 6 months will be reported. The results from this study will provide insights into the efficacy of a combined diabetes education and skills training and social needs resolution intervention for older African Americans with poorly controlled type 2 diabetes and will inform strategies to improve diabetes outcomes for this vulnerable population.

Beyond the Language: Arabic Language Textbooks in Arab–Palestinian Society as Tools for Developing Social–Emotional Skills

Social–emotional learning (SEL) is recognized as an important component of the educational system, significantly impacting student success. This study aims to examine how Arabic language textbooks used in Arab elementary schools in Israel serve as tools for developing social–emotional skills, beyond their role in language instruction. Using a content analysis and semiological analysis on nine ‘Arabic Our Language’ textbooks for Grades 1 to 6, the findings revealed that all categories of social–emotional skills defined by CASEL were represented, but with an imbalance in their prevalence. Interpersonal relationship skills were the most frequent, while social awareness was the least represented, despite its importance in the Israeli context, which is the context in which this study takes place. Additionally, lower grades (1–3) showed a lack of SEL content compared to higher grades (4–6), even though an early integration of these skills is more effective. Furthermore, the SEL content did not always align with the fundamental principles for optimal implementation. This study emphasizes the need for curricula and textbooks in Arabic language education that are adapted to each developmental stage and tailored to the Israeli socio-cultural context. The findings underscore the critical role of Arabic language textbooks in fostering a holistic educational experience, preparing students for both academic and social success, and serve as a call to action for curriculum designers and textbook authors to integrate social–emotional learning in linguistic educational materials.

Peningkatan Sikap Percaya Diri Peserta Didik Melalui Model Pembelajaran Problem Based Learning untuk Kelas X E SMA Tarakanita Citra Raya

This classroom action research aims to determine the improvement in students’ attitudes in terms of self-confidence through the Problem-Based Learning for Grade X students at SMA Tarakanita Citra Raya. This research, which employs a qualitative research method, processes the learning activities to develop students’ attitudes through group discussions, information analysis, and discussion results in class presentations. The increase in students’ self-confidence becomes a form of independent character development, aligning with the goals of the Pancasila student profile and as a key part of character development according to the Tarakanita Cc5+ Curriculum. Ultimately, using this model can bring about a change in students’ mindset regarding their valuable abilities, enabling them to manage their emotions in responding to opinions and feedback from other group members. This increase in self-confidence will greatly assist in realizing the material of Catholic Religious Education, namely being critical of the influence of Mass Media and Social Media. High self-confidence in students leads them to be able to see the positive and negative aspects of social media in their daily lives

7366 Experience and perspectives of healthcare professionals regarding exercise directed guidance in pediatric type 1 diabetes

Abstract Disclosure: H. Reznik: None. A. Brener: None. F. Levy-Khademi: None. J. Yeshayahu: None. D. Pivko-Levy: None. I. Koren: None. O. Pinhas-Hamiel: None. M. Sharkia: None. L. Carmon: None. M. Rachmiel: None. M. Muller: None. L. de Vries: None. M. Cohen: None. Objective: Regular exercise can promote various aspects of health in pediatric type-1-diabetes (T1D). However, the management of exercise can be extremely challenging for the child, their family and the healthcare team involved. Studies suggest that children with T1D perform less than the recommended daily activity and that exercise does not always improve glycemic control. Multiple factors should be accounted for, including among others, the nature of the activity and individual child, as well as the treatment regimen. Proper guidance in preparation for exercise is crucial. We conducted a national study aimed at identifying strengths and limitations of exercise directed guidance (EDG) provided by staff in pediatric T1D clinics in Israel. Methods: Healthcare professionals from 8 pediatric diabetes clinics, including physicians, nurses and dietitians, were recruited. Participants completed an anonimized electronic questionnaire assessing: i) Demographics ii) Timing and content of the guidance provided to pediatric patients with T1D iii) Perceived challenges. Results: Ninety-nine professionals took part in this study, 53 physicians, 24 nurses and 23 dietitians. All reported providing EDG to pediatric T1D patients, 90 (90.9%) include EDG both during the initial post-diagnosis visits and periodically thereafter. However, while 83 (83.8%) reported offering guidance to all patients, 16 (16.1%) indicated guiding only specific children: either those that exercise, those that do not exercise or only those that asked for information. Only 64 (64.6%) reported to have specialized educational materials available in clinic, this varied even within the same clinic. The 3 most prevalent topics reported by participants as “usually included” in EDG, were: immediate effects on glucose (94.9%), adjusting carbohydrates (88.8%) and the equipment required during exercise (86.8%). The 3 least frequently addressed subjects were: addressing principals in planning exercise (28.2%) and involving family and friends (29.2% and 17.1% respectively). Challenges by order of prevalence were insufficient teaching aids, the complexity of the topic, lack of knowledge and insufficient time (reported by 44.4%, 39.4%, 34.3% and 34.3% respectively). The knowledge gap most commonly reported centered on understanding the impact of different types of exercise on blood glucose. Conclusions: Healthcare professionals recognize the importance of exercise in T1D management and all of them incorporate EDG in their routine practice. Interestingly, there is considerable variability in both timing and content of the EDG provided, even within the same clinic. We have identified important areas for improvement, with particular attention needed in increasing the availability of educational tools and enhancing staff knowledge. Our findings can assist in creating educational aids for both staff and patients. Presentation: 6/2/2024

Penerapan Model PBL Berbantuan Media Audiovisual pada Materi Perempuan dan Laki-laki sebagai Citra Allah untuk Meningkatkan Hasil Belajar dan Kemandirian Kelas V FASE C SDN 10 Sadok

This study aims to improve student learning outcomes and independence through the application of the Problem Based Learning (PBL) learning model assisted by audiovisual media on the material "Women and Men as Images of God" in Class V Phase C SDN 10 Sadok. This study uses a classroom action research (CAR) method with two cycles, involving planning, implementation, observation, and reflection. The subjects of the study were 5 class V students. The instruments used included learning outcome tests, independence observation sheets, and interviews. The results showed that the application of the PBL model assisted by audiovisual media significantly improved student learning outcomes, as well as encouraged independence in the learning process. The average value of student learning outcomes increased from the first cycle to the second cycle, as did the independence indicators shown through student activity, responsibility, and independence in solving problems. These findings indicate that the use of the PBL model supported by audiovisual media is effective in developing students' understanding of Catholic Religious Education material as well as critical and independent thinking skills.

Enhancing dietary analysis: Using machine learning for food caloric and health risk assessment.

In the wake of growing concerns regarding diet-related health issues, this study investigates the application of machine learning methods to estimate the energy content and classify the health risks of foods based on the USDA National Nutrient Database. The caloric content of foods was estimated using the nutritional composition (i.e., carbohydrates, protein, total lipid, and total sugar content) and classified based on their weighted health risks, considering their carbohydrate, lipid, and glycemic index levels. The algorithms used for modeling include multiple linear regression (MLR), K-nearest neighbors, support vector machine, random forest regression (RFR), gradient-boosted regression, decision trees (DT), and deep neural networks. The MLR model demonstrated high accuracy on the training dataset (R2=0.99, mean absolute error [MAE]=7.71kcal, and root mean squared error [RMSE]=17.89kcal) and testing dataset (R2=0.99, MAE=7.75kcal, and RMSE=18kcal) in energy estimation, indicating its effectiveness in dietary assessment. The RFR and DT models were useful in categorizing foods into low-health-risk foods, but their performance was reduced in medium and high-health-risk groups. This research contributes to developing tools that could aid in personalized dietary planning and public health interventions to mitigate diet-related health risks. PRACTICAL APPLICATION: This study applies machine learning to estimate how many calories are in food and to understand the health risks different foods might have. By investigating the fats, cholesterol, and sugars in food items listed in a public database, we can better plan diets or develop apps that help people make healthier eating choices. This work aims to improve public access to nutritional information, supporting efforts to combat diet-related diseases through educational materials and applications that guide dietary choices in various settings.

Peningkatan Hasil Belajar Peserta Didik Kelas VII SMP Negeri 2 Tarutung Melalui Model Pembelajaran Problem Based Learning pada Pembelajaran Pak

This Classroom Action Research aims to improve the learning outcomes of class VII students in the Catholic Religious Education subject at SMP Negeri 2 Tarutung. There were 1 female and 7 male students who were research subjects in an effort to implement a problem-based learning model (Problem Based Learning). The research results showed that there was a significant increase in student learning outcomes after implementing the PBL learning model. In cycle I, the average student score was 71.25 with an achievement category of 2 adequate students and 6 proficient students. This indicates that there are still some students who have not achieved the expected competency. By implementing PBL more intensively and providing more targeted guidance, student learning outcomes have increased quite significantly. In cycle II, the average student score increased to 87.50 with the achievement category being 2 proficient students and 6 proficient students. This increase in learning outcomes shows that the PBL learning model is effective in increasing students' understanding of the Catholic Religious Education material I Have the Capabilities.

Effectiveness of caregiver educational materials for paediatric community-acquired pneumonia in the emergency department: a qualitative study.

The objective of this study was to better understand caregiver perspectives on educational materials relating to paediatric community-acquired pneumonia and antibiotic stewardship in the emergency department setting. This was a phenomenologically informed qualitative study. Caregivers of young children in Hamilton, Ontario were presented with four educational materials (animated video, physician led lecture-style video, caregiver led testimony-style video, and a printed brochure) providing information relating to treatment strategies for community-acquired pneumonia. Caregivers were then asked open-ended questions about how they felt about the effectiveness of the media used. The principles of conventional content analysis guided the coding and synthesis of the transcribed interviews. Eleven caregivers were interviewed. Most caregivers preferred the animated video and brochure to the lecture-style physician video and caregiver testimonial video. Common themes for effective educational materials included visually attention-grabbing graphics, accessible language, and formats they could reference following their visit (e.g. brochure). The busy nature of the emergency department setting can impede effective communication between clinicians and parents. Employing educational materials may allow for more informed parent-provider communication on care decision making. Caregivers in our study prioritized the simplest information formats for education around community-acquired pneumonia and antimicrobial stewardship which could be referenced following discharge. This was best accomplished by short, animated videos and brochures. Results from this study can inform development of future educational materials used in paediatric emergency department settings to optimize caregiver education and corresponding care plan adherence.

How does the use of modern technologies affect students’ perception of information? The effectiveness of holographic projection technology in music education

ABSTRACT The article studies the holographic projection technology in an innovative music classroom during full-time education. The study addresses the influence of this technology on the effectiveness and efficiency of learning, as well as on the perception and memorisation of educational material by students. It describes an innovative music classroom with equipment for using a 3D Hologram (3DH) for face-to-face lectures. An educational experiment was conducted within a three-month course. The experiment enrolled 111 foreign students in the first year of studying at higher educational institutions in China. The evaluation of the emotional background of the learning environment in the innovative music classroom indicates a positive attitude of students towards educational activities. The activities aroused their interest, admiration and trust; the environment was friendly and joyful. The findings can facilitate the search for innovative solutions to improve pedagogical activity or foster the introduction of holographic innovations into teaching practice.

Organizational and pedagogical aspects of interaction between teacher and students in distance learning conditions

The paper examines organizational and pedagogical aspects of interaction between teacher and students in distance learning conditions. Organizational aspects include the need for strict adherence to curriculum, administrative support, use of modern technology, and training for both teachers and students. Pedagogical aspects include the development of key competencies in students, such as focus, mutual trust, mutual assistance, systematic communication and the use of a variety of learning modalities. An example of the structure of a lesson in higher mathematics ("Differential Equations") is presented, where organizational aspects are discussed, such as the preparation of educational material and the creation of a learning environment, as well as pedagogical aspects, such as targeted learning, mutual trust and mutual assistance, systematic communication and feedback, and the use of a variety of learning modalities. The methodological support of the training session is also considered, including basic concepts and definitions, educational material and online resources.

The Interaction Fidelity Model: A Taxonomy to Communicate the Different Aspects of Fidelity in Virtual Reality

Fidelity describes how closely a replication resembles the original. It can be helpful to analyze how faithful interactions in virtual reality (VR) are to a reference interaction. In prior research, fidelity has been restricted to the simulation of reality—also called realism. Our definition includes other reference interactions, such as superpowers or fiction. Interaction fidelity is a multilayered concept. Unfortunately, different aspects of fidelity have either not been distinguished in scientific discourse or referred to with inconsistent terminology. Therefore, we present the Interaction Fidelity Model (IntFi Model). Based on the human-computer interaction loop, it systematically covers all stages of VR interactions. The conceptual model establishes a clear structure and precise definitions of eight distinct components. As a communication tool, it helps teams to understand and discuss fidelity in VR. It was reviewed through workshops with fourteen VR experts. We provide guidelines, diverse examples, and educational material to apply the IntFi Model universally to any VR experience and propose foundational research opportunities.

Innovating STEM education: Teacher reflections on challenges, strategies, and development

This study investigates the crucial role of teachers' perspectives in enhancing STEM education, specifically focusing on evaluating existing programs, identifying challenges, and proposing actionable improvements. A comprehensive survey was administered to gather detailed insights from teachers regarding the effectiveness of STEM educational materials and methodologies. The survey results reveal key areas requiring enhancement to better support student learning, particularly in the integration of science, technology, engineering, and mathematics within the curriculum. The findings indicate that incorporating teachers' feedback can lead to substantial improvements in teaching practices, professional development opportunities, and overall student outcomes. The study emphasizes the significance of inclusive education, the importance of hands-on and experiential learning, and the critical role of technology integration in modern STEM curricula. Additionally, it highlights the necessity for targeted professional development programs that are closely aligned with the specific needs and challenges identified by teachers. By applying the firsthand experiences and practical recommendations of teachers, this research aims to inform and influence curriculum development processes, ultimately fostering a more effective and equitable STEM education system. The practical implications of the study suggest that schools and educational institutions can overcome current barriers by adopting these recommendations, thereby improving the STEM learning experience and more effectively preparing students to face future challenges and seize opportunities in the rapidly evolving fields of science and technology.

EDUKASI PENINGKATAN GIZI ANAK DALAM UPAYA CEGAH STUNTING DI GUNUNG GEULIS

The community service program on child nutrition education aimed at preventing stunting in Desa Gunung Geulis sought to address the high prevalence of stunting due to nutritional issues. Initial situation analysis revealed that 40% of children in the village experienced stunting, with 70% of parents having limited knowledge about balanced nutrition. Based on these findings, comprehensive and easily understandable educational materials and training modules were developed, covering essential information on balanced nutrition, types of nutritious foods, and methods for preparing and presenting healthy meals using local ingredients. The outreach and training were conducted at three strategic locations and attended by 150 parents and caregivers, employing interactive and practical methods. Follow-up support and monitoring over three months showed that 80% of the families improved their children’s nutritional intake. The final evaluation indicated a significant increase in parental knowledge about nutrition from 30% to 85% and a reduction in stunting prevalence from 10% to 8% within six months. These results demonstrate that a structured, community-based educational approach effectively enhances nutritional knowledge and reduces stunting, significantly impacting child well-being in Desa Gunung Geulis.

A-089 Development and Implementation of an online learning Environment for clinical chemistry resident education: UAMS experience

Abstract Background The clinical chemistry resident teaching rotation extends over 12 weeks, equivalent to a three-month period. The first chemistry rotation is scheduled for the first year, the second for the second year, and the final rotation for the fourth year. Throughout the 12-week teaching rotation, residents are exposed to a range of clinical chemistry concepts, including laboratory management, quality assurance, and test interpretation, among others. By the end of the program, residents should be well-equipped to provide expert guidance and advice on clinical chemistry matters. The current generation of learners values education that is flexible and accessible, leading to the growth and integration of blended or hybrid learning in various educational settings. This research aims to assess the effectiveness of the newly implemented online platform by analyzing feedback from residents and their quiz scores before and after the change. Methods A Box folder was created for the clinical chemistry rotation and divided into three subfolders for each rotation. Each subfolder contains materials for quizzes, cases for discussions, articles, and presentations. All the residents have access to the Box folder for educational materials. Previously, reading assignments were emailed the day before sessions, while quizzes and cases were given during sessions. In order to assess the efficacy of the online platform, we conducted an analysis of the average quiz scores before and after its implementation. In addition, we utilized the feedback provided by residents to evaluate the platform's practicality and adaptability. Results On average, the residents post-implementation scores (30 quizzes) increased by 20% (10%-35%). The pre-implementation average score was 50%, which increased to an 80% success rate after implementation. The residents unanimously agreed that the new online learning environment was very helpful in preparing them for the in-person session. They also expressed dissatisfaction with the previous learning style, which made it difficult for them to focus on learning while answering questions given on the spot. Instead, they preferred being provided with the questions beforehand, which allowed them to carefully read and search for answers to quizzes and case studies. The residents found that speed-reading through the questions and quickly glancing over the answers and explanations was not helpful to their learning process. Overall, the new learning format was able to alleviate their stress levels and helped them better prepare for the in-person session. Conclusions The online learning environment has been found to be a preferred mode of education by UAMS pathology residents. It has been deemed effective and suitable for our academic setting.