Multiple-choice Research Articles

Meningkatkan Mutu Evaluasi Pembelajaran: Analisis Soal Pilihan Ganda Bahasa Arab

<p style="text-align: justify;">Learning evaluation is one part of the learning process. Through evaluation, a teacher can find out students' abilities and understanding of the material they have studied. Evaluation instruments require quality tests or questions in terms of validity, reliability, level of difficulty, distinguishing power and effectiveness of distractors. Question items prepared by a teacher to test students' abilities must be recommended to be tested for suitability based on these aspects so that the instruments that have been prepared can be used according to their function. This research was conducted using a descriptive methodology and quantitative research form. The research instrument used was 15 grade 5 PAS Arabic multiple choice questions and the research subjects were 5th grade students at SDIT Al Inayah for the 2023-2024 academic year who were tested by 37 participants. The results of the analysis of the questions in this study in the validity aspect were still not good because only 3 questions (20%) were valid. Then, in terms of the level of difficulty, it is sufficient but not yet balanced because no difficult questions were found. From the aspect of discriminating power, the questions studied were quite good and produced a discriminating power of each question which was 40% and good, reaching 33%. The effectiveness of the distractors in this study was also sufficient because 25% of the distractors were found to be functional, and 25% were rejected. Thus, from the results of this analysis, a teacher can improve and develop question items that are still not good in some of these aspects.</p>

12242 Enhancing Continuous Glucose Monitor Utilization In Lower Economic Community Hospital Outpatient Clinics: A Quality Improvement Initiative

Abstract Disclosure: V. Mehta: None. S. Deshpande: None. M. Nieman: None. K. Pereira: None. B. Agrawal: None. S.R. Russell: None. Continuous glucose monitors (CGM) measure the blood glucose level (BGL) and have been used for better glucose control, especially in patients requiring insulin. Primary care physicians (PCP) manage diabetic patients on a large scale in the US, especially in rural settings, and data shows that CGMs are prescribed less in PCP settings than in endocrine clinics. Our study aimed to understand internal medicine (IM) residents' knowledge about CGMs and their application in a community hospital outpatient clinic serving lower-economic populations and demonstrates how a clinical pharmacist (PharmD) led educational intervention successfully increased the adoption of CGMs. A survey was done using a form with multiple-choice questions. 50 residents participated and responded anonymously. Data was analyzed by calculating percentages based on answers, providing understanding of their perspectives on CGMs. 78% knew about and correctly identified CGM. When asked to name indications of CGM, answers varied and included uncontrolled diabetes (34%), insulin-dependent diabetes (34%), elderly and non-compliant patients (14%), any diabetic (12%), and others. Only 14% reported to have had formal training in use and interpretation of CGMs, 70% had prescribed, 34% knew how to apply the device, and 42% knew how to interpret the BGL. More than 95% self-reported having either poor/beginner or fair knowledge about the usage, application, and interpretation, whereas more than 80% professed to need more training to be more confident about prescribing the device. After the survey, our PharmD conducted session demonstrating the indications, types, usage, application, and interpretation of CGM. Following this, an impactful increase in patients who were appropriately prescribed and received CGM was observed. Technologies used in medicine have increased, CGM, being one of them. More than 100 million Americans have prediabetes or diabetes, with more than 10 million using insulin. Hence, access to CGM is crucial for patients for better management. Despite the benefits, many factors play a role in limiting their use, including prescription, cost, insurance coverage, social factors, willingness of the patients, discomfort, and decreased knowledge. Non-compliance, difficulty in application and picking the device from pharmacy was also observed in our clinic. A study by Sherrill et al. on use of CGMs (2014-2020) showed that use of CGM increased almost ten times in 2020 (v/s2014); most patients were younger, employed, and had better insurance coverage.With advances in technology, easier and more efficient devices are available to assess patients' glycemic control. Pharmacists play key role in ensuring continued education among practitioners and trainees. Continued efforts to increase awareness is required to ensure that latest advances are adequately incorporated into graduate medical education. Presentation: 6/3/2024

Instructional delivery mode, response format, and student performance in accounting: evidence from Brazil

ABSTRACT This study investigates how instructional delivery modes (i.e. face-to-face vs. distance education) are associated with multiple measures of student performance. More than 52,000 unique observations were collected from a Brazilian nationwide exam. Descriptive statistics, Welch’s t-tests, correlation analysis, and regression models were employed. The results indicated that, in general, students enrolled in face-to-face education outperformed their distance education counterparts, especially on accounting-specific questions. The results also showed that, although face-to-face education is more effective than distance education, students in both delivery modes presented poor performance. Additionally, the response format is relevant to student performance as higher grades were observed for multiple-choice questions than open-ended ones. Accounting faculty may want to consider the findings of this study when designing their exams in terms of format and content.

Context matters when evacuating large cities: Shifting the focus from individual characteristics to location and social vulnerability

Climate change is driving extreme weather, heat and flooding, which increasingly require evacuations. Recent studies have found inconclusive results on the determinants of evacuation-related decisions and have reported widely varying evacuation rates, especially in high-density areas. We use a large dataset of geotagged evacuation choices in Paris, France (n = 2976) during a flood, to show that while they are rarely addressed, location, social vulnerability, length of residence, and hazard exposure are critical predictors. They can be used to infer the impact of previous experience on evacuation intentions, which is usually difficult to collect at scales relevant to decision-making. We address multiple evacuation choices over time that have previously been overlooked, including gradually self-fueling spontaneous evacuations after observations of peers evacuating or flooding proximity and post-impact evacuation due to infrastructure disruption. Our findings reveal that many people wait until their home is flooded to evacuate. The gap between the initial share of people leaving immediately and the minority refusing to leave in any case even after their housing is flooded gradually fills when considering different evacuation behaviors over time. Such chronology might explain the wide range of evacuation rates reported in the literature. However, people in vulnerable situations and with increased hazard exposure are more likely to declare that they would disregard evacuation instructions. One key implication is that policies aimed at reducing social vulnerability might be more effective than communication campaigns to increase preparedness and support evacuation.

Performance of ChatGPT on Nursing Licensure Examinations in the United States and China: Cross-Sectional Study.

The creation of large language models (LLMs) such as ChatGPT is an important step in the development of artificial intelligence, which shows great potential in medical education due to its powerful language understanding and generative capabilities. The purpose of this study was to quantitatively evaluate and comprehensively analyze ChatGPT's performance in handling questions for the National Nursing Licensure Examination (NNLE) in China and the United States, including the National Council Licensure Examination for Registered Nurses (NCLEX-RN) and the NNLE. This study aims to examine how well LLMs respond to the NCLEX-RN and the NNLE multiple-choice questions (MCQs) in various language inputs. To evaluate whether LLMs can be used as multilingual learning assistance for nursing, and to assess whether they possess a repository of professional knowledge applicable to clinical nursing practice. First, we compiled 150 NCLEX-RN Practical MCQs, 240 NNLE Theoretical MCQs, and 240 NNLE Practical MCQs. Then, the translation function of ChatGPT 3.5 was used to translate NCLEX-RN questions from English to Chinese and NNLE questions from Chinese to English. Finally, the original version and the translated version of the MCQs were inputted into ChatGPT 4.0, ChatGPT 3.5, and Google Bard. Different LLMs were compared according to the accuracy rate, and the differences between different language inputs were compared. The accuracy rates of ChatGPT 4.0 for NCLEX-RN practical questions and Chinese-translated NCLEX-RN practical questions were 88.7% (133/150) and 79.3% (119/150), respectively. Despite the statistical significance of the difference (P=.03), the correct rate was generally satisfactory. Around 71.9% (169/235) of NNLE Theoretical MCQs and 69.1% (161/233) of NNLE Practical MCQs were correctly answered by ChatGPT 4.0. The accuracy of ChatGPT 4.0 in processing NNLE Theoretical MCQs and NNLE Practical MCQs translated into English was 71.5% (168/235; P=.92) and 67.8% (158/233; P=.77), respectively, and there was no statistically significant difference between the results of text input in different languages. ChatGPT 3.5 (NCLEX-RN P=.003, NNLE Theoretical P<.001, NNLE Practical P=.12) and Google Bard (NCLEX-RN P<.001, NNLE Theoretical P<.001, NNLE Practical P<.001) had lower accuracy rates for nursing-related MCQs than ChatGPT 4.0 in English input. English accuracy was higher when compared with ChatGPT 3.5's Chinese input, and the difference was statistically significant (NCLEX-RN P=.02, NNLE Practical P=.02). Whether submitted in Chinese or English, the MCQs from the NCLEX-RN and NNLE demonstrated that ChatGPT 4.0 had the highest number of unique correct responses and the lowest number of unique incorrect responses among the 3 LLMs. This study, focusing on 618 nursing MCQs including NCLEX-RN and NNLE exams, found that ChatGPT 4.0 outperformed ChatGPT 3.5 and Google Bard in accuracy. It excelled in processing English and Chinese inputs, underscoring its potential as a valuable tool in nursing education and clinical decision-making.

EFEKTIVITAS BOOKLET STRUKTUR DAN FUNGSI JARINGAN TUMBUHAN TERHDAP HASIL BELAJAR PESERTA DIDIK FASE F SMA 2 ADABIAH PADANG

Background: Booklets can be produced through development research using the 4D model which consists of define, design, develop, and disseminate stages. Utari Akhir Agusti has developed a booklet until the develop stage, so further research is needed at the disseminate stage by conducting an effectiveness test as one of the steps of the disseminate stage. Methods: This research is a quasi-experiment research with Pretest-Posttest Control Group Design. The population of this study were all students of class XI phase F SMA Adabiah 2 Padang. The sample was taken using simple random sampling technique, so that phase F2 was selected as the experimental class and phase F5 as the control class. Research data in the form of learning outcomes of students in the cognitive domain. Data collection techniques using test techniques. The research instrument is a multiple choice test that has been valid and reliable. The data obtained were analyzed using the t test. Results: Based on the results of research on the cognitive domain shows the average value of the experimental class is higher than the control class. Data analysis using paired sample test, obtained sig value (0.000) &lt; α value (0.05). Thus it can be concluded that the booklet of the structure and function of plant tissues effectively improves the learning outcomes of phase F students of Adabiah 2 Padang High School. Conclusion: Based on the research that has been done, it can be concluded that the booklet of the structure and function of plant tissues effectively improves the learning outcomes of phase F students of Adabiah 2 Padang High School.

Field-Testing Multiple-Choice Questions With AI Examinees: English Grammar Items

Field-testing is an essential yet often resource-intensive step in the development of high-quality educational assessments. I introduce an innovative method for field-testing newly written exam items by substituting human examinees with artificially intelligent (AI) examinees. The proposed approach is demonstrated using 466 four-option multiple-choice English grammar questions. Pre-trained transformer language models are fine-tuned based on the 2-parameter logistic (2PL) item response model to respond like human test-takers. Each AI examinee is associated with a latent ability θ, and the item text is used to predict response selection probabilities for each of the four response options. For the best modeling approach identified, the overall correlation between the true and predicted 2PL correct response probabilities was .82 (bias = 0.00, root mean squared error = 0.18). The study results were promising, showing that item response data generated from AI can be used to calculate item proportion correct, item discrimination, conduct item calibration with anchors, distractor analysis, dimensionality analysis, and latent trait scoring. However, the proposed approach did not achieve the level of accuracy obtainable with human examinee response data. If further refined, potential resource savings in transitioning from human to AI field-testing could be enormous. AI could shorten the field-testing timeline, prevent examinees from seeing low-quality field-test items in real exams, shorten test lengths, eliminate test security, item exposure, and sample size concerns, reduce overall cost, and help expand the item bank. Example Python code from this study is available on Github: https://github.com/hotakamaeda/ai_field_testing1

ANALYSIS OF STUDENT MISCONCEPTIONS AND THEIR CAUSES ON PARABOLIC MOTION USING A SIX-TIER MULTIPLE CHOICE

The goal of learning physics in institutions using the 2013 curriculum is to develop a solid conceptual grasp of each subject. Students experience misconceptions while having a solid conceptual grasp that contradicts accepted notions. Learning about parabolic motion might lead to misconceptions, which are common in physics. Teachers need to be aware of the causes in addition to the misconceptions. This study attempts to identify students' misconceptions and determine the root causes of the parabolic motion material. The Six-Tier Multiple Choice Instrument, which has 18 items, was the tool utilized in this study. The sort of research used is descriptive research using the survey method. pupils from class X MIPA MAN in Padang City made up the population of this study, with a total sample size of 514 pupils. Overall, this investigation of the three MANs in Padang City discovered a 28.0% misunderstanding. According to the study's findings, there were 25.8% misconceptions in MAN 3, 29.2% mistakes in MAN 1, and 26.6% misconceptions in MAN 2. With a percentage of 45.4%, students' individual opinions are the primary source of misconceptions.

The Effect of Modelling Instruction on the Interest and Achievement of Lower Basic 5 Special Needs Pupils in Special Needs Schools in Abia State, Nigeria

The study investigated the effect of modelling instruction on the interest and achievement of lower basic 5 special needs pupils in special needs schools in Abia state, Nigeria. The study employed a quasi-experimental design with pretest, posttest non randomised control group using 2x2 factorial matrix, and gender as moderating variable. Two intact class of lower basic 5 special needs pupils were used for the study and were assigned as experimental and control groups. The experimental group consisted of 12 pupils’ and control group 15 pupils. Data were collected using a 34-item multiple choice Home Economics Achievement Test (HEAT). The questionnaire contained 10 Likert-type questions on interest scale. The instrument was subjected to face and content validation. Face and content validation were carried out by three experts. The internal consistency aspect of the reliability of the instrument was determined using Kuder Richardson (K-R20) formula which yielded an index of 0.81 indicating that the instrument was highly reliable. The experiment which lasted for six weeks was carried out with the assistance of the regular Home Economies teachers in the sampled schools. The HEAT was used to collect data for the Pre-Test, and Post-test and the retention tests. The data collected from the pupils were analyzed using mean and standard deviation to answer the three research questions that guided the study, while the Analysis of Covariance (ANCOVA) was used to test the three null-hypotheses at 0.05 level of significance. The results among others showed that pupils’ Modelling teaching strategy has had an increasing and significant mean score difference on interest scores and achievement scores of primary five special needs pupils’ when taught Home Economics using Modelling teaching strategy and those taught using lecture method. Furthermore, gender has no significant effect on primary five special needs pupils’ taught Home Economics using modelling teaching strategy and those taught using lecture method. It is recommended that Government and relevant professional bodies should pay more attention to special needs schools by providing the needed instructional materials for better instructional delivery.

Effectiveness of video making to enhance infection control skills by undergraduate MBBS students

Background: Competency-based medical education (CBME) Microbiology second MBBS curriculum, infection control practices are core competencies for certification of the second MBBS student. E-learning through video making can help students to achieve these infection control skills upto certifiable level. Educational videos which are of short duration, created in a step wise manner have shown to improve skill acquisition and augment observational learning. The aim and objectives were to study the effectiveness of video making as a teaching learning tool, to enhance infection control skills in undergraduate second MBBS students through video making and to evaluate the students’ infection control skills by giving them a prior checklist. Methods: Second MBBS students after taking informed consent were enrolled for the study. Ten infection control and prevention topics were included in the study for video making. All the 100 second MBBS students in 5 groups of 20 students had made all the 10 videos of duration 2 minutes. A self-administered, validated pre-test and post-test, multiple choice question (MCQ) test and objective structured practical examination (OSPE) checklist were used. Results: Mean post-test marks improved by a mean of 5.91 with significant p value (&lt;0.001, using statistical package for the social sciences (SPSS) software version 29). Mean MCQ and OSPE scores also improved. In almost all the questions on feedback of student’s perception and assessment feedback, percentage of students who agreed and strongly agreed were far more than those who disagreed. Conclusions: Second phase MBBS students learning and performance of infection control skills greatly improved when they created their own videos.

Experimental assessment of the performance of artificial intelligence in solving multiple-choice board exams in cardiology.

The aim of the present study was to evaluate the performance of various artificial intelligence (AI)-powered chatbots (commercially available in Switzerland up to June 2023) in solving a theoretical cardiology board exam and to compare their accuracy with that of human cardiology fellows. For the study, a set of 88 multiple-choice cardiology exam questions was used. The participating cardiology fellows and selected chatbots were presented with these questions. The evaluation metrics included Top-1 and Top-2 accuracy, assessing the ability of chatbots and fellows to select the correct answer. Among the cardiology fellows, all 36 participants successfully passed the exam with a median accuracy of 98% (IQR 91-99%, range from 78% to 100%). However, the performance of the chatbots varied. Only one chatbot, Jasper quality, achieved the minimum pass rate of 73% correct answers. Most chatbots demonstrated a median Top-1 accuracy of 47% (IQR 44-53%, range from 42% to 73%), while Top-2 accuracy provided a modest improvement, resulting in a median accuracy of 67% (IQR 65-72%, range from 61% to 82%). Even with this advantage, only two chatbots, Jasper quality and ChatGPT plus 4.0, would have passed the exam. Similar results were observed when picture-based questions were excluded from the dataset. Overall, the study suggests that most current language-based chatbots have limitations in accurately solving theoretical medical board exams. In general, currently widely available chatbots fell short of achieving a passing score in a theoretical cardiology board exam. Nevertheless, a few showed promising results. Further improvements in artificial intelligence language models may lead to better performance in medical knowledge applications in the future.

Undergraduate endodontic curricula across Canadian Dental Schools: A cross-sectional analysis.

This study aimed to evaluate and assess the degree of uniformity in endodontics education at the undergraduate level among Canadian dental schools. The objective is to enhance Canadian dental education programs to meet societal oral health needs while incorporating advancements in the field of endodontics. An online survey comprising 36 multiple-choice questions targeting the nature of endodontic teaching was conducted as our methodology. Participation was sought from directors of the undergraduate endodontics program at all ten Canadian dental schools in 2021 and 2022. A remarkable 100% response rate and the findings revealed a certain level of consistency among Canadian schools concerning pedagogical and assessment methods, as well as the endodontic topics taught to undergraduate students. However, notable variations were observed in the equipment and materials utilized. This study serves as a fundamental reference for identifying future modifications to the undergraduate endodontics curriculum in Canada.

Comparative Study of GenAI (ChatGPT) vs. Human in Generating Multiple Choice Questions Based on the PIRLS Reading Assessment Framework

ABSTRACTHuman‐generated multiple‐choice questions (MCQs) are commonly used to ensure objective evaluation in education. However, generating high‐quality questions is difficult and time‐consuming. Generative artificial intelligence (GenAI) has emerged as an automated approach for question generation, but challenges remain in terms of biases and diversity in training data. This study aims to compare the quality of GenAI‐generated MCQs with humans‐created ones. In Part 1 of this study, 16 MCQs were created by humans and GenAI individually with alignment to the Progress in International Reading Literacy Study (PIRLS) assessment framework. In Part 2, the quality of MCQs generated was assessed based on the clarity, appropriateness, suitability, and alignment to PIRLS by four assessors. Wilcoxon rank sum tests were conducted to compare GenAI versus humans generated MCQs. The findings highlight GenAI's potential as it was difficult to differentiate from human created questions and offer recommendations for integrating AI technology for the future.

APPLICATIONS OF MULTIMODAL GENERATIVE ARTIFICIAL INTELLIGENCE IN A REAL-WORLD RETINA CLINIC SETTING.

This study evaluates a large language model, Generative Pre-trained Transformer 4 with vision, for diagnosing vitreoretinal diseases in real-world ophthalmology settings. A retrospective cross-sectional study at Bascom Palmer Eye Clinic, analyzing patient data from January 2010 to March 2023, assesses Generative Pre-trained Transformer 4 with vision's performance on retinal image analysis and International Classification of Diseases 10th revision coding across 2 patient groups: simpler cases (Group A) and complex cases (Group B) requiring more in-depth analysis. Diagnostic accuracy was assessed through open-ended questions and multiple-choice questions independently verified by three retina specialists. In 256 eyes from 143 patients, Generative Pre-trained Transformer 4-V demonstrated a 13.7% accuracy for open-ended questions and 31.3% for multiple-choice questions, with International Classification of Diseases 10th revision code accuracies at 5.5% and 31.3%, respectively. Accurately diagnosed posterior vitreous detachment, nonexudative age-related macular degeneration, and retinal detachment. International Classification of Diseases 10th revision coding was most accurate for nonexudative age-related macular degeneration, central retinal vein occlusion, and macular hole in OEQs, and for posterior vitreous detachment, nonexudative age-related macular degeneration, and retinal detachment in multiple-choice questions. No significant difference in diagnostic or coding accuracy was found in Groups A and B. Generative Pre-trained Transformer 4 with vision has potential in clinical care and record keeping, particularly with standardized questions. Its effectiveness in open-ended scenarios is limited, indicating a significant limitation in providing complex medical advice.

How has health literacy and digital health literacy scholarship evolved? A global, qualitative study.

Health literacy (HL) is a key social determinant of health (SDoH) and is of increasing importance in public health research and intervention for improved health outcomes. Definitions of HL and digital health literacy (DHL) have evolved over time as the field has expanded conceptualization from an individual focus to the broader community and organizational levels. Careful consideration of HL and DHL for a variety of contexts and audiences is critical given increased global adoption of digital technologies and responses to emerging public health challenges. This study aimed to capture researchers' conceptualizations of HL/DHL and their motivations to engage in this research with attention to SDoH and equity principles. We developed a survey comprising 32 open-ended and multiple-choice questions from which we present participant demographics and overall research affiliations (n = 193), and results from two multiple-choice and three open-ended questions. The three open-ended questions were inductively reviewed and coded using thematic analysis and iterative discussions between multiple coders, while the two multiple-choice questions were descriptively analyzed via SPSS. Findings are situated within the context of the coronavirus disease 2019 (COVID-19) pandemic and inform the international field of HL/DHL research by highlighting momentum and opportunities for increased scholarship.

Assessment of clinician agreement with and knowledge of evidence-based obesity treatment in the primary care setting.

Effective, evidence-based obesity treatment is needed, which often involves use of anti-obesity medications (AOMs). Data on the breadth and quality of guideline-directed obesity treatment implementation in primary care remain limited. This study aimed to assess primary care clinicians' agreement with and knowledge of guideline-directed obesity treatment, as well as to assess the health status of persons with obesity and their use of AOMs. This multimethod study included a prospective survey of primary care clinicians, utilizing a questionnaire that measured agreement on a 5-point Likert scale and knowledge via multiple choice questions. A retrospective analysis was also performed of patient data collected between 30 June 2016 and 30 June 2020 from primary care clinics in the Midwest. Data were analyzed from 27 clinician survey responders, finding agreement toward all measured areas, however less strong for chronic AOM use and resource allocation. The survey identified multiple gaps in knowledge. Researchers assessed 5656 baseline encounters and 2941 corresponding follow-up encounters. Analysis revealed ≥50% of the total patients experienced persistently uncontrolled obesity (mean body mass index of ≥40kg/m2) and weight-related complications. Low rates (≤10%) of AOM use in clinically eligible patients were shown, with phentermine monotherapy being the most commonly used. Clinicians agree with guideline-directed obesity treatment. Persons with obesity who are poorly controlled identify an opportunity for patient care improvement.

Problem-Based Learning Through Outdoor Learning or Conventional Learning: How is it Different for Science Subjects?

The research carried out aims to see how the problem-based learning model with outdoor study influences students' science learning outcomes compared to conventional learning models. The population of this research was 98 students of SMPN 12 Tanjung Jabung Timur, while the sample was 26 students of class VII A and 25 students of class VII B, taken using a purposive sampling technique where class VII A was the experimental class and class VI B as a control class. This research is quantitative research using a quasi-experimental method with non-equivalent control group design. The data collection technique used in this research was a multiple choice test and analyzed using the t-test to see differences in learning outcomes with two different learning models. Based on the results of tests carried out with 20 multiple choice questions, researchers found that there were striking differences in learning outcomes where the average posttest score for experimental class students was 60 while the control class was 39.8, which was then analyzed through paired difference tests (t-test) for looked at the differences and obtained results of 0.000 &lt; 0.05, which means Ha was accepted and H0 was rejected, which can be concluded that there are differences in student learning outcomes who use the problem-based learning model with outdoor study compared to the control class which in this case uses the conventional model. The findings obtained can strengthen evidence that the influence caused by the use of a problem-based learning model with outdoor study on the science learning outcomes of high school students is very good.

Evaluation of High School Students' Knowledge and Awareness of Medical Information, Specifically on ENT Diseases

Introduction: Every stage of education is valuable, but high school is the most critical period for career choice before university. This is because the university life, which is the basis for career selection, begins after high school. The aim of this study is to evaluate the medical knowledge and awareness of high school students, focusing on ENT (ear, nose, and throat) diseases, across different grades and fields. Material and Methods: A survey form consisting of two sections was used as the data collection tool in the research. The first section contains a demographic information form, and the second section consists of 7 multiple-choice questions. An independent sample t-test was used to compare the averages of correct answers and total scores according to gender, grades, and fields. The ANOVA test was used to compare results based on age groups. Results: Of the 54 students who participated in the study, 28 (51.9%) were female, and 26 (48.1%) were male. Of the participating students, 30 were from the Science-Technology (ST) department, and 24 were from the Anatolian High School (AL) department. After excluding 2 students who had previously participated in ENT disease-related training (both from the ST group), the percentage of students who answered the general ENT questions incorrectly was 6/24 (25.0%) in the AL group and 1/28 (3.6%) in the ST group. The number of students who requested additional health-related topics in the biology curriculum was 19/24 (79.2%) in the AL group and 27/28 (96.4%) in the ST group. Conclusion: It was found that due to the science (biology) intensity of their education, the ST group had higher health knowledge specifically related to ENT diseases compared to the AL group, and the difference between the two groups was significant (p &lt; 0.001). Despite the higher level of correct responses and knowledge in the ST group, there was a statistically significant difference between the two groups in their demand for more biology lessons (p &lt; 0.001). Discussion: Providing more biology lessons in high school would be beneficial both for career choices and for improving health literacy.

Adding Environmental, Social, and Governance Reporting to an Introductory Accounting Course

ABSTRACT As more firms are focusing on sustainability issues, ESG reporting is quickly becoming a beneficial topic for business and accounting students to understand. This learning strategy provides faculty with materials that can be used to introduce ESG reporting in an introductory accounting course. This paper discusses the background on ESG reporting and summarizes the accounting profession’s involvement in compiling and reviewing these reports. The teaching materials include general suggestions and comments, example ESG factors, example ESG disclosures, sustainability accounting scenarios with discussion suggestions, resource links for ESG reporting frameworks and assessment, an example reading assignment, multiple-choice questions, and PowerPoint slides. Sustainability and ESG reporting are topics of increasing importance to stakeholders. Exposing business and accounting students to these topics early into their education can provide them with a foundational knowledge that will surely be built upon in their upper-level courses and eventual careers. JEL Classifications: M41; Q56.

A Picture Paints a Thousand Words: Perspectives of the Use of Images and Videos of Physical Findings in Virtual OSCE Teaching Sessions.

The COVID-19 pandemic has resulted in medical students' education being disrupted and a new direction of learning towards the online classroom, with students frequently learning to identify clinical signs via online conferencing platforms. Given this shift in student study techniques in the pandemic and post-pandemic era, we set out to analyse the confidence levels of students recognizing clinical signs in patients and the opinions and patterns of resources students would use to build up the knowledge and confidence for their future clinical practice. OSCEazy, a student-led medical education organisation, delivered an online teaching session and disseminated a questionnaire containing ten-point Likert scales, multiple-choice questions and free text options. The majority (over 75%) of respondents reported using digital resources to learn physical examinations. Most respondents were somewhat confident with recognising clinical signs during physical examinations (Median 7, IQR 6-8). Kruskal-Wallis H-test on students' impression of the quality of current OSCE materials showed a statistically significant difference between cohorts (X2(2) = 14.209, p = 0.014). A large proportion of students (98.41%) agreed that an online resources bank would be beneficial for their learning. Wilcoxon rank test showed a statistically significant preference for learning physical examinations using clinical images rather than videos (p = 0.014). A 29% of respondents mentioned the use of physical textbooks as a resource, while online platforms such as OSCE revision websites, YouTube and Google Images had become the mainstream platforms. The findings reported here suggest that there needs to be a greater emphasis on providing online image-based resources to support medical students in learning clinical signs. A resource containing these clinical signs would prove to be of benefit for students to access high-quality self-directed learning to identify and verify clinical signs.