Learning Objectives Research Articles

Lessons learned during the design implementation of a digital construction site module

Our paper discusses a collaborative project between built environment professionals and academic educators. The project is about digitalising construction site visits as an online Canvas module for senior architecture students as part of their third-year core course titled: Project Management. The course is one of two courses that are required upon graduation to become a registered architect in Aotearoa, New Zealand. The module is designed with two key aspects in mind: the learning objectives that adhere to school accreditation requirements and the ‘Signature pedagogical practices’ determined by the educational institution: Waipapa Taumata Rau, University of Auckland. In this paper, we discuss our insights gained from designing an interactive, immersive, and hybrid learning experience.

Problematika Pembelajaran Fikih Mawaris pada Mahasiswa Berlatar Belakang Pendidikan SMA di Program Studi Pendidikan Agama Islam Universitas Negeri Padang

The problem in learning can obstruct and slow down the learning process, which can become an obstacle to achieving learning objectives. This study aims to identify the problems faced by students with a high school background in the Islamic Religious Education study program in learning Fiqh Mawaris, as well as the efforts made by both students and Islamic Law lecturers to address these issues. The method used is descriptive qualitative with informants including the head of the Islamic Religious Studies Department, two Islamic Law lecturers, and ten students from the Islamic Religious Education program. Data were collected through observation, interviews, and documentation, and then analyzed using data reduction, data presentation, and conclusion drawing techniques. Data validity was tested using source triangulation and technique triangulation. This study found three main problems in the Fiqh Mawaris learning process among students with a high school background: 1) difficulty in understanding the concepts of inheritance classification and distribution, 2) difficulty in analyzing inheritance distribution cases, and 3) challenges faced by students due to their high school educational background. The efforts made by the students to overcome these problems include: 1) writing and memorizing Fiqh Mawaris concepts, 2) seeking additional learning resources, and 3) discussing and studying together. Meanwhile, the lecturers addressed these problems by: 1) delivering material in stages, 2) using discussion and question-and-answer methods, and 3) conducting evaluations and providing feedback to students. The problems in Fiqh Mawaris learning for students with a high school background can be overcome through the active efforts of students seeking additional understanding and through a more structured and interactive teaching approach from the lecturers.

Root causes behind patient safety incidents in the emergency department and suggestions for improving patient safety - an analysis in a Finnish teaching hospital.

Adverse events occur frequently at emergency departments (ED) because of several risk factors related to varying conditions. It is still unclear, which factors lead to patient safety incident reports. The aim of this study was to explore the root causes behind ED-associated patient safety incidents reported by personnel, and based on the findings, to suggest learning objectives for improving patient safety. The study material included incident reports (n = 340) which concerned the ED of a teaching hospital over one year. We used a mixed method combining quantitative descriptive statistics and qualitative research by inductive content analysis and deductive Ishikawa root cause analysis. Most (76.5%) incidents were reported after patient transfer from the ED. Nurses reported 70% of incidents and physicians 7.4%. Of the reports,40% were related to information flow or management. Incidents were evaluated as no harm (29.4%), mild (46%), moderate (19.7%), and severe (1.2%) harm to the patient. The main consequences for the organization were reputation loss (44.1%) and extra work (38.9%). In the qualitative analysis, nine specific problem groups were found: insufficient introduction, adherence to guidelines and protocols, insufficient human resources, deficient professional skills, medication management deficiencies, incomplete information transfer from the ED, language proficiency, unprofessional behaviour, identification error, and patient-dependent problems. Six organizational themes were identified: medical staff orientation, onboarding and competence requirements; human resources; electronic medical records and information transfer; medication documentation system; interprofessional collaboration; resources for specific patient groups such as geriatric, mental health, and patients with substance abuse disorder. Entirely human factor-related themes could not be defined because their associations with system factors were complex and multifaceted. Individual and organizational learning objectives were addressed, such as adherence to the proper use of instructions and adequate onboarding. System factors caused most of the patient safety incidents reported concerning ED. The introduction and training of ED -processes is elementary, as is multiprofessional collaboration. More research is needed about teamwork skills, patients with special needs and non-critical patients, and the reporting of severe incidents.

The effectiveness of immersive virtual reality applications (human anatomy) on self-directed learning competencies among undergraduate nursing students: A cross-sectional study.

Technological developments have significantly impacted various aspects of life, most notably healthcare and education. A nursing education shift was required to prepare digital generation. Consequently, nurse educators must adopt innovative approaches to teaching and learning, like incorporating immersive virtual reality (VR) into human anatomy courses to improve students' learning. To examine the influence of immersive VR applications (human anatomy) on self-directed learning (SDL) competencies among undergraduate nursing students. A cross-sectional design was conducted in the health profession's faculty at Al-Quds University among the first year of the nursing program, who were enrolled in an anatomy course (N = 137). The Self-Directed Learning Instrument was used, and independent sample t-tests were conducted to compare the level of SDL among students who utilized the VR application (Human Anatomy VR). The results showed that 93.9% of the total were approximately 20 years old, and 85.4% were females. 90.5% of participants expressed satisfaction with using the VR application and that it would be beneficial in nursing courses. The average score of SDL for the whole group was 72.03 ± 13.07, and there is a positive significant relationship between SDL and students utilizing VR (p < 0.001), between SDL competencies and technological skills (p = 0.009), and type of digital tools (p = 0.049). The highest coefficient of correlation was related to planning and self-monitoring (r = 0.918), and the lowest was related to interpersonal communications (r = 0.865). VR is an additional tool for enhancing learning, and nursing students perceive immersive VR technologies positively and prefer using three-dimensional images in their anatomy courses. SDL assists students in identifying learning objectives, barriers, and outcomes through using VR technologies as teaching strategies.

Toward Accelerating Discovery via Physics-Driven and Interactive Multifidelity Bayesian Optimization

Abstract Both computational and experimental material discovery bring forth the challenge of exploring multidimensional and often nondifferentiable parameter spaces, such as phase diagrams of Hamiltonians with multiple interactions, composition spaces of combinatorial libraries, processing spaces, and molecular embedding spaces. Often these systems are expensive or time consuming to evaluate a single instance, and hence classical approaches based on exhaustive grid or random search are too data intensive. This resulted in strong interest toward active learning methods such as Bayesian optimization (BO) where the adaptive exploration occurs based on human learning (discovery) objective. However, classical BO is based on a predefined optimization target, and policies balancing exploration and exploitation are purely data driven. In practical settings, the domain expert can pose prior knowledge of the system in the form of partially known physics laws and exploration policies often vary during the experiment. Here, we propose an interactive workflow building on multifidelity BO (MFBO), starting with classical (data-driven) MFBO, then expand to a proposed structured (physics-driven) structured MFBO (sMFBO), and finally extend it to allow human-in-the-loop interactive interactive MFBO (iMFBO) workflows for adaptive and domain expert aligned exploration. These approaches are demonstrated over highly nonsmooth multifidelity simulation data generated from an Ising model, considering spin–spin interaction as parameter space, lattice sizes as fidelity spaces, and the objective as maximizing heat capacity. Detailed analysis and comparison show the impact of physics knowledge injection and real-time human decisions for improved exploration with increased alignment to ground truth. The associated notebooks allow to reproduce the reported analyses and apply them to other systems.2

Design of apple recognition model based on improved deep learning object detection framework Faster-RCNN

It the stage of digital economy development in China, intelligent recognition technology is used in agriculture, forestry and planting industries. This paper improves and optimizes apple recognition based on Faster-RCNN, a deep learning target detection framework, and analyzes the advantages and disadvantages of the improved target detection and recognition model. This study compares and analyzes the conventional Faster-RCNN apple recognition model and the enhanced Faster-RCNN apple recognition model design based on the deep learning target detection framework. From the two groups of recognition model systems under different design schemes, the research and analysis of comprehensive performance, sensitivity and coupling shows that the improved Faster-RCNN Apple recognition model has higher accuracy and more accurate positioning for Apple recognition. The results show that the improved Faster-RCNN apple recognition model can more effectively improve the design of the apple recognition model at the present stage, reduce labor costs, and significantly improve work efficiency. It also promotes the development of the domestic digital economy and provides research support and value for future intelligence and deep learning development paths.

Education in lifestyle medicine for future physicians – a strategy to reduce the burden of cardiovascular disease

ABSTRACT There is a compelling need to improve all physicians’ knowledge on lifestyle medicine (LM). This training needs to start early during medical education. This case report describes the feasibility and effects of integrating LM into an existing core curriculum of a Swedish undergraduate medical programme. A curriculum development project was organized using a six-step model: general needs assessment, targeted needs assessment, goals and objectives, educational strategies, implementation, and evaluation. New learning objectives regarding health, prevention and lifestyle medicine were formulated throughout the five-and-a-half-year programme. Learning activities and examinations were integrated in all courses with a structured progression and with focus on preventive activities in the workplace learning. The project was evaluated using student surveys of curricular quality, teacher survey of curricular content and integration in 2020, and an external review of adherence to the national qualitative target on preventive medicine. The project was executed during 2017–2018. Course evaluations and exit poll at graduation showed an overall high-quality student rating of education in prevention and in lifestyle counselling: on average, a score of 4.1/5 and 4.1/6, respectively. The teacher survey showed that over 70% of courses had a lasting increase in LM curricular content and that this content was to a large extent integrated into the existing course material. The external review concluded that the topic was well covered and integrated into the curriculum. LM could be successfully integrated into an existing medical programme curriculum with positive effects on student learning.

Learning Object Repository Systems and Their Use in Greek Education

The article explores how modern information and communication technologies (ICT) enhance educational quality, emphasizing the importance of pedagogically sound applications to address the limitations of traditional educational systems. While ICT offers considerable benefits, such as increased engagement and support for collaborative learning, the integration of these technologies in education presents challenges, including disparities in access and shifts in learning methodologies. The concept of Open Educational Resources (OER) is highlighted as a transformative approach, allowing for the creation and sharing of diverse learning materials, which are crucial for promoting accessibility and equity in education. Additionally, the article discusses organizational development issues that schools face when implementing ICT, such as the need for adaptive school cultures, leadership support, and the alignment of school policies with ICT goals. It also presents examples of digital repositories and open educational resources, like Project Gutenberg, ERIC, and MIT OpenCourseWare, which provide free access to educational materials. In Greece, national projects have introduced digital literacy into the school community, with repositories such as Photodentro LOR and Helios, supporting the country's commitment to digital education aligned with the European Digital Agenda.

What Type of Self-Assessment Is Best for Your Educational Activity? A Review of Pre-Post, Now-Then, and Post-Only Designs.

In medical education, learner self-assessments are standard methods used to evaluate the impact of curricula and workshops. Due to the subjective nature of self-assessment, these measures are prone to known biases including framing, recall, social desirability, and response-shift bias. These biases can contribute to floor and ceiling effects of measurement, which can lead to false conclusions about whether the intended learning objectives were achieved. Ideal assessments of skills-based educational activities would include standardized tests and structured observations of learners demonstrating skill use before and after the educational intervention. However, educators often lack the necessary resources, time, and expertise to routinely conduct these appraisals and rely on self-assessment as a pragmatic approach to obtaining curriculum feedback and evaluation data. In this review, we describe three common designs for self-assessments: the pre-post, now-then, and post-only designs. We then give recommendations for choosing between each design to minimize bias. The choice of the best design is based on alignments with four considerations: (1) the educational objectives (e.g., demonstrate skill competency and/or change in skill level); (2) participants' prior experience and shared understanding of levels of skill performance; (3) the nature of the educational activity; and (4) available resources. For each design, we review strengths, weaknesses, and known biases and discuss examples to highlight trade-offs between options. We also discuss the use of control groups and follow-up surveys to measure retention over time as additional methods to address bias and related confounding. The guidance presented here is intended to raise educators' awareness of common pitfalls in self-assessment; minimize the impact of known biases when possible; provide evidence, examples, and rationales for optimal design choices; and increase the rigor of self-assessment evaluations.

Interprofessional Team Training With Virtual Reality: Acceptance, Learning Outcome, and Feasibility Evaluation Study.

Effective interprofessional teamwork is vital for ensuring high-quality patient care, especially in emergency medicine. However, interprofessional education often fails to facilitate meaningful interaction among health care disciplines. It is therefore imperative to afford early opportunities for cultivating interprofessional teamwork skills. While in-person simulation-based training has been shown to improve performance, this is resource-intensive, especially if it involves multiple professions. Virtual reality (VR)-based training is an innovative instructional approach that demands fewer resources and offers the flexibility of location-independent learning. This study aimed to develop and evaluate the acceptance, learning outcome, and feasibility of an interprofessional team (INTEAM) training course that included a VR simulation of a neurological emergency case. This 1-group study used a pre- and posttest design to evaluate the 2-hour INTEAM training course for nursing and medical students. The course included an e-learning part, VR simulation, and debriefing. The main learning objectives were derived from the entrustable professional activity 6, namely to handle a common problem in emergency medicine (headache due to subarachnoid hemorrhage and epileptic seizure) that requires interprofessional collaboration, including a structured handover. We used validated and self-constructed questionnaires, pre- and posttests, and open questions to assess the acceptance, learning outcome, and feasibility of the course. The data of 42 students (21 nursing and 21 medical students) were analyzed and showed good usability in the System Usability Scale (median 72.5, IQR 65-80). The perception of usefulness (median 6, IQR 5.8-6.9) and ease of use (median 5.9, IQR 5.1-6.3) was good among all students. There was a significant increase in the handover performance from pre- (median 8, IQR 6-9) to posttraining (median 8, IQR 7-9; z=-2.01; P=.045; r=0.33) and of the confidence in caring for patients with seizures (median 3, IQR 2-3 and median 3.5, IQR 3-4, respectively; z=-3.8; P<.001; r=0.60). In 67% (14/21) of the simulations, technical issues occurred, but all simulations could be carried out completely. The new INTEAM training course was well received by nursing and medical students. The handover skills and confidence in caring for patients with seizures were improved after the course. Despite technical challenges with the VR simulations, none required termination, and this demonstrates that our approach is feasible. These promising results encourage the use of VR simulations for team training in the education of nursing and medical students.

Good Practices Pemanfaatan Media Internet dan Media Sosial dalam Pembelajaran

Learning media is very important as a means of describing information and the essence of the learning process. Learning media provides benefits so that students more quickly understand the essentials of learning objectives that have been well designed. In the current technology and information-based era, the development of media that supports technology-based or digital learning processes has been very massive. The aim of this study is to identify best practices in the use of technology and information used in learning media specifically related to the diversity of types of internet-based learning media that are already commonly used. The method used in this scientific work is qualitative analysis using literature review studies, namely collecting various sources of information from scientific journals, books, articles and so on. The results of this study are learning media using media. The internet and social media make it easier for educators to understand learning material better, besides that digital-based learning media can be studied repeatedly so that students understand the lesson material better. Types of internet-based learning media that have benefits for students include interactive multimedia, digital video and animation, podcasts, augmented reality and virtual reality, game based learning, and several other methods.

The effect of self-perceived learning needs on self-regulated learning and learning outcomes in an EFL listening course

The present study explored how students’ self-perceived learning needs affected their self-regulated learning and academic achievements in an EFL listening course. The study was conducted at a stage when the intended learning objectives focused on word and phrase recognition, involving 87 Chinese college students. Self-perceived learning needs were quantified through a questionnaire, immediate learning outcomes were measured through quizzes in the course of the study, and academic achievements were measured at the beginning and end of the study. Path models that hypothesized different structural relationships among the variables were compared. The results revealed that the full effect of self-perceived learning needs on immediate outcomes could be decomposed into an indirect negative effect and a direct positive effect, attributed respectively to the descriptive and evaluative components of self-perception. The effect of self-perceived learning needs on final outcomes was mediated by immediate outcomes. Besides, qualitative evidence from six participants’ learning journals indicated that students who over-estimated their learning needs engaged more actively in the intended learning objectives, in line with the direct positive effect of self-perception on immediate outcomes. The study highlighted extra awareness of one’s learning needs as an enhancer of self-regulated learning and learning outcomes.

Customer satisfaction index in Indonesian student micro credentials program

The Indonesian Student Micro-Credentials Program implemented by Universitas Muhammadiyah Sumatera Utara (UMSU) carries 5 courses, all of which are carried out online, in a relatively short time within 2 months. The learning objectives, which are intended to create practical skills, require students to master the courses they follow, thus causing many problems, which have an impact on the satisfaction of the participants of this program. This study aims to measure the customer satisfaction index (CSI) of participants in this program. Of the 514 participants who were used as respondents, 279 respondents filled out the google formula, and the response rate was 54%. The results showed that the CSI value of the program was 0.85, which means that the participants were very satisfied with the implementation of this program at UMSU. Based on the assessment of it is quality, the dimension assessment is carried out in order of the highest average value, namely this program (4.48), interaction and flexibility (4.33), managers (4.24), lecturers (4.23), students (4.20), assessment (4.16), process (4.14), content design (4.15), partners (4.11), and technology (4.05). Based on the assessment of the level of importance or expectation of this program, the dimension assessment is carried out in order of the highest average value, namely this program (4.47), interaction and flexibility (4.38), managers (4.23), lecturers (4.22), process (4.17), content design (4.17), students (4.13), peer (4.13), assessment (4.11) and technology (4.04).

Religiosity, Spirituality, Meaning-Making, and Suicidality in Psychiatric Patients and Suicide Attempters: A Systematic Review and Meta-Analysis

Abstract Learning Objective After participating in this CME activity, the psychiatrist should be better able to: • Explain current understanding of how religiosity, spirituality, and meaning-making (R/S/M) affect patients with psychiatric diagnoses. Introduction R/S/M generally protect against suicidality and suicide. Thus far, reviews on the topic have largely been descriptive, and there are no meta-analyses focused on psychiatric patients. This study systematically evaluates all empirical evidence on R/S/M’s potential influences on suicidality for psychiatric patients and recent suicide attempters. Methods A systematic PROSPERO preregistered search following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses protocol was performed in MEDLINE and PsycInfo. Quantitative studies until 31 December 2022 on R/S/M and suicidality in psychiatric populations and recent suicide attempters were selected; psychological autopsy studies were excluded. Results The search identified 4,374 studies for screening. This resulted in 108 eligible studies for the systematic review and 75 studies for the meta-analysis, including 231 effect sizes (ES) and 17,561 subjects. Research focused mainly on the emotional, moral, and ritual aspects of R/S/M. Most research was cross-sectional; repeated R/S/M assessments were rarely reported. A combined significant and negative ES (Fisher Z = -0.13, p = .006, equivalent to Cohen's d = -0.26) was found for all good- and fair-quality studies. Conclusion Overall, R/S/M was associated with lowering suicidality. Maladaptive-distressing dimensions of R/S/M correlated with higher rates of suicidality (e.g., religious struggles). The explanatory value was limited by the predominantly cross-sectional nature of ESs. Registration and funding PROSPERO registration 2023 CRD42023398692; there was no funding involved.

Pediatric critical care nursing empowerment through distance education and simulation in Accra, Ghana

BackgroundThe study assessed a distance simulation and education intervention designed to improve nursing empowerment in the pediatric intensive care unit (PICU) in Korle Bu Teaching Hospital (KBTH) in Ghana. MethodsThis was a single center, mixed methods, longitudinal simulation-based pilot study. A distance pediatric critical care nursing curriculum that combined interactive learning via Zoom and distance simulation using the Virtual Resus Room was designed and delivered from the United States to KBTH PICU nursing staff. ResultsThe Clinical Teamwork Scale, used to assess team performance after each simulation, demonstrated an upward trend over time in all categories. The modified Simulation Effectiveness Tool was utilized to evaluate the learners' perceptions of the effectiveness of the simulation in meeting their learning objectives. Qualitative content analysis of this free-text feedback highlighted the course's educational content, organizational aspects, learning experience, simulation case scenarios and relevance to pediatric critical care in Ghana. ConclusionsA distance pediatric critical care nursing curriculum, relevant to local practice and resources, was implemented through an international partnership and contributed to nursing empowerment through improved learning and confidence.

“I feel more in control of my learning experience:” ungrading as an empowering approach to competency-based gerontological teaching and learning

ABSTRACT Ungrading is a constellation of pedagogical practices that seek to recenter the educational experience of learners as individuals by using detailed feedback rather than grades to assess the achievement of learning competencies. Ungrading practices have been employed in multiple disciplines in response to various concerns about traditional grading, including the tendency of grades to signal the end of learning, the ineffectiveness of grades in assessing competencies, and equity concerns. While the use of ungrading in gerontological teaching and learning appears to be largely unknown, it may offer a potentially powerful and innovative way to support students in attaining and demonstrating AGHE’s gerontological competencies. This should be a key concern of all gerontology educators as the main goal is to develop a qualified workforce who can be employed across the aging services sector. A form of ungrading known as grade anarchy was piloted in three master’s level gerontology courses and student and instructor feedback was gathered to assess reactions to the pilots. Students were mostly supportive, reporting that they felt less stressed and more motivated to learn, while some preferred traditional grading as they perceived its structure was clearer. The instructor experienced a steep learning curve followed by the observation that ungrading was freeing for the instructor as well, allowing a more individualized approach to student learning that resulted in greater clarity with regard to learners’ mastery of the selected AGHE competencies and the course learning objectives.

Gamification, Serious Games, and Simulation in Health Professions Education.

Health care educators may enhance learning with thoughtful incorporation of game elements. Gamification has shown success across various fields in medical education. It has demonstrated deeper engagement by leveraging both intrinsic and extrinsic motivational factors. While beneficial, gamification requires thoughtful implementation to increase active learning and avoid potential negative effects, such as unhealthy competition. Serious games integrate learning objectives directly within their framework, making the educational experience an intrinsic part of gameplay. These games are specifically designed to enhance knowledge and skills while promoting decision making, teamwork, and communication. The immersive nature of serious games requires players to actively engage and apply their knowledge to solve complex problems. Serious games and simulation represent transformative educational approaches that not only enhance learning and retention but also develop essential competencies crucial for health care professionals. These strategies, when combined with effective debriefing, provide a robust framework to enrich education and training in health care. [Pediatr Ann. 2024;53(11):e401-e407.].

Flipping the Voice Pedagogy Frame: Background, Foundation, and Framework

Abstract: Most music degrees focus on developing successful performers in lieu of developing proficient voice teachers. While they may take one voice pedagogy course as part of their curriculum, most singers do not receive focused training in educational principles. This article presents (1) a foundation for designing learning objectives using Bloom’s revised taxonomy, (2) a rationale for using a flipped pedagogy model, and (3) case study examples for using these models within a voice pedagogy curriculum. This framework develops and refines both marketable voice teaching abilities and so-called “soft skills” for musicians enrolled in voice pedagogy courses.

Differences in community health nursing learning outcomes based on simulation modality

BackgroundVarious modalities of community health nursing simulation have been useful in improving confidence, communication, and meeting learning objectives. Research focusing on comparing community health nursing learning outcomes in simulation with standardized patients versus mannequins is limited. This study aimed to explore differences in clinical reasoning, clinical learning, knowledge, communication, self-confidence, and learner satisfaction among community health students participating in standardized patient simulation compared to mannequins. MethodsA cross-sectional study was conducted with a convenience sample of 66 prelicensure students in community health nursing. Students completed a pre- and post-knowledge quiz, Satisfaction with Simulation Experience scale, and a simulation evaluation survey. ResultsCompared to simulation with mannequins, clinical reasoning, clinical learning, knowledge, communication, realism, and learner satisfaction scores were significantly higher with standardized patient simulation. ConclusionsSimulation with standardized patients can be useful for increasing community health nursing knowledge while enhancing clinical reasoning and realism. Future research including larger samples and more comprehensive community health topics is needed.

Large Margin Weighted k-Nearest Neighbors Label Distribution Learning for Classification.

Label distribution learning (LDL) helps solve label ambiguity and has found wide applications. However, it may suffer from the challenge of objective inconsistency when adopted to classification problems because the learning objective of LDL is inconsistent with that of classification. Some LDL algorithms have been proposed to solve this issue, but they presume that label distribution can be represented by the maximum entropy model, which may not hold in many real-world problems. In this article, we design two novel LDL methods based on the k -nearest neighbors ( k NNs) approach without assuming any form of label distribution. First, we propose the large margin weighted k NN LDL (LW- k NNLDL). It learns a weight vector for the k NN algorithm to learn label distribution and implement a large margin to address the objective inconsistency. Second, we put forward the large margin distance-weighted k NN LDL (LD k NN-LDL) that learns distance-dependent weight vectors to consider the difference in the neighborhoods of different instances. Theoretical results show that our methods can learn any general-form label distribution. Moreover, extensive experimental studies validate that our methods significantly outperform state-of-the-art LDL approaches.