Percentage Of Questions Research Articles

Consensus Statements among European Sleep Surgery Experts on Snoring and Obstructive Sleep Apnea: Part 1 Definitions and Diagnosis.

Seeking consensus on definitions and diagnosis of snoring and obstructive sleep apnea (OSA) among sleep surgeons is important, particularly in this relatively new field with variability in knowledge and practices. A set of statements was developed based on the literature and circulated among eight panel members of European experts, utilizing the Delphi method. Responses in agreement and disagreement on each statement and the comments were used to assess the level of consensus and develop a revised version. The new version with the level of consensus and anonymized comments was sent to each panel member as the second round. This was repeated a total of five rounds. The total number of statements included in the initial set was 112. In the first round, of all eight panelists, the percentage of questions that had consensus among the eight, seven, and six panelists were 45%, 4.5%, and 7.1%, respectively. In the final set of statements consisting of 99, the percentage of questions that had consensus among the 8, 7, and 6 panelists went up to 66.7%, 24.2%, and 6.1%, respectively. Delphi's method demonstrated an efficient method of interaction among experts and the establishment of consensus on a specific set of statements.

Analisis Persentase Jenjang Kognitif Dan Kualitas Butir Soal Ujian Sekolah Mata Pelajaran Ilmu Pengetahuan Alam Kelas VI SDN Pendopo Kabupaten Empat Lawang Tahun Pelajaran 2020/2021

This study aims to describe the cognitive appearance and quality of empirical questions about school exams. This type of research is descriptive quantitative research. The subject of this research is a matter of school exams for science subjects. The object of research is the description and quality of the items empirically. The research instrument was in the form of an analysis of the percentage level of knowledge and quality of items empirically. The research data were analyzed using proportions calculated by percentage and rater agreement as well as student scores tested for validity, reliability, level of difficulty, and discriminatory power. The results showed that: 1) The percentage of questions at Level 1 was 52.50%. At Level 2, 22.50% is less than the ideal standard of BSNP. At Level 3 of 25%, and 2) The quality of the items empirically, the results of the validity of 22 questions are valid and 18 questions are not valid, the results of the reliability test are 0.629, the difficulty level test is 5 easy questions (12.5%), 27 questions moderate (67.5%) and 8 difficult questions (20%,) the results of the discriminatory test were 25 bad questions (62.5%) and 15 questions were sufficient (37.5%). Thus, the quality of the science test items for grade VI students of SDN Pendopo, Empat Lawang Regency 2020/2021 is not good, judging from the comparison of the level of knowledge and quality empirically.

Analysis of Evaluative Questions in Eighth Grade Mathematics Textbook according to Bloom's Cognitive Domain Levels

Objectives: The study aims to analyze evaluative questions included in eighth grade mathematics textbook in Jordan.
 Methods: The researcher used a descriptive and analytical approach represented in content analysis. Evaluation items were built based on Bloom’s cognitive levels.
 Results: The results show that the rates of availability of Bloom's cognitive levels in the eighth grade book were as follows: (30.74%) for the level of recall, (38.97%) for the level of comprehension, (11.93%) for the level of application, (11.84%) for the level of analysis, (1.18%) for the synthesis level, and (5.33%) for the evaluation level. The percentage of evaluative questions that measure the lower levels is (69.71%), and the percentage of questions that measure the intermediate levels is (11.93%), while the percentage of questions that measure the higher levels is (18.36%).
 Conclusions: Based on the results above, the study recommends adding more evaluative questions that measure the levels of application, analysis, synthesis and evaluation to textbooks.

Correlation of Press Ganey Scores With Early Patient Satisfaction After Anterior Cruciate Ligament Reconstruction.

Background:Patient satisfaction metrics are commonly used to assess the quality of health care and affect reimbursement. The Press Ganey Ambulatory Surgery (PGAS) is a satisfaction survey that has emerged as a prominent quality assessment tool; however, no data exist on whether PGAS scores correlate with early postsurgical satisfaction during the PGAS survey administration period in patients who underwent anterior cruciate ligament reconstruction (ACLR).Purpose:To determine if PGAS scores correlate with measures of satisfaction and patient-reported outcomes (PROs) at 2 weeks postoperatively in ACLR patients.Study Design:Cohort study (diagnosis); Level of evidence, 3.Methods:A retrospective review of patients who underwent ACLR at a single institution was performed. Patients who completed the PGAS survey and PROs at 2 weeks postoperatively were included in the study. Surgical satisfaction was measured with the Surgical Satisfaction Questionnaire (SSQ-8), and PROs included 6 Patient-Reported Outcomes Measurement Information System domains. Bivariate analysis between PGAS and PRO scores was conducted using the Spearman rank correlation coefficient (r S).Results:Of the 716 patients who received the PGAS survey after ACLR, 81 patients completed the survey, and 39 patients also completed PROs and were included in the study. Total converted (mean scaled score) and “top box” (percentages of questions with highest rating selected) PGAS scores showed no significant correlations with the SSQ-8 (r S =–0.24; P = .14). There were no significant correlations between SSQ-8 and PGAS domain scores except for a negative correlation with Facility domain top box scores (r S =–0.33; P = .04), meaning that patients with higher surgical satisfaction had lower PGAS Facility scores. Total PGAS (converted and top box scores) and PGAS domain scores showed no significant correlation with any of the other PROs.Conclusion:PGAS scores showed no significant positive correlation with surgical satisfaction, function, pain, mental health, activity, or expectations of surgery in patients 2 weeks after ACLR. This suggests little to no relationship between PGAS score and surgical satisfaction in the early recovery period after ACLR.

955. Trends in Top COVID-19 Questions Among a National Audience of Primary Care Clinicians

BackgroundAs COVID-19 took the world by storm, primary care clinicians (PCCs) played a critical role in identification and management of this disease. Yet, knowledge around COVID-19 is constantly evolving, leaving clinicians with many unanswered questions. We sought to examine what questions PCCs had about COVID-19 and whether there were any trends over time. MethodsWe sought to examine what questions PCCs had about COVID-19 and whether there were any trends over time. We collected questions from PCCs during 4 live virtual 60-minute continuing medical education (CME) panel discussions on COVID-19 led by infectious disease experts from November 2020 to February 2021. Questions were independently sorted and analyzed by 2 MDs using constant-comparison and tie-break methodology. ResultsA total of 600 questions pertaining to COVID-19 were collected across 4 sessions. Top questions asked by PCCs ranked in descending order related to the following topics, with most common themes listed in parentheses: 1. Vaccines (efficacy, safety in pregnancy, indications/contraindications, timing of administration, side effects/adverse events) 2. Medication-Specific Treatment (monoclonal antibodies, ivermectin, steroids, convalescent plasma, supplements [vitamin D, zinc, vitamin c]) 3. Testing (false positive/false negatives, use in travel, quarantine, and gatherings) 4. Other Management (role of anticoagulation, use of chronic medications, guidelines) 5. Personal Protective Equipment (masks, eye protection, post-vaccination, use in travel). [Table 1] The percentage of questions around vaccination increased from 5% of total questions in October 2020 to 67% in February 2021. Questions related to Treatment declined from 20% to 6%, Testing declined from 21% to 3%, Other Management declined from 6% to 1% and PPE increased from 3% to 8% during this period. Table 1. Top 5 topics of questions listed in descending order of frequency across all 4 COVID-19 panel sessions. Table 2. Percentage of questions in the top 5 topics for each of the 4 COVID-19 panel sessions, with associated trendline. ConclusionPCCs nationally have gaps in knowledge around COVID-19 which can impact clinical decision-making. Based on our analysis of questions submitted by PCCs to infectious disease experts in a CME setting, the greatest gaps in knowledge were around vaccination, treatment, and testing with vaccination showing the greatest shift in interest over time.Disclosures All Authors: No reported disclosures

Addressing Pediatric Developmental and Mental Health in Primary Care Using Tele-Education.

This study evaluates the effectiveness of an early childhood tele-education program in preparing community pediatric clinicians to manage developmental and mental health disorders in young children. Community pediatric clinicians from rural, underserved, or school-based health center practices in the mid-Atlantic region participated in a weekly tele-education videoconference. There was a significant knowledge gain evidenced by the percentage of questions answered correctly from pre- to post- didactic exposure (P < .001). Participants reported an increase in knowledge from pre- (P < .001) and in confidence from pre- to post- participation (P < .001). Practice management changes demonstrated an encouraging trend toward managing patients in the Medical Home, as compared with immediately deferring to specialists following participation. This early childhood tele-education videoconferencing program is a promising response to the urgent need to confidently increase the role of pediatricians in the provision of care for childhood developmental and mental health disorders.

Do Students Know What They Think They Know?: Evaluating the Relationships between Online Practice Questions, Knowledge Monitoring, and Course Outcomes

Previous research has shown the value of retrieval practice and metacognitive awareness for student success. The present research evaluated the use of online question modules, in relationship to examination and final course grades, to encourage the development of these skills in undergraduate anatomy. The results demonstrated trends in both questions completed and metacognitive awareness for final grades and grades on the first set of examinations. However, no association was found between the number of questions completed and the percent of questions on which the student was metacognitively aware. This suggests additional instruction or scaffolding is needed to improve these modules.

Three-Dimensional Virtual Pathology Specimens: Decrease in Student Performance upon Switching to Digital Models.

Several alternatives to formalin-stored physical specimens have been described in medical literature, but only a few studies have addressed the issue of learning outcomes when these materials were employed. The aim of this study was to conduct a prospective controlled study to assess student performance in learning anatomic pathology when adding three-dimensional (3D) virtual models as adjunct teaching materials in the study of macroscopic lesions. Third-year medical students (n=501) enrolled at the Victor Babes University of Medicine and Pharmacy in Timisoara, Romania, were recruited to participate. Student performance was assessed through questionnaires. Students performed worse with new method, with poorer results in terms of overall (mean 77.6% ±SD 11.8% vs. 83.6% ±10.5) and individual question scores (percentage of questions with maximum score 34.6% ±25.6 vs. 47.7±24.6). This decreased performance was generalizable, as it was observed across all language divisions and was independent of the teaching assistant involved in the process. In an open-ended feedback evaluation of the new 3D specimens, most students agreed that the new method was better, bringing arguments both for and against these models. Although subjectively the students found the novel teaching materials to be more helpful, their learning performance decreased. A wider implementation as well as exposure to the technique and use of virtual specimens in medical teaching could improve the students' performance outcome by accommodating the needs for novel teaching materials for digital natives.

Outcomes of Remote Pathology Instruction in Student Performance and Course Evaluation

The coronavirus disease 2019 (COVID-19) pandemic has disrupted undergraduate medical education, including preclinical class-based courses, by requiring social distancing and essentially eliminating in-person teaching. The aim of this study was to compare student performance and satisfaction before and after implementation of remote instruction in a first-year introductory pathology course. Assessments (3 quizzes, 1 practical exam, and 1 final) were compared between courses given before (January 2020) and during (January 2021) the COVID-19 pandemic, in terms of mean scores, degree of difficulty, and item discrimination, both overall and across different question types. Students’ evaluations of the course (Likert scale-based) were also compared between the 2 years. Significantly higher mean scores were observed during remote instruction (compared to the prior, in-person year) on verbatim-repeated questions (94.9 ± 8.8 vs 89.4 ± 12.2; P = .002) and on questions incorporating a gross specimen image (88.4 ± 7.5 vs 84.4 ± 10.3; P = .007). The percentage of questions that were determined to be moderate/hard in degree of difficulty and good/very good in item discrimination remained similar between the 2 time periods. In the practical examination, students performed significantly better during remote instruction on questions without specimen images (96.5 ± 7.0 vs 91.2 ± 15.2; P = .004). Finally, course evaluation metrics improved, with students giving a higher mean rating value in each measured end point of course quality during the year of remote instruction. In conclusion, student performance and course satisfaction generally improved with remote instruction, suggesting that the changes implemented, and their consequences, should perhaps inform future curriculum improvements.

Analysing Maltese Biology Examination Questions according to Cognitive Complexity

This paper presents an analysis of Maltese Advanced Biology examination comprehension questions according to cognitive complexity. The research data consisted of 239 questions from 20 Summer examinations: 10 National and 10 at a public post-secondary Institution between 2010 and 2019. In this research, a qualitative approach and theory-driven content analysis method using Bloom’s Revised Taxonomy of Cognitive Objectives were employed. The 121 Institution and 118 National examination questions were placed in two categories: higher-order cognitive skills (HOCS) comprising Remembering, Understanding and Applying and lower-order cognitive skills (LOCS) comprising Analysing, Evaluating and Creating on the basis of earlier research. Data was given with tables as percentage. This research was guided by the following two questions: What kinds of cognitive skills and knowledge do Maltese Advanced Biology comprehension examination questions require? What is the proportion of marks being awarded to the different cognitive levels? In the National examination questions were allocated to five of the cognitive categories while less, four, in the Institution. Over a 10-year period, the majority of the questions (91.6% in Institution; 81.6% in National) required LOCS. In both types of examination, the highest percentage of questions were in the Remembering objective (53% in Institution; 48% in National), followed by Understanding (31.84% in Institution; 22% in National) and finally Applying (6% in Institution; 11% in National). The study highlighted that the Analysing objective was absent in every comprehension and the Creating category was represented by a mere1% in the National examination. The investigation was extended to determine the marks allocated to the different cognitive levels. The majority of the marks, (92.0% in Institution; 81.7% in National examinations) belonged to the LOCS, being allocated mostly in the Remembering and Understanding objectives. The research indicates that the examinations were overall, not cognitively demanding, but the National one was more intellectually challenging for a number of reasons, including a larger percentage of questions and marks categorised as HOCS. The Bloom’s Revised Taxonomy of Cognitive Objectives as used in this research gives a useful way for designing or analysing biology summative assessment tools. All three higher-order cognitive skills categories should be more evenly presented in future biology examinations.

From Fatigue Surveys to Survey Fatigue - Notes from Daily Hematology Practice

Background: Monitoring fever, pain, and nausea has become a daily routine in hematology and oncology practice. Fatigue is also common but thematized much less often. Therefore, guidelines and professional organizations recommend implementing fatigue assessment in daily oncology practice. The current deficits can be explained by diverging scientific concepts, inconsistent definitions, and lack of consensus on measurement and therapy. As a quality improvement initiative and first step towards better fatigue assessment we wanted to find out which fatigue questionnaire is best suited for our patients. Methods: On two educational meetings on general oncology issues we invited patients and healthy controls to participate in an anonymous survey. We distributed three different fatigue questionnaires (Fatigue Assessment Scale - FAS, Functional Assessment of Cancer Therapy-Fatigue-Scale - FACT-F, EORTC questionnaire on cancer related fatigue - EORTC QLQ-FA12, one for each participant) and asked to rate the questionnaires on a 5-point scale (1= fitting best to 5 = not fitting). We also counted the number of questions that had been left blank. Results: Seventy-seven of 90 questionnaires were returned (85%). The average approval rating of the FAS questionnaire was 2.3 (patients n=10, score 2.0; controls n=35, score 2.3), of EORTC QLQ-FA12 2.4 (patients n=8, score 2.4; controls n=8, score 2.4), and of FACT-F 2.1 (patients n=9, score 2.0; controls n=7, score 2.3). The percentage of questions that had been left blank with FAS was 0.5%, 3% with EORTC QLQ-FA12, and 14% with FACT-F. Conclusion: This survey did not measure fatigue and we do not know how many of our patients had fatigue. Its purpose was to assess the acceptance of three different fatigue questionnaires. The unexpected finding was that the average rating of all three questionnaires was remarkably similar and close to neutral. The number of blanks was highest with the EORTC QLQ-FA12 questionnaire which had more items than the two others. One explanation could be, that participants do not value questionnaires when they are long ("survey fatigue"). Maybe participants perceive fatigue as a personal failure and do not want to reveal this on a questionnaire, particularly not when there is a chance that this goes into their patient file. Questionnaires were developed for scientific research but might not be the right instrument to thematize fatigue in the setting of a busy hemato-oncology practice. Disclosures Matzdorff: Novartis Oncology: Consultancy, Other: Honoraria paid to institution; Amgen GmbH: Consultancy, Other: Honoraria paid to institution; Grifols Deutschland GmbH: Consultancy, Other: Honoraria paid to institution; Swedish Orphan Biovitrium GmbH: Consultancy, Other: Honoraria paid to institution; UCB Biopharma SRL: Consultancy, Other: Honoraria paid to institution; Roche Pharma AG: Other: Family stockownership. Meyer:Grifols Germany: Consultancy, Honoraria; Amgen GmbH: Honoraria; Novartis Pharma GmbH: Honoraria.

Performance, behaviour and perceptions of an open educational resource-derived interactive educational resource by online and campus university students

Platforms are now becoming available to allow for incorporating interactive elements into open educational resources (OERs), but little has been published about their use and effectiveness. Students enrolled in online and on-campus sections of an intermediate human nutrition course at a public Midwestern University in the United States used an OER that was adapted to an online platform, where it included embedded videos and summative assessments (interactive educational resource). Data were collected from the learning management system, course performance, resource platform and a survey. Student course grades were positively correlated with use of the interactive educational resource and percentage of questions correctly answered. Overall survey response rate was 84/109 (77.1%). Student respondents reported higher use of the interactive educational resource and preferred it over a static PDF or hard copy. Students were most motivated to utilise the interactive educational resource by the opportunity to earn extra credit followed by desire to earn a good grade. Student respondents reported that they were satisfied with their experiences using the interactive educational resource, and with a high likelihood, would recommend future students to use it. While these findings are limited to one semester at one university, they support future research efforts into the efficacy of interactive educational resources and OER-enabled pedagogy.

How Effectively are University Students Tested? A Case Study

Testing and examining go on in higher education all the time through continuous assessments and end semester examinations. The grades scored by students determine not only academic mobility but eventually who get employed in the job market, which seems to be shrinking all over the world. Those charged with testing are often staff who have higher qualifications in their subject areas but are not necessarily teaching or examination experts. Against this background, the researcher wanted to find out what was happening at selected university across three schools: Social Studies, Education and Science. The university is fairly young having been awarded its charter twenty years ago. The paper asked two questions namely, at what levels of Bloom’s Taxonomy are lecturers asking examination questions? Secondly, do the level and balance of questions show growth in examining skills? The study evaluated over 1039 questions from randomly selected examination papers from the Examinations Office for the academic years from 2014/15 to 2017/18 (three academic years). A guide from the list of verbs used in Anderson s (revision of Bloom was used to analyze the questions. Descriptive statistics were used to describe the trends in testing for each year. ANOVA and t-tests were used to find out if there were significant differences between numbers across categories and within categories. The results of the study show that most examination questions are at the levels of remember (literal) and knowledge (understand). In 2016/17 and 2017/18 academic years, there were significant differences in the percentage of questions examined in these two categories. However, it seems from the study, that testing or examining skills do not grow through the practice of setting questions. There is need for examiners to be trained to use the knowledge in setting questions that discriminate effectively across the academic abilities of students they teach.

Analysis of the questions of the Arabic language book for Grade 12 in Jordan in the light of Bloom's classification of cognitive objective: تحليل أسئلة كتاب اللغة العربية للصف الثاني عشر في الأردن في ضوء تصنيف بلوم للأهداف المعرفية

The objective of the current study is to analyze the content of the 12th grade Arabic language book questions in Jordan in the light of Bloom's classification of cognitive objectives in order to reveal the cognitive levels measured by the questions of the Arabic language book for Grade 12 in the Hashemite Kingdom of Jordan and the percentage obtained by each level Of these levels. The researcher used the descriptive method. The tool consisted of constructing a special card to analyze the questions of the 12th grade Arabic language book. The analysis form included information including the title of the book, the official issuing authority, the edition and the year of publication. The analysis form was divided into four sections. The first consisted of units, the second included the lessons, the third contained the number of questions as they appeared in the textbook, and the fourth included the levels of knowledge. The researcher analyzed the questions of the Arabic language subject of the study in the light of a special questionnaire that included the six levels of Bloom's classification (recall, understanding, comprehension, application, analysis, composition, evaluation). To ensure that the analysis was consistent, three arbitrators were chosen to perform the same analysis on the search form. The study found that 558 questions in the Arabic language book were the percentage of questions that measure information recall (25%). The questions that measure students' understanding of the content (36%), (9%), while the questions that require the student to obtain a new item were (5%), while the evaluation and judgment questions were (8%). Results A number of recommendations were made.

Medical student question answering behaviour during high-stakes multiple choice examinations

Evaluating student answering behaviour during high-stakes assessments may help identify deficits in students' efficiency or question answering effectiveness. We used electronic assessment logfiles to examine student answering behaviour during exams. We compared the time spent on questions based on student gender, question correctness, cognitive level and clinical discipline. Male and female students spent the same amount of time on questions however, females performed significantly better. There were significant differences in average time spent on questions answered correctly versus incorrectly and in the amount of time examinees spent on questions per cognitive level. The percentage of questions that had answers changed by examinees was 13.65% of which 5.82% changed from incorrect to correct and 2.83% changed from correct to incorrect. On average, 16.3% of questions were placed under review by examinees at some time during the exam. Students spent significantly more time on questions that were answered incorrectly and on higher cognitive level questions. Reviewing and re-answering questions was more beneficial than harmful to student marks.

Using Clinical Questions Asked by Primary Care Providers Through eConsults to Inform Continuing Professional Development.

Continuing professional development (CPD) offerings should address the educational needs of health care providers. Innovative programs, such as electronic consultations (eConsults), provide unique educational opportunities for practice-based needs assessment. The purpose of this study is to assess whether CPD offerings match the needs of physicians by coding and comparing session content to clinical questions asked through eConsults. This study analyzes questions asked by primary care providers between July 2011 and January 2015 using a service that allows specialists to provide consultation over a secure web-based server. The content of these questions was compared with the CPD courses offered in the area in which these primary care providers are practicing over a similar period (2012-2014). The clinical questions were categorized by the content area. The percentage of questions asked about each content area was calculated for each of the 12 specialties consulted. CPD course offerings were categorized using the same list of content areas. Percentage of minutes dedicated to each content area was calculated for each specialty. The percentage of questions asked and the percentage of CPD course minutes for each content area were compared. There were numerous congruencies and discrepancies between the proportion of questions asked about a given content area and the CPD minutes dedicated to it. Traditional needs assessment may underestimate the need to address topics that are frequently the subject of eConsults. Planners should recognize eConsult questions as a valuable source of practice-associated challenges that can identify professional development needs of physicians.

A Questionnaire Survey on awareness of Clinical Trials Among Medical Students

There is an immense need to inculcate research in the medical curriculum of undergraduate medical students, which will help them to interpret the evidence based literature like journal articles, analyze, interpret &amp; to help their decision making ability. Involvement in innovative research will help them develop a holistic attitude towards the patients especially in terms of informed consent and ethical decisions. This study a questionnaire survey was conducted on undergraduate medical students. It consists of statements spread over various aspects of clinical trials. The percentage of questions answered correctly in each group was graded as good, average and poor depending on scores. A total of 257 students participated in the study. Students had average knowledge about statements describing concept, need of clinical trial, participation, about Food and Drug Administration, informed consent had average knowledge. The response was poor for statements on Institutional Review Board (IRB) and Drug Controller General of India (DCGI). The medical undergraduates are future innovators, clinicians and scientific explorers. It would be better if they are trained at earlier days of learning about clinical trials/research and medical ethics these can be made a part of medical curriculum so that they can build their concrete future.

Benchmarking and Accreditation Goals Support the Value of an Undergraduate Business Law Core Course

This article surveys top-ranked business schools in the United States for inclusion of business law in their undergraduate core curricula. The vast majority of these schools require: law, legal studies, or law and public policy, and many include an ethics component. The surveyed schools also feature elective courses in law, and some provide concentrations, minors, or majors in law or legal studies. Benchmarking supports the conclusion that top programs value business law as essential knowledge for business students. In addition, the authors note that business law courses support general business knowledge areas and skills identified by the Association to Advance Collegiate Schools of Business (AACSB), as enhancing mission-critical skills. These skills include the ability to communicate effectively and the development of critical thinking and analysis. Furthermore, business law acts as an important bridge to the liberal arts for business school students. Finally, business law courses provide core knowledge to satisfy the assurance of learning for accreditation assessment purposes, in particular for those schools utilizing the Educational Testing Service’s (ETS) Bachelor of Business Exam which allocates approximately ten percent of questions to legal and social environment, and other subject areas tested include elements of law.

The Effect of Using Smart Board on the Achievement of Tenth Grade Students in English language and on Verbal Interaction during Teaching in Public Schools

This study aimed to investigate the effect of using the smart board on the achievement of tenth grade students in the English language, and verbal interaction, where the study sought to answer two questions:Does the achievement of tenth grade students in English language vary due to teaching strategy?Does the ratio of verbal interaction using smart board in teaching among tenth grade students vary from the ratio of verbal interaction at Flanders? (81) students from two sections chosen randomly from among (5) sections participated in the study, the experimental and control groups were chosen randomly, the experimental group were taught using smart board, and the control group were taught using the traditional way supported by computer. Achievement test in English language was applied, and Flanders' modified tool for the analysis of the verbal interaction was applied on the experimental group. The results showed the existence of significant differences in the achievement of the students; and in favor of the experimental group. The results showed a statistically significant difference in the ratio of speech of students who were taught using smart board. And the rate of teachers' speaking during teaching with smart board has increased, and periods of interruption verbal communication, and the percentage of questions rose by the teacher and her encouragement to her students, and the responses of the students and their initiatives.In light of the findings, the study recommends the need to urge teachers to use the smart board in the teaching of the English language, and holding workshops to train teachers on how to use the smart board in teaching, and conducting studies reveal the reality of the use of the smart board.

Abstract 24: Helping to Educate Women About the Risk of Stroke (HER-Stroke): Initial Results from a Teaching Intervention

Introduction: Recent studies reveal deficiencies in educating women about stroke. The vast majority of stroke education is presented as gender neutral or with a male bias. This study examined if a computer-based, gender-specific education program (HER-Stroke) increased women’s awareness of stroke signs and symptoms. Methods: This 2-phase prospective study with 2-week follow-up examined gender-specific education based on Knowles’ Theory, enrolled 225 women with at least one stroke risk factor from any inpatient setting or neurology outpatient setting. Phase I, 75 women received standard stroke education (Group A). Phase II, 150 women randomized to standard (Group B) vs HER-Stroke education (Group C). Knowledge is scored as the percent of questions answered correctly; confidence is the percent of questions attempted; and accuracy is percent correct of those attempted. Results: Mean age was similar for Group A, B, C (54.4, 57.9, 52.5 years) respectively. There were no statistically significant differences in mean knowledge scores comparing groups A B and C: (69.4%, 71.6%, 69.0%; p=0.67), mean confidence scores for groups A, B, and C respectively (80.8%, 83.2%, 80.2%; p=0.77), or mean accuracy scores for group A B and C (86.2%, 85.6%, 85.0%; p=0.75). Regression analysis revealed that older age was associated with lower knowledge scores (p&lt;.001) and lower confidence scores (p&lt;.001). After controlling for age, the intervention was associated with a statistically significant difference in knowledge and confidence (p&lt;.001). Conclusions: Enhanced efficacy among younger participants may reflect experience and comfort using technology. While the intervention was not associated with a change in overall scores, after controlling for age there was a statistically significant difference among groups. Further research including unmeasured covariates is needed to explore optimal stroke education formats for older learners.