Procedural Knowledge Research Articles

An assessment of knowledge, attitude and practice of Dinacharya procedures among ayurveda doctors across India: A cross-sectional Survey

Background: Ayurveda is not merely a curative science rather it is a lifestyle guide which helps to promote health and prevent diseases. The preventive aspects of Ayurveda are accommodated under the umbrella of Swasthavritta which includes Dinacharya, Ratricharya, Ritucharya, Rules regarding Nidra, the concept of Dharaneeya and Adharaneeya vegas, Ahaaram, Sadvruttam, Rasayanam, etc which help to strengthen the defense mechanism of the body. Ayurveda doctors are supposed to be the ambassadors of these health promotive measures to the common mass. Aim: The present work aimed at assessing the Knowledge, Attitude and Practices of selected Dinacharya procedures among the Ayurveda doctors across India. Materials and methodology: A KAP survey was conducted among the Ayurveda doctors across India by sharing a structured closed ended questionnaire through google form. 311 subjects participated in the study. Results: 1) Knowledge: Majority of the respondents are aware (partially/fully) about the Dinacharya practices. 2)Attitude: Majority of the respondents agree to the health benefits of Dinacharya practices because they have experienced them either personally or have learnt about it from the experiences of others.3)Practices: 23.8% were waking up in Brahma Muhurta, 20.2% were practicing Ushajalapaanam though none of them consumed 8 prasruthi of water as classically advised, 16.7% respondents used herbal toothpastes, 88.4% reported to be practicing Jihwanirlekhanam but none were using metallic or wooden tongue cleaners as classically indicated, only 19.3% respondents used herbal collyrium regularly, 6.7% practiced Pratimarsha nasyam daily, 13.5% practiced gandoosham, 1 % practiced dhumapanam daily, 27% respondents practiced abhyangam and 23.2% respondents practiced vyaayamam daily. Conclusions: There exists a wide gap in the Knowledge and practice of Dinacharya practices even among the ayurveda doctors.

A socially interactive communication skills training for competent health educators

Abstract Background Every contact with expectant and new parents can be a “teachable moment” for promoting the health of mother-baby-family; yet, healthcare providers may not effectively perform their educational role. Previous studies have described various setting-specific challenges. Procedural knowledge, resulting in lack of confidence and avoidance, is a universal theme, challenging current communications skills training. Given the evolving role of midwives under the new Cyprus National Healthcare System, there is need for innovative practices. Objectives “Baby Buddy Communicators” designed, implemented and piloted tested a socially interactive digital environment on the Edubreak platform, where practicing (N = 8) and in-training (N = 7) Midwives completed an 8-week iterative hybrid communication skills course along with service-users. Results Four situational-based scenarios were co-created with ‘holders of the experience’ tapping on key priorities (elective caesarean, breastfeeding challenges, baby in NICU, postnatal depression). Participants produced video artefacts of role-play consultations and engaged in peer-to-peer and service-user feedback via the in-built video annotations and blog writing tools. Deductive content analysis of the rich material using the 18-item Health Professionals Communications Skills (HPCS) scale identified recurrent patterns tapping on both informational aspects (e.g. incomplete information gathering, overload without assessing comprehension) as well as social skills (e.g. agenda setting, early reassurance, assertiveness). Conclusions This cross-sectoral transfer of social video from sports training to healthcare is a “proof of concept”. Inverted (i.e. making current practices visible) and experiential learning (e.g. feedforward) with cross-sectoral (service-user involvement) and cross-module dimensions (i.e. communication skills and evidence-based practice) provided the basis for evaluation and a source of shared learning and reflection. Key messages • Several areas of improvement in communication skills of maternal healthcare providers were identified while peer-to-peer and service-user feedback was a source of reflection. • The use of digital technology and social video allowed immersive role-playing, observation and constructive feedback loops providing a new paradigm in health communication skills training.

Healthcare professionals and students’ knowledge on termination of pregnancy: A systematic review

Abstract Background Providing safe termination of pregnancy (TOP) according to each country’s legalisation is an important public health matter internationally. Healthcare professionals (HCPs) and healthcare students have key roles and need to be aware of legislation and clinical practice guidelines on TOP in their country to facilitate safe and effective care. The main aim of this systematic review was to investigate the level of knowledge on TOP legislation among HCPs and healthcare students. The second objective was to assess the knowledge of TOP methods, procedures and/or potential associated complications. Methods This is a systematic review of qualitative and quantitative peer-reviewed studies published in English or Portuguese until July 2020. Databases included in the search were EBSCO, PubMed, Embase and Scopus. The quality appraisal was done using the CASP Critical Appraisal tools. Results A total of 31 studies were included, published between 2002 and 2020 and from several regions around the globe. No studies were carried out in Europe or the United Kingdom. A total of 22 studies included healthcare professionals and nine studies included students. Overall, all the studies showed poor knowledge of TOP legislation and TOP methods, procedures and complications. Knowledge of special circumstances established in the law where TOP might be legal was also very limited. In studies focussing on medical (MA) and surgical (SA) TOP, knowledge of MA was lower than of SA. Studies reported that practitioners and students have limited training in TOP. Overall, education/training and experience with TOP seem to be the main factors associated with increased levels of knowledge. Similar results were found for student’s knowledge. Conclusions This study highlighted the importance of involving and promoting the participation of HCPs and students in the provision of TOP services. A clear need and desire for staff education and training on TOP was shown. Key messages • TOP training is limited and broadly excluded from medical and healthcare education globally. Students and staff have recognised this issue and the critical impact it has on TOP care provided. • Adequate knowledge and training in TOP ensures service sustainability and preparation of current and future healthcare practitioners to provide high-quality, respectful and compassionate care.

A Case Study of an Antibiotic Discovery Laboratory Autonomous Learning Assignment—An Evaluation of Undergraduate Students’ Disciplinary Bias

Current higher education trends are moving towards interdisciplinary curricula to provide new tools for solving complex issues. However, course design and learning tracks still create divisions between scientific disciplines. This study aimed to evaluate the disciplinary bias of second-year undergraduate students of biotechnology engineering in the organic chemistry laboratory class through a laboratory setting involving blended disciplines. An experiment on antibiotic discovery that integrates parallel and combinatorial organic chemistry syntheses with microbiology techniques was chosen. As a part of an activity, students had free choice in designing the arrangement of the organic compounds and the two bacterial species by setting up the layout for a 96-well plate. The study visually analyzed students’ plate layouts (N = 74) according to discipline classification and the spatial arrangements of organic compounds (e.g., products and libraries). The results identified four themes that are suggested to reflect students’ vertical, lateral, and interdisciplinary thinking, as most were found to be in the procedural knowledge range and between Bloom’s application and analysis dimensions. Using this study’s thematic analysis methodology in chemistry and related educational fields can provide a pedagogical reflective tool and advance personalized teaching and interdisciplinarity.

Valtiotieteilijöiden menettelytapatietämys, metakognitio ja näiden vastaavuus työpaikkailmoitusten vaatimusten kanssa

Social scientists’ procedural knowledge, metacognition, and the correspondence of these to the requirements of job advertisements The study examines the alignment between university students’ reported skills, particularly focusing on procedural knowledge and metacognition, and the skill requirements outlined in job advertisements within the field of social sciences. Data were gathered from career portfolios of 261 social science students, compiled during the 2020-21 academic year, and 179 job advertisements sourced from the Finnish TE Office webpages, collected between 2021 and 2022. The research draws upon a qualitative content analysis of these documents. The results reveal that procedural knowledge and metacognition constitute a category rarely mentioned in the job advertisements. Employers prefer a different type of procedural knowledge from what is discerned in the portfolios. Metacognition skills are highly valued in both the advertisements and portfolios, but collective regulative knowledge is more pronounced in the portfolios.

Scientific Literacy in Basic Education: An Analysis of Curricula Contexts and Pre-service Teachers’ Views in Tanzania

This is an analysis of how scientific literacy (SL) is featured in the science education pipeline of Tanzania based on the SL frameworks of five arguments (economic, utility, democratic, social and cultural) and three visions (Visions I–III). It analyses four curriculum documents for science in basic education, and the views of 79 pre-service teachers collected using a questionnaire. The findings indicate that only economic and utility arguments are abundant in the curricula and pre-service teachers’ responses. Further, the findings show that Tanzania’s basic education science curriculum largely reflects Vision I, which emphasises content and procedural knowledge. Moreover, the curriculum is highly structured, thus making it difficult for teachers and students to engage in science-related situations (Vision II). The need to cope with the pressure exerted on teachers and students by high-stakes examinations adds to this difficulty. Generally, we establish that SL is not well featured in all the curriculum documents we analysed, as the pre-service teachers’ responses confirmed. We recommend that the curriculum be reviewed to include explicit reference to SL.

Tax knowledge in connection with tax compliance in Hungary

During the examination of tax education, a significant part of the professional literature defines taxpayers as a homogeneous group, however, among others, the level of educational attainment and the digital skills of taxpayers are also important. This research investigates the role of knowledge in connection with tax compliance. The article is based on the statements from the professional literature and analysis of secondary data from national and international authorities and institutions. It also includes some comparisons of the components of the COM-B model on the data of nine European countries and sets up a model of tax behaviour based on Hungarian conditions. According to the classification based on the comparison, the performance of Hungary is at the lowest level among nine examined countries. Considering the complexity of the tax system, the knowledge of taxpayers is incomplete in Hungary. A developed version of the COM-B model points out that there is a close connection between capability and opportunity as well and these components can reinforce each other. With the adequate motivation and literacy as well as the knowledge of procedures can facilitate tax compliance. It can be concluded that successful tax education recognises and targets various groups of taxpayers. The Hungarian tax authorities treat taxpayers as a homogeneous group, however, there are slight developments by using several communication channels. In the current situation, the most important is to find the forms and levels of tax education to make the taxpayer able to comply.

The effects of hands-on content-language integrated learning on fourth graders’ acquisition of target vocabulary and procedural knowledge in Taiwan

Despite the widespread use of multimodal pedagogies in Content and Language Integrated Learning (CLIL) contexts, empirical studies specifically focusing on the impact of hands-on learning on target vocabulary and procedural knowledge acquisition in CLIL Social Studies, particularly in Taiwan, are relatively uncommon. Grounded in embodied learning theories, this study investigated the comparative impact of hands-on learning versus worksheet-based instruction on fourth graders’ target vocabulary acquisition and procedural knowledge within a CLIL Social Studies setting in Taiwan. The study also explored students’ perceptions of their learning experiences with these instructional methods. This quasi-experimental study involved four intact fourth-grade CLIL Social Studies classes from three elementary schools in Taiwan, comprising 40 students in the Experimental Group (EG), who engaged in hands-on learning, and 34 students in the Control Group (CG), who engaged in worksheet-based learning. Activities included Chinese dumpling making, bird’s nest building, and designing a pot of succulents. Data were collected through pre- and post-tests to assess target vocabulary acquisition and procedural knowledge, followed by learner experience surveys to evaluate students’ perceptions of their learning experiences. The analysis included paired-samples t-tests, independent-samples t-tests, and thematic analysis of open-ended survey responses. Results revealed that the EG significantly outperformed the CG in both target vocabulary acquisition and procedural knowledge across all three activities, with large effect sizes (d = 1.05–1.51 for target vocabulary and 0.95–2.89 for procedural knowledge), demonstrating the effectiveness of hands-on learning. However, while significant differences were observed in memory retention of target vocabulary and procedural knowledge from the survey results, no significant differences were found between the EG and CG in terms of perceived ease of learning. These findings suggest that hands-on learning offers substantial benefits over traditional worksheet-based instruction in CLIL settings, though the transition to hands-on methods may require additional support. Practical implications include the strategic selection of relevant vocabulary, the implementation of structured hands-on approaches, and the emphasis on behavioral reinforcement to enhance learning outcomes.

Analysis of Tactical Knowledge for Learning an Alternative Invasion Sport

The study of declarative and procedural knowledge in sport allows us to assess students’ tactical learning processes. The aim of this study was to analyze and compare the level of declarative and procedural knowledge acquired by students according to the pedagogical model and gender, after the application of two intervention programs for an alternative invasion sport, “Rosquilla”. This study involved 136 students distributed into six groups of Primary Education (fifth and sixth year) and Secondary Education (first year). Each group in the same year participated in a different intervention program, one based on the Game-Centered Model and the other on a hybrid model of the Game-Centered Model and the Sports Education Model. A descriptive analysis was carried out to determine the characteristics of the participants. Subsequently, an independent samples Mann–Whitney U-test was applied to compare the level of knowledge between the models and genders in the pre- and post-test periods. A Linear Mixed Model was used to analyze the level of knowledge of students within each group and compare them according to methodology and gender. The results indicate that both programs generated improvements in declarative and procedural knowledge. Therefore, students learn equally regardless of the methodological perspective and gender.

The impact of training provisions on novice English language teachers in Hong Kong: A systematic review

AbstractThe early years of learning and the transition period are important for novice teachers. This systematic review investigated the influence that training provisions for novice primary and secondary English language teachers in Hong Kong have had on their initial workplace experience. From a large body of literature dated between 1980 and 2023, a final set of 20 articles that met our inclusion criteria was analysed using Kumaravadivelu's (2012) model of second language teacher education (consisting of the five modules of Knowing, Analysing, Recognising, Doing and Seeing). The findings were condensed into three thematic strands: (i) teacher authority: novice teachers can feel lost among different authorities (including ideological conflicts between university and school authorities) and their desire to establish their own teacher authority, but must eventually learn to think from the students' perspective to improve teaching, (ii) teacher socialisation: whether obtaining sufficient colleague and mentor support or not would lead to their diverse experiences, and (iii) two weaknesses in teacher preparation that require attention across both university preparation and in‐school training: the novice teachers were under‐prepared in procedural knowledge and in learning to theorize. These findings provide internationally relevant theoretical contributions that can advance the understanding of both novice teacher development and primary and secondary English language teacher training. From a practical perspective, the findings point to areas that need attention in novice language teachers' transition to the workplace and this may be relatable to international audiences. Context and implicationsRationale for this studyThis systematic review aims to reveal how the training provisions in Hong Kong have influenced early‐year primary and secondary school English language teachers' initial workplace experience.Why the new findings matterOur findings will reveal what impact training provisions for novice English language teachers may have on their initial workplace experience and what gaps may exist in such provisions.Implications for researchers, practitioners and teacher educatorsThe findings in this study can be applied to many other contexts like Hong Kong where English is used as one of the official languages or as a second language. Our recommendations can inform English language teacher education, by highlighting: (a) how novice teachers can feel lost between two different authorities: the school and the university; (b) how novice teachers can undergo a range of positive and negative experiences in their socialisation process; (c) how novice teachers struggle to develop their procedural knowledge; and (d) that novice teachers may not have received enough support in theory‐building.

Supplementing provider counseling with an educational video prior to scheduled induction of labor

BackgroundInduction of labor (IOL) is common with one in four labors being induced in the United States (US). IOL has been associated with lower birth satisfaction. Video education can address gaps in education and promote anticipatory guidance. Prior studies in obstetrics have focused on randomized designs in English-speaking patients, leaving opportunities to explore how these tools perform in a pragmatic fashion with diverse patient populations. Our objective was to evaluate the effects of a video education tool on patient satisfaction and knowledge of IOL experience in English and Spanish-speaking patients scheduled for IOL at a tertiary care hospital.MethodsThis was a single site pragmatic implementation of a quality improvement measure at an academic hospital. A bilingual survey was developed to evaluate the impact of an educational video on birth satisfaction and knowledge of IOL procedures. The video is freely available in English and Spanish. Baseline postpartum surveys were collected from June to July 2021. The video was subsequently recommended by providers when scheduling IOLs. Post-intervention surveys were collected from September to November 2021 after an implementation period. Groups were compared using t-tests for satisfaction scores and chi-square analyses for categorical variables.ResultsThirty-two participants completed the baseline survey and 72 completed the post-implementation survey with response rates of 88.9% and 91.1%, respectively. There were no statistically significant changes between mean total satisfaction scores (26.9 vs 28.0 out of 40.0, p = 0.290). 61 participants were English speaking (58%) and 43 Spanish (42%). Thirty (42%) patients reported watching the video.Correct identification of amniotomy use improved in the post-intervention group (p = 0.002). No changes were seen in anticipated duration of labor nor in whether patients would choose to be induced again.ConclusionsRecommendation of video education before scheduled IOL was associated with little improvement in knowledge about IOL, but no significant improvement in patient satisfaction. While video education has improved these measures in randomized trials, our study demonstrated that real-world implementation and patient uptake may be initially difficult. This study may help providers emphasize direct education and counseling and promote optimal implementation of innovative educational media.

Human or Humanoid Animated Pedagogical Avatars in Video Lectures: The Impact of the Knowledge Type on Learning Outcomes

This study examines the impacts of educational videos with human or humanoid animated pedagogical avatars (APAs) on cognitive, affective, and social learning outcomes in declarative and procedural knowledge contexts. A 2 × 2 factorial design was used, considering instructor type (human vs. humanoid APA) and knowledge type (declarative vs. procedural). The study involved 139 university students with no prior knowledge of the video content and was conducted in a human-computer interaction lab using an eye-tracking device. There were no significant differences in learning achievement, perceived lecture engagement, emotion, satisfaction, and social presence between the human and humanoid APA. However, learners showed greater visual interest in the human instructor, which influenced their interest in the learning content. Viewers of declarative knowledge videos showed more visual interest and achieved higher learning scores, while procedural videos increased lecture engagement, emotion, satisfaction, and social presence. The study suggests that humanoid APAs can effectively replace human instructors in educational videos and emphasizes the importance of considering knowledge types in video design to impact learning outcomes.

Правозащитная деятельность с использованием уголовно-правовых, криминалистических и оперативно-розыскных мер как актуальное направление междисциплинарных исследований

Due to the adoption of a new nomenclature of scientific specialties in specialty 5.1.4 — “Criminal Law Sciences”, research on human rights activities can now be carried out using an interdisciplinary approach, that is, using criminal law, criminal procedure, criminalistic, operational investigative and other knowledge. The article examines the main directions of interdisciplinary research in the field of human rights activities, such as: criminal law, forensic and operational investigative means of protecting businesses; nomination and verification of protective versions in criminal cases of certain categories, and others. There are 11 directions in total. Some methodological and, most importantly, ethical requirements for this kind of interdisciplinary research are analyzed. It is noted that, despite the lack of scientific literature, in recent years, leading Russian law universities have prepared and successfully implemented educational projects of the appropriate profile. The data on the level of interest of young lawyers, practitioners and trainees in obtaining relevant knowledge and conducting scientific research are presented. It is necessary to stimulate such developments, develop their methodology, and offer young scientists, including lawyers, practice-oriented human rights thesis topics that take into account personal professional strategies. It has been established that the increased demand of the population for information in the field of protection from defamation, mass inspections and criminal prosecution (especially business) determines the rapid growth of human rights content in social networks, messengers, profile sites and business magazines. However, this is mainly journalistic and educational content that does not have a proper scientific basis. In conclusion, conclusions are formulated about the high level of relevance and relevance of interdisciplinary knowledge of human rights issues. And this demand, of course, must be met by appropriate scientific research.

Principles of teacher professional development and digital lexicographical skills for designing in-service training modules

English as a foreign language teachers often use free access online bilingual dictionaries (FAOBD) to plan their lessons but rarely utilize these dictionaries as didactic resources. This paper outlines the design process, and theoretical foundations involved in designing an in-service teacher module, a byproduct of a multiple case study research, aimed at equipping tertiary EFL educators with the necessary conceptual and procedural knowledge to use these digital lexicographical tools. Data collected from a questionnaire, a semi-structured interview, and an online course evaluation form, applied to a sample of four teachers from a Colombian university, revealed scant teacher training and institutional support, limited motivation to use FAOBDs among teachers and students, and a high incidence of look-up errors. These results underscored the need for the training module. Addressing users’ perspectives, teacher training needs, and leadership support is fundamental to optimizing FAOBD use through enhanced lexicographical skills development.

Understanding healthcare professionals’ responses to patient complaints in secondary and tertiary care in the UK: A systematic review and behavioural analysis using the Theoretical Domains Framework

BackgroundThe path of a complaint and patient satisfaction with complaint resolution is often dependent on the responses of healthcare professionals (HCPs). It is therefore important to understand the influences shaping HCP behaviour. This systematic review aimed to (1) identify the key actors, behaviours and factors influencing HCPs’ responses to complaints, and (2) apply behavioural science frameworks to classify these influences and provide recommendations for more effective complaints handling behaviours.MethodsA systematic literature review of UK published and unpublished (so-called grey literature) studies was conducted (PROSPERO registration: CRD42022301980). Five electronic databases [Scopus, MEDLINE/Ovid, Embase, Cumulated Index to Nursing and Allied Health Literature (CINAHL) and Health Management Information Consortium (HMIC)] were searched up to September 2021. Eligibility criteria included studies reporting primary data, conducted in secondary and tertiary care, written in English and published between 2001 and 2021 (studies from primary care, mental health, forensic, paediatric or dental care services were excluded). Extracted data included study characteristics, participant quotations from qualitative studies, results from questionnaire and survey studies, case studies reported in commentaries and descriptions, and summaries of results from reports. Data were synthesized narratively using inductive thematic analysis, followed by deductive mapping to the Theoretical Domains Framework (TDF).ResultsIn all, 22 articles and three reports met the inclusion criteria. A total of 8 actors, 22 behaviours and 24 influences on behaviour were found. Key factors influencing effective handling of complaints included HCPs’ knowledge of procedures, communication skills and training, available time and resources, inherent contradictions within the role, role authority, HCPs’ beliefs about their ability to handle complaints, beliefs about the value of complaints, managerial and peer support and organizational culture and emotions. Themes mapped onto nine TDF domains: knowledge, skills, environmental context and resources, social/professional role and identity, social influences, beliefs about capability, intentions and beliefs about consequences and emotions. Recommendations were generated using the Behaviour Change Wheel approach.ConclusionsThrough the application of behavioural science, we identified a wide range of individual, social/organizational and environmental influences on complaints handling. Our behavioural analysis informed recommendations for future intervention strategies, with particular emphasis on reframing and building on the positive aspects of complaints as an underutilized source of feedback at an individual and organizational level.

Understanding primary care provider’s knowledge and perceptions of diabetes self-management education and support

ObjectiveThe American Diabetes Association Standards of Care recommends that individuals with diabetes receive self-management education, but the utilization of these services remains low. This study explores primary care providers’ knowledge and perceptions of diabetes self-management education and support (DSMES). Study designA convergent mixed methods study design grounded in the Theoretical Domains Framework was conducted with an initial provider survey, followed by semi-structured interview of a purposeful sub-sample of providers. The survey was distributed via REDCap and interviews were recorded and transcribed verbatim. ResultsA total of 140 PCP’s responded to the survey (response rate 37.63 %) and 17 participated in interviews. The average knowledge score of the correct selection of DSMES referral time points was 70.35 %. Five themes emerged in provider interviews: procedural knowledge, ability, beliefs, reinforcement, and cultural norms. Providers wanted bidirectional communication with the DSMES program and were more likely to refer if they had a cultural norm of referring. ConclusionProviders have limited knowledge of the appropriate time to refer to DSMES but expressed a willingness to refer. They emphasized the importance of providing their patients with appropriate self-management education and support.

Embedding the ‘CoolCuddle’ intervention for infants undergoing therapeutic hypothermia for hypoxic-ischaemic encephalopathy in NICU: an evaluation using normalisation process theory

ObjectivesNewborn infants exposed to lack of oxygen and blood flow to the brain around birth may develop brain dysfunction (hypoxic-ischaemic encephalopathy—HIE). These infants undergo 72 hours of cooling therapy and...

Comparing Virtual Reality and Traditional Training in Radiation Safety Practices Over Three Years Among Cardiologists and Scrub Nurses

PurposeThis study evaluated the effectiveness of virtual reality (VR) training versus traditional methods in enhancing radiation safety practices among cardiologists and scrub nurses. Developed by Virtual Medical Coaching, VR training simulates radiation safety scenarios in cardiac catheterization laboratories (Cath Labs). MethodsA three-year crossover study was conducted with 150 healthcare professionals (in this study, healthcare professionals are defined as cardiologists and scrub nurses who work in Cath Labs) at five urban hospitals. These professionals are key personnel in fluoroscopy-guided interventional procedures, where radiation safety is a critical concern.Participants, stratified by profession, were randomly assigned to initially receive either VR (virtual medical coaching) or traditional training, followed by a year-long washout period before switching training modalities. Primary outcomes measured changes in radiation exposure via dosimeters, whereas secondary outcomes assessed knowledge retention. ResultsVR training significantly reduced radiation exposure, resulting in a 30% greater decrease in radiation dose than traditional methods do. Cardiologists in Group A (VR training) experienced a mean reduction of 3.37 (p < 0.001), whereas scrub nurses experienced a mean reduction of 2.89 (p < 0.001). In contrast, participants in Group B (traditional training) exhibited a smaller reduction of 1.75 for cardiologists (p < 0.001) and 1.49 for scrub nurses (p < 0.001). The participants transitioning from traditional to VR training demonstrated enhanced retention and application of safety protocols, as reflected by improved knowledge and observed structured clinical examinations (OSCE) scores. The integration of VR into training notably improved procedural knowledge and skills without the risk of radiation exposure, making VR an effective tool for radiation safety education. ConclusionThis study highlights the superiority of VR training in reducing radiation exposure and enhancing practical skills among medical professionals. Virtual medical coaching’s specialized VR modules effectively simulate real-world scenarios, making them valuable components in radiation safety training. The findings advocate the integration of VR into medical education curricula to improve safety standards and training efficacy.

Using distance learning strategy in students’ acquisition of conceptual and procedural knowledge in mathematics

The study investigates the effect of using Distance learning (DL) on students’ acquisition of conceptual and procedural knowledge in mathematics. The study used the quasi-experimental approach, where the study was applied by two groups of ninth grade students (experimental, 25 students, and control, 26 students), the experimental group was taught by using Distance learning, and the control group was taught in the usual way, after verifying the validity coefficients. And reliability for testing conceptual and procedural knowledge. The results demonstrated statistically significant differences favoring the experimental group, suggesting that Distance learning has a beneficial impact on mathematics instruction. The study included recommendations on the necessity of promoting Distance learning usage among students and teachers additionally the function of educational technology in the process of teaching and learning mathematics.

DECIPHERING METACOGNITIVE STRATEGIES DURING MACHINE TRANSLATION POST-EDITING PRACTICES: A CASE STUDY OF AN INDONESIAN EFL LEARNER

The shift of paradigm from a machine translation (MT)-centred orientation to a human-centred orientation has increased the popularity of Machine Translation Post-editing (MTPE) practices in the last few years. As a result, a growing body of research has accentuated MTPE as a central investigative issue. Unfortunately, probing how an EFL learner employed metacognitive strategies during Machine Translation Post-editing (MTPE) practices remains underdeveloped, particularly in the Indonesian EFL context. Hence, this study aimed to fill the gap. A 24–year–old female learner of the English Education Department of a state university in Tasikmalaya, West Java, Indonesia was recruited as a participant in this scrutiny. To uphold ethical issues, the participant's name was made anonymous, namely Angel (pseudonym). Grounded in a descriptive case study, the present inquiry was intended to decipher how an EFL learner employed metacognitive strategies during MTPE practices. The data were audiovisual recordings of the think-aloud activities, transcript of TAP results and the input event loggings. These data were collected through Zoom-mediated Think Aloud Protocols (TAP). The data were analysed with Arndt’s categories of ESL writing strategies encompassing planning, global planning, rehearsing, repeating, re-reading, and questioning (Arndt, 1987; Mu, 2005). The findings reported that there were the predominant patterns represented by Angel's MTPE practices, namely the learner’s metacognitive strategies during MTPE practices in English-Indonesian output (rereading, questioning, editing, repeating, and planning). Pedagogically speaking, training learners to understand the underpinning concepts and practical use of MTPE encourages them to value the existence of an MT-centred task to a human-centred one in translating practices. Additionally, guiding learners to possess conceptual and procedural knowledge of how to undertake MTPE practices enables them to apply grammatically, syntactically, semantically and pragmatically correct translations, accurate punctuation, proper key terminology, culturally acceptable contents, added or omitted information, and acceptable formatting styles.