Quality Of Educational Materials Research Articles

#PapSmear on TikTok: User Sentiments and Health Information [ID 2683630

INTRODUCTION: TikTok has emerged as a leading social media platform, with many users using the app for educational purposes, including for discussions about obstetrics and gynecology. We assessed tone, content, and quality of health information of TikTok videos tagged with #PapSmear. METHODS: One hundred videos tagged with #PapSmear on TikTok were collected using the data-scraping program, Apify (Prague, Czech Republic). Videos were extracted with their number of views, likes, comments, and shares, and analyzed for tone, themes, creator demographics and health information quality. Two modified standardized scales were used: DISCERN, for health information quality and Patient Education Materials Assessment Tool (PEMAT), for understandability and actionability. RESULTS: We reviewed 93 of 100 videos tagged with #PapSmear. Videos received 237 million views, 19 million likes, and 241 thousand comments in total. Videos were coded as positive (26.9%), negative (37.6%), and neutral (35.5%). Medical professionals created most of the positive videos (68.0%), whereas most negative video creators were not medical professionals (91.4%). Nearly half of positive videos were educational (48.0%), and most negative videos recounted personal patient experiences (60.0%). Videos scored high on understandability (average 73.4%, SD 16.3%) but low on actionability (average 31.9%, SD 34.1%) and quality of health information (2.12, SD 0.4). CONCLUSION: There is a discrepancy in tone between patients and medical professionals in videos tagged with #PapSmear. Videos with educational material were easy to understand, but provided low-quality health information and did not effectively highlight opportunities for patient action. Negative influence from TikTok should be considered in patient–provider communication about Pap smears.

Psychological Aspects of the Formation of Value Orientations of Teenagers in the Process of Teaching the Subject “Kazakh Language”

The article discusses the psychological aspects of the formation of value orientations in the process of teaching the Kazakh language to teenagers. On this basis, in the course of the study, an analysis of the Kazakh language textbooks of grades 5–7 is carried out and the quantity and quality of educational materials in terms of forming values are analyzed. The Kazakh and Turkish language textbooks of grades 5–7 are compared as well. The idea is substantiated that the age of adolescence is crucial from the point of view of the formation of value orientation since these years are formative and determining in the life of a personality, consequently, it is important for the school and family to actively participate in the process of upbriniging and education of a child. In this regard, the article is devoted to a comprehensive and comparative study of educational materials, in particular, textbooks on native language subjects of grades 5–7 in Kazakh and Turkish schools in terms of content, educative value, formative potential. The authors comes to the conclusion that within the framework of topics studied in grades 5–7 in Kazakh and Turkish lessons, there is a high probability of forming learners’ value systems with the need to take into account the content, emotional and behavioral components and methodologically appropriate development of tasks for text and audiovisual materials.

Supporting social interactions to improve MOOC participants’ learning outcomes: a literature review

IntroductionThe need for more scalable, accessible and affordable education, coupled with technological advancements in information sharing technology and collaborative platforms has led to the growth of MOOCs (massive open online courses). The growth of MOOCs has resulted in learning becoming increasingly distributed, affordable and flexible compared to traditional classroom education, allowing individuals in disadvantaged groups to access high quality educational materials. However, new challenges emerge, most notably with MOOCs’ low completion rates. Among the reasons for a low completion rate, lack of interaction with peers is cited as a major reason, yet, interventions to promote social interaction has received relatively less attention. From a constructivist perspective, social interactions among peers are essential in helping individuals learn. This systematic literature review aimed to understand social interaction interventions in MOOC settings. This includes constructs measured as learning outcomes and how they were measured.MethodsLiterature articles were sourced from multiple databases and filtered for inclusion using the PRISMA process and its four phases. Twenty articles were included in the final review.ResultsResults of the review showed that social interactions fall into three categories: discussion forums, learning groups and one-to-one interactions with peers. Learning outcomes investigated were grouped into four categories: knowledge, social engagement, learning engagement and learner experience.ConclusionAcross the studies, there were clear positive effects of social interaction on learning outcomes. Intervention strategies include sending prompts for individuals to use discussion boards and also grouping learners by homogeneity based on their learning engagement. However, more experimental studies are necessary to bolster the evidence of a causal impact of social interactions. Also, further research should be done to understand potential mediating factors that contribute to the success of implementing social interactive elements in MOOCs.

Critical Appraisal of Content Quality of YouTube Videos on the Whipple Pancreaticoduodenectomy

IntroductionThe coronavirus pandemic has demonstrated profound issues with using the Internet to research health information. For patients recommended a complex operation, such as the Whipple pancreaticoduodenectomy, the quality of health information online has not been appraised. The objective of this study was to define the readability and content quality of YouTube search results for the Whipple pancreaticoduodenectomy. MethodsThe first 100 search results for “whipple procedure” less than 10 min long in English with audio and or text were transcribed. The Flesch-Kincaid Grade defined the reading grade level. High content quality videos were accredited by YouTube in accordance with principles specified by the National Academy of Medicine or mentioned the standard components for a surgical consent. The Anderson-Lau score is a composite of these consent criteria out of a maximum of 8/8. The simplicity of videos for patient education was defined by the DISCERN tool. ResultsThe reading level of 23% of the top 100 search results met the American average (8th grade). Accreditation was present for 45% and associated with an earlier median search ranking (36 versus 68, P = 0.002) and more 5th-8th grade level material (70% versus 38%, P = 0.014). The median Anderson-Lau score was 3/8 (range = 0/8-7/8) with only 5% achieving 7/8. Only 4% were high quality per DISCERN. ConclusionsAlthough accredited videos were more readable, most videos, especially those targeting patients, were beyond the comprehension of the average American. Simpler and higher quality educational materials are needed to inform patients on Whipple pancreaticoduodenectomy beyond their date of clinical diagnosis or surgical consenting.

Patient and physician perspectives on treatments for low-risk prostate cancer: a qualitative study

BackgroundPatients diagnosed with low-risk prostate cancer (PCa) are confronted with a difficult decision regarding whether to undergo definitive treatment or to pursue an active surveillance protocol. This is potentially further complicated by the possibility that patients and physicians may place different value on factors that influence this decision. We conducted a qualitative investigation to better understand patient and physician perceptions of factors influencing treatment decisions for low-risk PCa.MethodsSemi-structured interviews were conducted among 43 racially and ethnically diverse patients diagnosed with low-risk PCa, who were identified through a population-based cancer registry, and 15 physicians who were selected to represent a variety of practice settings in the Greater San Francisco Bay Area.ResultsPatients and physicians both described several key individual (e.g., clinical) and interpersonal (e.g., healthcare communications) factors as important for treatment decision-making. Overall, physicians’ perceptions largely mirrored patients’ perceptions. First, we observed differences in treatment preferences by age and stage of life. At older ages, there was a preference for less invasive options. However, at younger ages, we found varying opinions among both patients and physicians. Second, patients and physicians both described concerns about side effects including physical functioning and non-physical considerations. Third, we observed differences in expectations and the level of difficulty for clinical conversations based on information needs and resources between patients and physicians. Finally, we discovered that patients and physicians perceived patients’ prior knowledge and the support of family/friends as facilitators of clinical conversations.ConclusionsOur study suggests that the gap between patient and physician perceptions on the influence of clinical and communication factors on treatment decision-making is not large. The consensus we observed points to the importance of developing relevant clinical communication roadmaps as well as high quality and accessible patient education materials.

Transportation Curriculum with Culturally Responsive Teaching: Lessons Learned from Pre-Service Teachers and Future Transportation Workforce

With K-12 students from diverse social and cultural backgrounds in the classroom today, it is crucial to develop a more inclusive and socially diverse curriculum, especially in science, technology, engineering, and mathematics (STEM) topics. Transportation in particular is a topic that can relate to people’s culture and can be a suitable medium to introduce diversity and inclusion in STEM fields. Culturally responsive teaching (CRT) is a technique that can help connect students’ cultures, languages, and life experiences with their learning. Despite the known benefits of CRT, this strategy had not been adequately implemented in transportation education because of the limited awareness and knowledge of educators. This research contributes to the literature by investigating the current state of knowledge, awareness, and resources present in transportation pedagogy and investigates the feasibility of transportation as a suitable topic to incorporate culturally responsive learning strategies through surveys and workshops with pre-service science teachers and the future transportation workforce. Five key elements emerged from the analysis. First, the existing lack of diversity in STEM curriculum started to change to be inclusive. Second, teachers’ awareness and preparation are crucial for creating quality educational materials. Third, curriculum topics that can relate to cultural components in daily living enhance social diversity in transportation education. Therefore, fourth, transportation can be a good curriculum topic and, fifth, barriers including the difficulty of incorporating many cultural components, privacy, and legal issues still exist. The identified gaps and highlighted areas can contribute to the current state of knowledge and practice of CRT in STEM and transportation pedagogy.

Evaluation of the effectiveness of telemedical technologies in patients with digestive diseases

BACKGROUND: The use of telemedical technologies (TMT) is widespread in providing care to patients of various profiles. However, TMTs are hardly ever used in gastroenterology, despite the extensive digitalization of healthcare. Potential sites for the use of TMTs among gastroenterological patients were assessed.
 AIM: The study aimed to assess the effectiveness and benefits of TMTs in patients with digestive diseases.
 
 Patients with colorectal cancer (CRC): Screening and postoperative management. The TMT intervention increased the number of patients screened for CRC compared to standard face-to-face counseling. In addition, the quality of preparation for colonoscopy was higher in patients who interacted with the physician via TMTs compared to the control group. Most studies reported positive effects of TMTs on quality of life and physical activity in patients with CRC. However, the study by K. Beaver et al. showed that the incidence of CRC recurrence did not differ in the TMT and face-to-face groups.
 Patients with nonalcoholic fatty liver disease (NAFLD): Correction of lifestyle. When assessing the use of TMTs among NAFLD patients, a significant decrease in alanine aminotransferase and aspartate aminotransferase activity was found compared to that in face-to-face management. The results of the body mass index reduction are contradictory. The most pronounced tendency towards weight loss was observed with the telemedical follow-up of patients over a 6-month period.
 Patients with irritable bowel syndrome (IBS): Treatment and monitoring of symptoms. Two directions are distinguished in the treatment of IBS by ТМТs. The first is cognitive behavioral therapy (CBT). H. Everitt et al. showed clinically significant improvement in 72.8% of cases after 12 months of web-based CBT. The advantages of using telemedicine in the delivery of CBT include the geographical independence of the physician and the patient, personalization of treatment, and the possibility of ongoing support for the patient and his or her family. The second direction is the use of special diets, such as low-fermentable nutrient diets (FODMAP). Patients following the FODMAP diet supervised by the mobile app reduced symptom severity (odds ratio 55; 95% confidence interval 1198, p=0.01). Special mobile apps (IBS Constant Care) were used to monitor the condition of patients with IBS, which analyze input data and assess severity, providing information to both the patient and the physician.
 Patients with inflammatory bowel disease (IBD): Patient training and telemonitoring. The study by L. Pang et al. proved that the patients quality of life in the telemedicine intervention group was significantly higher (p=0.03). Another advantage of using TMTs is the provision of access to educational materials about IBD and the possibility of remote contact with the treating physician. The patients ability to obtain necessary information reduces the need for unplanned visits to medical facilities, thus reducing the cost of organizing medical care for patients with IBD. The degree of IBD activity and risk of recurrence and adherence to therapy did not differ significantly between the telemedicine intervention group and the standard face-to-face follow-up group.
 
 METHODS: A literature search relevant to the review was conducted in the PubMed database. The studies taken for assessment were those on the use of TMTs among patients with IBD, IBS, NAFLD, and CRC. TMTs were used to access educational information and dietary recommendations, provide information on lifestyle adjustments and physical activity, remind patients to take medicines, consult with physicians, and assess disease activity by completing online questionnaires. The various studies used text messaging, e-mail, mobile apps, websites, and videoconferencing apps as a means of communication.
 RESULTS: The use of telemedicine in the management of patients with digestive diseases showed high efficiency. TMTs contribute to:
 
 Improved quality of life in patients with digestive diseases.
 Increasing physical activity of patients with CRC and NAFLD.
 Improved quality of CRC screening.
 Maintaining remission of IBD and CRC as effectively as face-to-face monitoring.
 
 Moreover, the use of TMTs allows personalized treatment, ensures the ongoing support of the patient and his or her family by the medical staff, and provides patients with access to quality educational materials about the disease.
 CONCLUSIONS: Thus, the use of TMTs is promising in the treatment of digestive diseases and requires wider introduction into practice.

P067 Motivators, facilitators and barriers for patients and healthcare professionals towards exercise programmes in inflammatory rheumatic diseases: a qualitative literature review

Abstract Background/Aims Physical activity and exercise are often recommended to patients with inflammatory rheumatic diseases, based on the EULAR 2018 physical activity and 2021 self-management guidelines. However, multiple internal and external factors often play a role in facilitating the uptake of these interventions. The aim of this literature review is to critically appraise the motivators, facilitators and barriers to disease management, specifically exercise programmes, in patients with inflammatory rheumatic diseases and the healthcare professionals involved in their care. This is done with a view to help further guide our clinical practice and service development. Methods Pre-defined search terms were used to identify papers published in English, studying any form of physical activity/exercise interventions for inflammatory rheumatic diseases. This included seronegative spondyloarthritis (including axial/psoriatic/enteropathic/reactive arthritis), rheumatoid arthritis, and broadly grouped connective tissue diseases including systemic lupus erythematosus, systemic sclerosis and myositis. Databases included MEDLINE via PubMed, CINAHL, Embase and Cochrane Database of systematic reviews from January 2018 onwards. Qualitative data regarding any motivators, facilitators and barriers to exercise for patients and health care professions were extracted. 427 studies were identified and screened of which 12 were included in the final analysis. Results In seronegative spondyloarthritis, the main motivators for patients included a reduction in disease activity and disability. Facilitators included social support and support from health care professionals, including the wider multidisciplinary team. Major barriers included lack of time, fatigue, pain and economic concerns. Similarly, in rheumatoid arthritis, main motivators were improvement in pain, function and strength with facilitators being social and healthcare professional support. The major barrier seen across all studies was fatigue. For the broad connective tissue diseases, motivators included general improvement in symptoms and knowledge of the benefits of physical activity. Facilitators included social and healthcare professional support as well as access to suitable exercise facilities. Finally, barriers included lack of understanding of exercise interventions and disease burden. For healthcare professionals, similar findings were found in both seronegative spondyloarthritis and rheumatoid arthritis with major motivators being increased quality of care provision and improvements in disease activity. Facilitators included ability to access high quality educational materials, and barriers included limited experience of exercise prescribing and the challenges of telehealth. No studies were identified for the viewpoints of healthcare professionals in other connective tissue diseases. Conclusion Exercise programmes have an important role in the management of patients with inflammatory rheumatic diseases. By gaining a better understanding of the motivators, facilitators and barriers towards exercise in both patients and healthcare professionals, we can further develop interventions that address these domains and help better integrate physical activity into routine patient care. Particular importance should be placed on training healthcare professionals across the multidisciplinary team to facilitate the uptake of physical activity interventions. Disclosure R. Amarnani: None. M. Hadjidemetriou: None. K. Ainsworth: None. F. Chiwah: None. S. Katti: None. A. Mundell: None. G.S. Metsios: None. C. Lester: None.

Performance Evaluation of Online Education Management during COVID-19 Situation in Bangladesh

The physical education system collapse during the Covid-19 situation in Bangladesh and then online education was becoming popular to overcome the problem. The present study is conducted to measure the effect of online education in Covid-19 situation and the performance of the education system. The educational material, teaching facility and skill, online connection service, student acceptability, social acceptability and digital learning perception are identified as the main factor that influence online education, which are measured as (each five) close ended survey (five point Likert scale) questionnaire. The 400 survey response data are finalized by purposefully sampling in randomized block design from public and private university teachers of different division of Bangladesh and analyzed by descriptive analysis, Kolmogorov–Smirnov test, Shapiro –Wilk test, One-Sample Wilcoxon Signed Rank Test, Spearman's rho correlation, Mann–Whitney test, Kruskal–Wallis H test and ordinal logistic regression model by MS Excel 2016 and IBM SPSS Statistics 26 software. The result shows academic performance of online education, online educational material, online teaching facility and skill, online connection service, online student acceptability, online social acceptability and online digital learning perception are significantly higher than the median test value 3, which are significantly increasing during Covid-19 situation. It is observed that the quality of educational material, teaching facility and skill are significantly affect the academic performance of online education. But online connection service, student acceptability and social acceptability have no significant effect on the academic performance of online education. Also digital learning perception is significantly affect the academic performance of online education. It is observed from the study that the contribution of both male and female gender to the academic performance of online education are same, which are significantly higher perception from the median test value 3. The perception of private university is significantly higher than public university in the academic performance of online education, which are significantly higher perception from the median value. The perception of lower experience group has significantly higher perception on the academic performance of online education gradually. So, the experience of this study may be utilized in the planning and implementing online education management in Bangladesh.

A socioecological qualitative analysis of barriers to care in colorectal surgery

BackgroundAlthough specific social determinants of health have been associated with disparities in surgical outcomes, there exists a gap in knowledge regarding the mechanisms of these associations. Gaining perspectives from multiple socioecological levels can help elucidate these mechanisms. Our study aims to identify social determinants of health that act as barriers or facilitators to surgical care among colorectal surgery stakeholders. MethodsWe recruited participants representing 5 socioecological levels: patients (individual); caregivers/surgeons (interpersonal); and leaders in hospitals (organizational), communities (community), and government (policy). Patients participated in focus groups, and the remaining participants underwent individual interviews. Semistructured interview guides were used to explore barriers and facilitators to surgical care at each socioecological level. Transcripts were analyzed by 3 coders in an inductive thematic approach with content analyses. The intercoder agreement was 93%. ResultsSix patient focus groups (total n = 18) and 12 key stakeholder interviews were conducted. The mean age of patients was 54.7 years, 66% were Black, and 61% were female. The most common diseases were colorectal cancer (28%), inflammatory bowel disease (28%), and diverticulitis (22%). Key social determinants of health impacting surgical care emerged at each level: individual (clear communication, mental stress), interpersonal (provider communication and trust, COVID-related visitation restrictions), organizational (multiple forms of contact, quality educational materials, scheduling systems, discrimination), community (community and family support and transportation), and policy (charity care, patient advocacy organizations, insurance coverage). ConclusionKey social determinants of health-impacting care among colorectal surgery patients emerged at each socioecological level and may provide targets for interventions to reduce surgical disparities.

Performance Evaluation Of Online Education Management During Covid-19 Situation In Bangladesh

The physical education system collapse during the Covid-19 situation in Bangladesh and then online education was becoming popular to overcome the problem. The present study is conducted to measure the effect of online education in Covid-19 situation and the performance of the education system. The educational material, teaching facility and skill, online connection service, student acceptability, social acceptability and digital learning perception are identified as the main factor that influence online education, which are measured as (each five) close ended survey (five point Likert scale) questionnaire. The 400 survey response data are finalized by purposefully sampling in randomized block design from public and private university teachers of different division of Bangladesh and analyzed by descriptive analysis, Kolmogorov–Smirnov test, Shapiro –Wilk test, One-Sample Wilcoxon Signed Rank Test, Spearman's rho correlation, Mann–Whitney test, Kruskal–Wallis H test and ordinal logistic regression model by MS Excel 2016 and IBM SPSS Statistics 26 software. The result shows academic performance of online education, online educational material, online teaching facility and skill, online connection service, online student acceptability, online social acceptability and online digital learning perception are significantly higher than the median test value 3, which are significantly increasing during Covid-19 situation. It is observed that the quality of educational material, teaching facility and skill are significantly affect the academic performance of online education. But online connection service, student acceptability and social acceptability have no significant effect on the academic performance of online education. Also digital learning perception is significantly affect the academic performance of online education. It is observed from the study that the contribution of both male and female gender to the academic performance of online education are same, which are significantly higher perception from the median test value 3. The perception of private university is significantly higher than public university in the academic performance of online education, which are significantly higher perception from the median value. The perception of lower experience group has significantly higher perception on the academic performance of online education gradually. So, the experience of this study may be utilized in the planning and implementing online education management in Bangladesh.

GUIDELINES FOR TEACHERS AS A COMPONENT OF INFORMATION SUPPORT FOR AN EDUCATIONAL DISCIPLINE

The article discusses the importance of creating and using quality educational and methodological materials for organizing the educational process. Guidelines for teachers are one of the mandatory components of information support for an academic discipline, designed to help educators standardise and systematise the requirements for the mandatory knowledge, skills, and abilities that students should master in class, as well as use effective forms, methods, and means of learning. The article proposes basic indicative requirements for the structure and content of the manual.

How understandable are the patient education materials about flat foot on the Internet for parents?

Flat foot is a common reason for parents to visit orthopedic clinics. As the Internet has become an easy-search platform, parents often seek online educational materials before seeking out a professional. The aim of this study was to investigate the quality, readability, and understandability of such online materials for parents. An Internet search was performed for "flat foot" and "pes planus" using the Google search engine. The readability was evaluated using 6 different grading systems: Flesch Reading Ease Score, Flesch-Kincaid Grade Level, Simple Measure of Gobbledygook, Fry Readability score, Gunning Fog Index tests, and Automated Readability Index. The Patient Education Materials Assessment Tool test was used to assess the understandability. For quality assessment, the Journal of American Medical Association benchmark criteria and Health on the Net code were applied. One hundred nine websites were included and evaluated for readability, understandability, and quality. The mean readability grade for all websites was 10.5 ± 2.0. The mean Gunning Fog Index tests and Flesch-Kincaid Grade Level scores for all websites were 12.4 ± 2.2 and 9.7 ± 2.1 sequentially. The mean Coleman-Liau index score was 10.0 ± 1.5, and the average Fry Readability score was 9.9 ± 2.0. The automated readability index for all websites was 10.3 ± 2.5. The average Flesch Reading Ease score for all educational materials was 59.3 ± 10.1. The average Patient Education Materials Assessment Tool score for all educational materials was 81% (range, 70-87%). The mean Journal of American Medical Association benchmark criterion for all websites was 1.0, with a range from 1.0 and 2.0. Eighteen (16.5%) websites had Health on the Net certificates. Readability, understandability, and quality of patient education materials about flat feet on the Internet vary and are often worse than professional recommendations.

Organizational and pedagogical conditions for the formation of the readiness of future philologists to use autonomous learning in professional activities

The article deals with the actual problem of formation of readiness of future philologists for autonomous learning in their professional activity. The meaning of the concept of «readiness of future philologists to use autonomous learning in their professional activities» is defined. The structure, content and components of the phenomenon are found out and clarified. Four main components of autonomous learning were identified: motivational, cognitive, operational and reflective. Their formation provides the readiness of students for the learning autonomy. The effectiveness of training philology students to use autonomous learning in professional activities largely depends on the quality of educational materials, methodological recommendations and instructions. Methodical recommendations on autonomous learning for students of philology were created to introduce students the essence and main concepts and principles of autonomous learning. In order to develop the cognitive component of autonomous learning, it is considered as important to provide a modification of the training program for translation students in the discipline "Practical course of the main foreign language (German)" by including material and a set of topics related to autonomous learning. A list of frequently used and effective strategies has been developed, which are grouped in such a way that it is easy to gradually integrate them into the learning process. Students can use these strategies to improve their reading, writing, speaking, grammar, and vocabulary skills. It is worth noting that in order to choose the right learning strategies for students, it is important to know what their learning style is. The views of scientists regarding the classification of types of students are summarized. The most common are: visual, auditory, kinesthetic (tactile), communicative, person-oriented, media-oriented. It was established that these types in their pure form practically do not exist. As a rule, students are characterized by a mixture of types of learning with a predominance of one of them. It is pointed out the need to organize the educational process taking into account the individual learning style. It is recommended to use practical-oriented approaches in foreign language classes, when students work to achieve specific goals. The project method is well suited for this. A perfect end to the project can be a presentation or writing a piece of feedback about the work done.The interactive technology "Learning by stations" is defined as the best way to implement the idea of individualization of the educational process and practice autonomous learning skills in practice. Based on the scientific achievements of the researchers, the complex of pedagogical conditions that provide the efficiency of formation process is defined: - integration into the content of the learning process of future philologists-translators the knowledge about the concept and essence of autonomous learning, basic learning strategies, self-control skills; - orienting students to an individual learning style with the aim of more effective learning of the material and self-improvement; - providing the latest methods and forms of education into the process of training future philologists. Prospects for further research are related to the study of individual characteristics and styles of autonomous learning of philologists; focusing on ways to ensure the quality of the pedagogical dialogue between the teacher and the student in the process of autonomous learning.

Major Iniatives for Creating OER in India

India is one of among such countries in the recent past which has improved its position in the world forum and has taken a big stripe by transforming human resources into knowledge workers. The entire credit goes to government of India, their scheme and most importantly the people working tirelessly in the higher education institutions. But the percentage is very low. The reason is higher education of India is plugged with several challenges like poor quality of teachers, poor infrastructure, poor libraries and poor educational resources. National knowledge commission has recommended that problems of educational materials to a large extent can be reduced by OER. The easy and wide spread availability of high quality educational material will change the concept of teaching and learning and thus improve the quality of education

Educational value of spinal injection therapy videos in Korean YouTube for back pain patients.

YouTube, the largest online video platform, has become increasingly popular as a source of health information to patients. The aim of the study was to assess whether Korean patients were well informed about spinal injection from YouTube. Search for the keyword "cheog-chu ju-sa" in Korean language was done, and the quality of the 51 videos with the highest number of views was evaluated independently by two pain management doctors. The averages of global quality scores evaluated by the two doctors were 3.0 and 3.5 and modified DISCERN (mDISCERN) scores were 2.8 and 3.0, respectively. The Kappa statistic between the two doctors' scores was 0.285 and 0.417. The percentage of low-quality videos with a global quality score of 2 or less is 18-36%, which indicated that these videos might provide inaccurate or misleading medical information to the patient. Pain clinic doctors should be wary of medically misleading information available on online platforms, such as YouTube, and strive to create and distribute professional quality educational materials.

Systematic review of effectiveness and quality assessment of patient education materials and decision aids for breathlessness

BackgroundAround 10% of adults suffer from clinically significant breathlessness. High quality and actionable patient education materials (PEMs) and patient decision aids (PDAs) have an important role for shared decision making and patient self-management.ObjectiveTo systematically assess the effectiveness of patient education materials (PEMs) and patient decision aids (PDAs) on clinical outcomes. Secondly, to assess the quality of PEMs and PDAs for breathlessness that are accessible online.MethodsA systematic review of PEM or PDA intervention for breathlessness published between 1 January 2010 and November 2020 was conducted. An environmental scan and quality assessment of publicly available PEMs and PDAs was also conducted.ResultsOut of 2985 records, five studies were eligible for inclusion in this systematic review. Results of two randomised controlled trials suggest potential effectiveness of PEMs to improve patient reported outcomes and reduce healthcare utilization. In the environmental scan, 88 materials were included. Minimum reading age for most was high (Grade 10) and PEMs scored an average of 87% for understandability and 67% for actionability. Based on the DISCERN tool only 10 were classified as high quality.ConclusionThere is a paucity of evidence on the effectiveness of PEMs and PDAs for improvement in breathlessness. There is a need to develop higher quality PEMs for breathlessness.

Evaluation of the Main Components for Learning with Materials in Educational Platforms

Distance Education Learning for higher levels depends on multiple factors which entail pedagogical and technical dimensions. This research focused on an assessment study of materials contained in an educational platform, showing results on the factors causing significant intervention in the ways of learning in Virtual Learning Environments. The study contemplates a sampling for the educational platform operating at the Autonomous University of the State of Mexico. It was conducted following a transversal descriptive methodology, assessment of 19 independent study guides, and analyses of 13 fundamental indicators for each of them. For the research design, descriptive and correlational statistical techniques were used to analyze the foundation of the model. T tests were conducted to understand the discrepancy of those factors that should be showing a convergence. Results showed that there were areas of opportunity in terms of contents, learning activities, activity evaluation with feedback and materials content. The main inference found was that, in order to be able to build a distance educational model, the main components for learning should score a minimum of 7 out of the 10 possible points to be able to guarantee quality education materials in educational platforms. The recommendations include the prioritization of not replicating a traditional educational model deposited in virtual form, implying the support of the integration of educational materials with the Virtual Learning Environments.

Quality-Based Evaluation of Patient-Facing Online Education Materials Regarding Facial Filler Procedures.

Injectable facial fillers have become tremendously more popular in recent years, and the Internet offers a proportional amount of consumer-facing educational material. This study sought to explore the quality of these online materials. The top 20 Web sites offering educational materials about facial filler were identified via Google search and sorted by source: Medical Professional Boards, Hospitals and Providers, Medical News and Reference, and Fashion. The materials were assessed for overall quality with the validated DISCERN instrument. The authors also assessed understandability and actionability (Patient Education Material Assessment Tool - PEMAT), accuracy, comprehensiveness, and readability (Flesch-Kincaid Grade Level and Flesch Reading Ease). The mean DISCERN score was 46.9 ± 7.6, which is considered "fair" quality educational material; above "poor," but below "good" and "excellent." Understandability and actionability scores were low, particularly with respect to visual aids. The materials were generally accurate (76-99%), but scored poorly in comprehensiveness, as 15% failed to mention any risks/adverse effects and only 35% mentioned cost. On average, readability was at an 11th grade level, far more complex than ideal (< 6th grade level). Information disseminated from seemingly reputable sources such as professional boards and hospitals/providers were not of higher quality or superior in any of the above studied domains. In conclusion, online educational materials related to injectable facial fillers are of subpar quality, including those from academic and professional organizations. Visual aids were particularly weak. The facial rejuvenation community should make a concerted effort to set a higher standard for disseminating such information.

When Students Faced Online Learning in Coronavirus Times: A Case Study

In this paper, we present survey research which we conducted at Maria Grzegorzewska University, Poland, on April 2nd-10th, 2020. This work aimed at gathering information about online learning responses among full-time students of pedagogy. Due to the pandemic situation caused by coronavirus all activities at Polish universities have been suspended. Nevertheless, the learning process has been continued. For the first three weeks, academics and students have tried to adjust to a completely new way of education design and work. Our research provides insight into students’ thoughts and emotions which accompanied them during those weeks of online learning courses. During the survey, respondents reported also their difficulties and observations regarding the quality of educational material, contact with lecturers, and reviewed assessments. In general, the majority of respondents have been doing well in this particular situation and positively evaluate the efforts of the lecturers. They find although online learning challenging. In the Introduction, we present circumstances of the research process and methodological background for the survey design. In the Methods section, we describe the survey structure and the respondent group, then we define the survey instruments. Next, the results are presented in two parts. First, we introduce the students’ experiences and emotions associated with online learning. Second, we show what respondents said about their actual online courses taken in the studied period. In the following discussion, we present the most important findings and their possible explanation. In Conclusion, we summarize our analysis of the collected material and make recommendations for future research.