Quasi-experimental Research Articles

Effectiveness of open glottis during second stage of labor on maternal and neonatal outcome among primigravid women- A quasi-experimental study.

This study evaluated the effectiveness of the open glottis breathing technique during the second stage of labor among 600 primigravida women, randomly assigned to either an open glottis group (n=300) or a closed glottis group (n=300). Participants in the open glottis group received training via 3D animated videos. Results demonstrated a significant impact on perineal integrity, with 20.7% of women in the experimental group reporting an intact perineum compared to just 1.7% in the control group. Additionally, the open glottis group experienced shorter labor durations and a decrease in severe neonatal asphyxia, as indicated by improved APGAR scores compared to the closed glottis group. Statistical analysis using the χ² test revealed a highly significant difference in perineal conditions between the two groups, with a χ² value of 65.7 (p < 0.000). The study also identified a significant association between maternal age, residence, and income with the reduction of perineal tears (p < 0.000). Overall, the findings suggest that the modified open glottis breathing technique effectively prevents perineal trauma, shortens the duration of the second stage of labor, and enhances neonatal outcomes. These results highlight the potential benefits of integrating this technique into labor management practices to improve maternal and neonatal health.

PENGARUH PENDIDIKAN KESEHATAN MELALUI METODE PEER GROUP TERHADAP KETERAMPILAN TENTANG PERAWATAN LUKA DAN BIDAI PADA SISWA

Literature studies show that the incidence of accidents and joint dislocations in students is still high, with 6 - 10 cases occurring at school. This continues to be a concern for schools so that the school health unit (UKS) has an important role in first aid for accidents (P3K). in schools. So efforts are needed to increase students' understanding with various educational and evaluation methods related to First Aid. The aim of the research is to look at differences in health education through the peer group method on skills regarding wound care and splints among students. This research uses a Quasy Experiment design. The sample in this study used a purposive sampling technique based on criteria with a sample size of 60 respondents divided into two groups, namely 30 intervention groups and 30 control groups. The measuring tools used are SOP Wound Care Splints and Observation Sheets. The time for conducting the research was September 10-13 2024. Data were analyzed using the Shapiro Wilk Test &amp; Paired T Test. The results of the research in the intervention group were differences in skills regarding wound care and splints among students before and after being given health education through the peer group method at SMP N 2 Mesjid Raya with a value of p = 0.000, and in the control group there were differences in skills regarding wound care and splints. Students at PKPU Aceh Middle School with a value of p = 0.000. The conclusion in this study is that there is a comparison between the intervention group and the control group regarding skills regarding wound care and splints in students with a value of p = 0.043. It is hoped that the School Health Unit and Community Health Center can provide health education to students through collaboration on various first aid cases.

Effectiveness of Cognitive Behavioral Techniques for Diabetes Distress in Patients Presenting With Diabetes Related Distress at a Tertiary Care Hospital

Diabetes-related distress is a common psychological issue among diabetic patients, often affecting their ability to manage the condition effectively. Objective: To determine the effectiveness of cognitive behavioral techniques for diabetes distress in patients presenting with diabetes related distress at a tertiary care hospital. Methods: This study was conducted in the General Medicine Department at Nishtar Medical University and Hospital, Multan, a tertiary care hospital, over a period of 12 months. It was a Quasi Experimental Study. Sample size was 64 patients with diabetes related distress, (32 in each group) calculated by using sample size formula for comparing two proportions. Sampling technique was non probability consecutive sampling. Results: The mean age of patients experiencing diabetes-related distress was 51.45 ± 8.34 years, with an age range of 37 to 65 years. Among the 64 participants, only 20 (31.3%) had controlled diabetes, while 41 (64.1%) had uncontrolled diabetes. Efficacy was observed in 23 (35.9%) of the study cases. Specifically, 17 (53.1%) participants in group an exhibited efficacy, compared to 6 (18.8%) in group B (P=0.004). Conclusions: The findings of the study supported cognitive behavioral techniques for the management of diabetes related distress as these techniques were found effective and reliable in the management of diabetes related distress. Effectiveness of therapy was significantly higher among experimental group as compared with control group.

The Effect of Caffeinated Coffee on Tears Secretion among Young Adults

Caffeine, the most often taken psychoactive stimulant, is said to have contradictory effects on tear film dynamics. Objectives: To determine the effect of caffeinated coffee on tears secretion. Methods: Quasi experimental study was conducted from January 2023 to May 2024 at Superior University Lahore including 86 subjects of ages between 18-35 years by using convenient sampling technique. After visual acuity assessment, tear secretion of participants was checked by using Schirmer test strips. Tears secretion of all the subjects was noted before and after intake of caffeinated coffee by using Schirmer test strips. Descriptive statistics and T test was used for analysis of data by using SPSS version 25.0. Results: Before intake of coffee, 14(16.3%) showed tear secretion in the range of 5-15 mm, 21(24.4%) were in range of 16-25mm while 51(59.3%) were in the range of 26-35mm. Tear secretions after 30 minutes of coffee intake in 23(26.7%) subjects were in the range of 5-15mm, 20(23.3%) were in the range of 16-25mm while 43(50%) were in the range of 26-35mm. Similarly tear secretions after 90 minutes of coffee intake in 35(40.7%) were in the range of 5-15mm, 32(37.2%) were in the range of 16-25mm while 19(22.1%) were in the range of 26-35mm. Tear secretions before and after intake of coffee was found to be statistically significant i.e. p&lt;0.05. Conclusion: A decreasing trend was observed in tear secretion levels at 30 and 90 minutes following the intake of caffeinated coffee and normal prior to coffee consumption

EFFECTS OF COLLABORATIVE-TEAM AND INDIGENOUS-INSTRUCTIONAL STRATEGIES ON PUPILS’ ACHIEVEMENTS IN MATHEMATICS AT BASIC EDUCATION LEVEL IN SOUTH-EAST GEO-POLITICAL ZONE, NIGERIA FOR SUSTAINABLE DEVELOPMENT

The design adopted in this study was quasi-experimental design using a pretest-posttest, control group with 3 X 2 factorial matrix. The variables of the study comprised independent variable (instructional strategies operated at three levels), moderating variable (gender operated at two level) and dependent variable (achievement in Mathematics). The population of the study consisted all primary three pupils in the five states (Anambra, Imo, Abia, Enugu and Ebonyi) of South- East geopolitical zone in Nigeria. Sampling was carried out at multi-stage levels. Two states were randomly selected, the primary schools in each of the selected states were clustered according to the local government areas. One local government areas were randomly chosen from each of the selected states making a total of two local government areas. Three (3) primary schools were randomly chosen from each of the selected local government areas making a total of six (6) primary schools. The selected schools were randomly assigned treatments. The intact classes of the selected primary schools were used for the study. The sample size was one hundred and forty-four pupils (144). Three stimulus treatment packages (Collaborative Team Instructional Package (CTIP), Indigenous Instructional Package (IIP) and Conventional Instructional Package (CIP). Mathematics Achievement Test (MAT with Lawshe’s Content Validity Index 0.85; r = 0.89) was developed by the researchers and served as a response instrument. Data were analysed with Analysis of Covariance (ANCOVA) using pretest as covariates. The findings of the study showed that instructional strategies showed a significant effect on pupils’ achievement in Mathematics. Pupils taught with bilingual instruction (F (1, 137) = 123.161, p&lt;0.05) produced better performance than those taught with collaborative team and foreign language instructions. The study concludes that bilingual instruction produced a better performance than collaborative team and convectional instructions. The study recommends that bilingual instructional strategy should be used by Mathematics teachers in Basic schools to produce better achievement in Mathematics.

Effectiveness of Aromatherapy on Pain and Anxiety among Burns Patients at Public Hospital of Karachi

Aromatherapy is a safe supplement to reduce the pain and anxiety among burn patients. Objective: To determine the effectiveness of aromatherapy on pain and anxiety among burn patients at a public tertiary care teaching Hospital, Karachi, Pakistan. Methods: A quasi-experimental design was employed, on participants of both genders aged between 18-54 years and had burns that were less than 40% Total Body Surface Area. The sample size for this study was calculated through Open Epi version 3.0 with a proportion formula and the calculated sample size was 88. Two open accessed questionnaires Pain and Anxiety Symptom Scale (PASS-20) and Visual Analogue Scale (VAS) was used to collect the data. Wilcoxon signed-rank test was used to test the effect of the intervention (8.00 to 5.75). Results: The results showed that aromatherapy significantly reduced post-intervention pain (p-value0.001). The sub-scale “cognitive”, “escape avoidance”, and the global PASS score was significant after intervention with P-values &lt;0.0001, 0.039, and 0.025 respectively. The mean scores of PASS in all sub-scales and the global score was significantly decreased after the intervention with a large effect size (r&gt;0.5) using Cohen's (1988) criteria. Conclusions: The findings suggested that aromatherapy was a safe supplement to reduce the pain and anxiety among burn patients. Nurses can use at the clinical practice to enhance the use of aromatherapy by which the pain and anxiety can reduce among burn patients.

The effectiveness of a program based on differentiated instruction strategies to develop entrepreneurial skills among students

This study investigates the effectiveness of a program based on Differentiated Instruction (DI) in developing entrepreneurial skills among third-grade female students. A quasi-experimental design with experimental and control groups was used to achieve this objective. The study sample consisted of 60 randomly selected students: 30 students in the experimental group and 30 students in the control group. The study tools included a DI-based program of 15 sessions with three sessions dedicated to each skill (planning, decision-making, team management, innovation and responsibility) for the experimental group. In addition, an entrepreneurial skills test comprising 25 items distributed across five main skills was used. The study results show statistically significant differences at 0.05 between the mean scores of the students in the entrepreneurial skills test in favor of the experimental group after calculating the validity, reliability, difficulty, and discrimination indices. This result indicates the program's effectiveness in developing entrepreneurial skills among third-grade female students. The study recommends the inclusion of entrepreneurial skills in the curricula of the early grades in elementary education and the employment of DI strategies in the educational process. The findings highlight the potential for early introduction of entrepreneurial education and provide actionable recommendations for integrating such skills into elementary curricula.

The effect of interactive learning methods and reflection on nurses’ learning in patient safety at the ICU and Emergency department

IntroductionPatient safety is vital to health care delivery and service quality. Therefore, it should be a priority in every healthcare system worldwide. As the importance of patient safety is increasingly recognized, the emphasis on training and its impact on safety competencies and quality of care has also grown. Innovation in education is essential to keep pace with the growing need to enhance patient safety through an effective education program. Therefore, this study was conducted to compare the effectiveness of the patient safety education program in Case-based Learning (CBL), lectures, and reflection on the knowledge, attitude, and performance of patient safety in the nurses of the Intensive care unit (ICU) and emergency department of Shahid Rahnemoon Hospital, Yazd.MethodThe quasi-experimental study was conducted by the nurses of the intensive care unit and emergency departments of Shahid Rahnamoon Teaching Hospital, Yazd, Iran, from November 2023 to the end of April 2024, using a three-group quasi-experimental intervention design with a pre and post-test. Nurses were randomly divided into three teaching groups: lecture, case-based learning, and reflection. The knowledge, attitude, and patient safety performance questionnaires were used before and three months after the intervention.ResultsIn this study, 113 nurses were analyzed across three groups: Case-Based Learning (CBL) with 38 participants, reflection with 38 participants, and lecture with 37 participants. The mean scores for knowledge pre- and post-study in the three groups were as follows: CBL (4.81 ± 1.24 vs. 8.07 ± 1.36), reflection (4.94 ± 1.39 vs. 8.18 ± 1.44), and lecture (5.16 ± 1.42 vs. 7.75 ± 1.40). Similarly, the average scores for attitude pre- and post-study were recorded as: CBL (41.50 ± 4.89 vs. 54.68 ± 4.64), reflection (41.23 ± 6.22 vs. 49.94 ± 6.42), and lecture (41.37 ± 6.75 vs. 48.62 ± 5.64). For practice, the average scores pre- and post-study were CBL (3.44 ± 1.05 vs. 6.26 ± 1.22), reflection (3.55 ± 1.08 vs. 5.76 ± 1.58), and lecture (3.59 ± 1.06 vs. 5.13 ± 1.53). These results indicate overall knowledge, attitude, and practice improvement across all groups following the study. Before the study, there were no significant differences in knowledge (F = 0.621, p = 0.539), attitude (F = 0.018, p = 0.982), and practice (F = 0.19, p = 0.828) among the three groups. After the study, no significant difference was found in knowledge (F = 0.938, p = 0.394); however, a significant difference was observed in attitude (F = 12.13, p < 0.0001) and practice (F = 506, p = 0.005).ConclusionAccording to the study's findings, all three groups of nurses demonstrated significantly higher scores in knowledge, attitudes, and performance after the intervention compared to before. However, no significant difference was observed among the three groups in the area of knowledge. Nonetheless, case-based learning significantly improved the average scores for attitudes and performance. These results indicate that patient safety training programs effectively enhance nurses' knowledge.

Which Training Intensity Distribution Intervention will Produce the Greatest Improvements in Maximal Oxygen Uptake and Time-Trial Performance in Endurance Athletes? A Systematic Review and Network Meta-analysis of Individual Participant Data.

Endurance athletes tend to accumulate large training volumes, the majority of which are performed at a low intensity and a smaller portion at moderate and high intensity. However, different training intensity distributions (TID) are employed to maximize physiological and performance adaptations. The objective of this study was to conduct a systematic review and network meta-analysis of individual participant data to compare the effect of different TID models on maximal oxygen uptake (VO2max) and time-trial (TT) performance in endurance-trained athletes. Studies were included if: (1) they were published in peer reviewed academic journals, (2) they were in English, (3) they were experimental or quasi-experimental studies, (4) they included trained endurance athletes, (5) they compared a polarized (POL) TID intervention to a comparator group that utilized a different TID model, (6) the duration in each intensity domain could be quantified, and (7) they reported VO2max or TT performance. Medline and SPORTDiscus were searched from inception until 11 February 2024. We included 13 studies with 348 (n = 296 male, n = 52 female) recreational (n = 150) and competitive (n = 198) endurance athletes. Mean age ranged from 17.6 to 41.5years and VO2max ranged from 46.6 to 68.3mL·kg-1·min-1, across studies respectively. Based on the time in heart rate zone approach, there was no difference in VO2max (SMD=-0.06, p=0.68) or TT performance (SMD=-0.05, p=0.34) between POL and pyramidal (PYR) interventions. There were no statistically significant differences between POL and any of the other TID interventions. Subgroup analysis showed a statistically significant difference in the response of VO2max between recreational and competitive athletes for POL and PYR (SMD=-0.63, p<0.05). Competitive athletes may have greater improvements to VO2max with POL, while recreational athletes may improve more with a PYR TID. Our results indicate that the adaptations to VO2max following different TID interventions are dependent on performance level. Athletes at a more competitive level may benefit from a POL TID intervention and recreational athletes from a PYR TID intervention.

Undergraduate Nursing Student Perceptions of Clinical Training Approaches: A Quasi-Experimental Study

Undergraduate Nursing Student Perceptions of Clinical Training Approaches: A Quasi-Experimental Study

Assessing the Alkaline Phosphatase Levels as A Bone Biomarker in Gingival Crevicular Fluid during Semi-Rapid Expansion

In orthodontics, the expansion of the maxilla is done to treat transverse maxillary deficiency in childhood. The cause of maxillary constriction may be genetic or environmental leading to crowding of teeth, cross bite and development of malocclusions. This expansion leads to increased maxillary dimensions. Objectives: To detect changes in alkaline phosphatase level as a bone biomarker in crevicular fluid during the phases of semi-rapid palatal expansion. Methods: Fifteen growing patients with an age range from 8-13 years were selected who needed maxillary semi-rapid palatal expansion as a part of orthodontic treatment. This quasi-experimental study was based on a non-probability purposive sampling technique conducted from August 2023 to July 2024. The samples were collected by inserting paper points in the gingival sulcus. The Periodontal status was evaluated before starting the sampling. The probing depths were recorded at different levels throughout the study until the completion of the retention period. The alkaline phosphatase levels in the gingival crevicular fluid were measured at buccal and palatal sites before, during and in the retention period after treatment. The alkaline phosphatase values were compared using the ANOVA test at different points in time with p&lt;0.05 considered as statistically significant. Results: The ANOVA test showed a statistically significant increase in enzyme activity at different sites throughout maxillary semi-rapid palatal expansion treatment. Conclusions: It was concluded that the enzyme alkaline phosphatase as a biomarker is an indicator of active bone metabolism in growing children while going through the maxillary semi-rapid palatal expansion treatment.

Exploring the Transformative Effects of Gamified Learning on Writing and Metacognition in an EFL University Context: An Account of Blended Learning Landscape

This study investigates the effects of a Gamified Learning Model (GLM) on the writing skills and metacognitive awareness of Thai EFL university students within a blended learning environment. Employing a quasi-experimental one-group pretest-posttest design alongside a Concurrent Embedded mixed-methods approach, the research scrutinizes the efficacy of GLM in enhancing English language writing skills and metacognitive awareness. Quantitative findings, obtained from the paired t-test, revealed significant improvements in students’ writing skills post-intervention, with average scores escalating from 11.97 to 19.92 (p&lt;0.01), alongside a notable enhancement in metacognitive awareness, as evidenced by increased mean scores in metacognitive awareness questionnaire items. Qualitative feedback, gained from semi-structured interviews and reflective journals, further illuminated students’ positive perceptions towards the GLM, highlighting its role in fostering engagement and facilitating a deeper understanding of writing tasks and strategies. The study underscores the transformative potential of gamified learning in EFL contexts, advocating for its integration as a dynamic component of language education pedagogy. Implications for future research include exploring varied gamified learning approaches across diverse educational settings to validate and extend these findings.

The Effect of Preclinical Empowerment Education in Pediatric Nursing on Clinical Comfort, Competency of the Course, and Self-Confidence and Anxiety in Clinical Decision-Making

Objective: This study was conducted to evaluate the effect of pre-clinical structured empowerment education of intern nursing students on self-confidence and anxiety in clinical decision-making, pediatric clinical comfort and perceived anxiety, and perceived pediatric nursing competency. Material and Methods: A quasi-experimental study design was used. A total of 64 nursing students (experimental group = 32; comparison group = 32) participated in the study. Before the clinical practice, a program that consisted of six scenarios, whose learning goals were structured, and in which pediatric skills were supported, was applied to the intern students in the experimental group for two days. The data were collected using a Student Descriptive Information Form, the Nursing Anxiety and Self-Confidence with Clinical Decision-Making Scale, the Pediatric Nursing Competency Scale, and the Pediatric Nursing Student Clinical Comfort and Worry Assessment Tool, which were applied as a pretest and posttest. The mean pre-test and post-test scores of both groups were compared. Results: There was a difference in favor of the intervention group in the worry sub-dimension of the Pediatric Nursing Student Clinical Comfort and Worry Assessment Tool (p0.05). There was a significant difference between the mean scores of the experimental and control groups on the Pediatric Nursing Competency Scale in favor of the intervention group (p

Impact of Team-Based Learning on Medical Students Academic Performance

The effectiveness of different educational strategies in medical education is still essential to students’ academic performance and satisfaction. Objectives: To determine the effect of Team-Based Learning versus Small Group Discussion (SGD) on academic outcomes for students in a medical curriculum. Methods: The study design was a quasi-experimental non-equivalent control group design involving 100 medical students divided into two groups of 50 for Team-Based Learning and 50 for Small Group Discussion. Data collection comprised pre-test and post-test scores, changes in scores, and levels of satisfaction measured using structured surveys. Statistically, independent t-tests were used to compare academic performance and satisfaction between the two groups. Results: The Team-Based Learning group had significantly higher post-test scores, 76.42 ± 9.14 as compared to the Small Group Discussion group, 68.00 ± 9.45. The difference in change scores was significant: 16.56 ± 7.50 for Team-Based Learning versus 9.24 ± 6.50 for Small Group Discussion, p&lt;0.0001. Satisfaction levels were also higher in the Team-Based Learning group at 4.14 ± 0.88 than in the Small Group Discussion group at 2.94 ± 0.79, with a statistically significant difference p&lt;0.0001. Conclusions: It was concluded that Team-Based Learning versus Small Group Discussion generated significant differences in the academic performance and satisfaction levels of medical students. Team-Based Learning appears to be a more effective teaching-learning strategy compared to Small Group Discussion in enhancing engagement and better learning outcomes in medical education.

EFFECT OF GUIDED DISCOVERY STRATEGY ON SCIENCE PROCESS SKILLS ACQUISITION AND ACADEMIC PERFORMANCE AMONG SENIOR SECONDARY SCHOOL BIOLOGY STUDENTS IN KATSINA STATE, NIGERIA

This study investigated the Effect of Guided Discovery Strategy on Science Process Skills Acquisition and Academic Performance Among Senior Secondary School Biology Students in Katsina State, Nigeria. The study has two research objectives, answered two research questions and tested two null hypotheses. The research design for the study was quasi-experimental and control group design involving pretest and posttest. The population of the study comprised of 12,328 (6,754 male and 5,574 female) SS II Biology students from 23 public senior secondary schools in Katsina Zonal Education Quality Assurance. The sample of 95 students which selected from the total population of 12,328 were drown from 23 core educational schools in Katsina Zonal Education Quality Assurance public seco-educational schools were selected using purposive sampling technique. A sample of (95) senior secondary school students consisting of 115 males and 67 females biology students were randomly selected and used for the study. The validated instruments Biology Performance test (BPT) was used by the researcher for data collection with the reliability coefficient of 0.789 respectively. The research questions were answered using mean and standard deviation while the null hypotheses is tested at 0.05 level of significance using independent sample t-test. The findings of the study reveal that, there is significant difference in the mean science process skills acquisition and the mean score of academic performance of biology students exposed to guided discovery strategy and those exposed to conventional lecture method in favor of the students taught biology using guided discovery strategy. The study was therefore concluded that, Guided Discovery Strategy have significant effect on the students science process skills acquisition and academic performance in biology. It was recommended among others that, teachers of biology should expose students to Guided Discovery Strategy so as to improve their cognitive and psychomotor skills.

Pengaruh Model Problem Based Learning (PBL) Berbasis Etnomatematika terhadap Kemampuan Numerasi Siswa SMP

This study aims to determine the effect of the Ethnomathematics-Based Problem-Based Learning (PBL) model on the numeracy skills of 8th-grade students at SMP Negeri 15 Pekanbaru. The research employs a quasi-experimental design with a pretest-posttest control group. The sample consists of two classes selected through random sampling: an experimental class taught using the ethnomathematics-based PBL model and a control class taught using conventional learning methods. After conducting the normality test, the post-test significance value for the control class was found to be 0.004, which is smaller than the significance level of 0.05 (0.004 &lt; 0.05). Thus, the data are not normally distributed. Since one of the datasets is not normally distributed, a non-parametric Mann-Whitney U test was performed. The test results show an Asymp. Sig. (2-tailed) value of 0.000, which is smaller than the significance level of 0.05 (0.000 &lt; 0.05). Therefore, H1 is accepted, and H0 is rejected. This indicates a difference in the average numeracy skills between the experimental class and the control class. In other words, the average numeracy skills of students using the Ethnomathematics-Based Problem-Based Learning (PBL) model are better than those of students using the conventional learning model. Hence, the ethnomathematics-based Problem-Based Learning (PBL) model positively impacts the numeracy skills of 8th-grade students at SMP Negeri 15 Pekanbaru. Keywords: Problem Based Learning, Ethnomathematics, Numeracy Skills

Effect of turmeric tamarind drink on pain scale changes in 12th grade female students at Fahd Islamic School Health Vocational High School with primary dysmenorrhea

Each woman experiences menstruation differently. Some undergo menstruation without complaints, while others face discomfort, including dysmenorrhea. This study employed a quasi-experimental design with a non-equivalent control group design. The subjects were divided into two groups: the treatment group and the control group, with both groups undergoing pretest and posttest evaluations. The data collection was conducted at SMK Kesehatan Fahd Islamic School during the 2023 period. A total of 32 female students participated in the study, with 16 students assigned to the treatment group and 16 to the control group. The sampling technique used was purposive sampling. The instruments included a general data sheet and the Numeric Rating Scale (NRS) for pain measurement. The general data sheet contained information such as age, age at menarche, menstrual dates, duration of menstruation, menstrual pain, pain duration, family health history, and therapies used. The reliability test results showed a coefficient of 0.820 for the knowledge questionnaire and 0.785 for the attitude questionnaire, indicating that the instruments were reliable. Data analysis was performed using the Wilcoxon Signed Rank Test (p ? 0.05) with SPSS 16 software at a significance level of ? = 0.05.

Assessing the effect of a flipped classroom on students’ learning performance

This research investigates the effect of the flipped classroom on learning performance in management classes at vocational and technical colleges concentrating on cognitive style as a mediating factor. The researcher examines the difference in learning achievements, successful intelligence (analytical, creative, and practical intelligence), and learning attitudes among students who have experienced the flipped classroom method and those who receive traditional instruction through a quasi-experimental design implemented for students from 5 vocational and technical colleges. The study uses Sternberg's successful intelligence theory to determine how this pedagogical approach affects various aspects of intelligence. Key findings indicate that the flipped classroom approach is more effective than the traditional one in improving cognitive learning achievement, analytical, creative and practical intelligence, and a positive learning attitude. However, cognitive style, particularly visual versus verbal preferences showed limited impact on the effectiveness of flipped classroom learning. Therefore, flipped classrooms benefit learning performance but these benefits work irrespective of the student's cognitive style. Thus, the research is of great importance to vocational education practitioners in general and promotes the concept of flipped classrooms which might positively affect the quality of management learning.

Impact of Anesthesia Type on Stone Clearance and Morbidity in Ureteroscopy: General Versus Spinal Anesthesia

Anaesthesiologists prefer regional anesthesia for ureterorenoscopy to prevent difficulties after the procedure, whereas surgeons prefer general anesthesia in order to prevent ureteral damage. However, limited comparative data exist regarding the outcomes of these anesthesia techniques in ureteroscopy-assisted stone clearance Objective: To compare spinal and general anesthesia regarding efficacy, safety, and patient outcomes during ureteroscopy for ureteric stones. Methods: This quasi-experimental study included 90 patients aged between 20-60 years in total were chosen. Using a semi-rigid ureteroscope (8/8.4 fr), all individuals had ureteroscopic treatment for ureteric stones. Equal numbers of 45 patients were divided between the two groups. General anesthesia was administered to Group A, and spinal anesthesia was provided to Group B. The participants' demographic data, hospital stays, operating times, stone removal rates, and intra- and post-operative problems were all recorded. Data on intraoperative parameters, stone clearance, and postoperative complications were collected and analysed using SPSS 23.0. Results: General anesthesia significantly reduced the dilatation time (104.01 ± 12.772 vs. 130.552 ± 22.532 sec, p &lt; 0.001) and time to reach the stone (126.68 ± 12.592 vs. 137.602 ± 17.841 sec, p &lt; 0.001) compared to spinal anesthesia. However, no significant differences were observed in lithotripsy time, operation time, stone-free rates, or postoperative complications between the two groups. Patients in the GA group reported higher VAS scores and an increased frequency of nausea/vomiting after surgery. Conclusion: General anesthesia reduced the time for dilatation and stone access but showed no significant advantages in lithotripsy time, operation time, stone-free rates, or complications.

Effectiveness of psychological interventions in reducing post-traumatic stress among post-myocardial infarction patients: a systematic review and meta-analysis.

Myocardial infarction (MI) can lead to post-traumatic stress disorder (PTSD) which frequently occurs with anxiety and depression, impairing daily functioning and increasing the risk of recurrent cardiovascular events. While psychological interventions have shown promise in reducing anxiety and depression, their effectiveness for PTSD in post-MI patients remains unexplored. This systematic review and meta-analysis aim to evaluate the effectiveness of psychological interventions on PTSD, anxiety, and depression in post-MI patients. A comprehensive search of databases (Cochrane, CINAHL, PubMed, PsycINFO, Scopus, Embase, Web of Science, CNKI, Wanfang, CBM, ProQuest Dissertations and Theses Global, ClinicalTrials.gov) was conducted until June 2024, identifying randomized controlled trials and quasi-experimental studies assessing psychological interventions in post-MI patients. Study quality was evaluated using the Cochrane Risk of Bias and ROBINS-I tools. Post-traumatic stress disorder outcomes were pooled using meta-analysis in RevMan 5.4. Narrative synthesis was conducted where meta-analysis was not feasible. Nine studies involving 1065 participants were included. Psychological interventions significantly reduced PTSD symptoms {standardized mean difference (SMD) = -0.43 [95% confidence interval (CI): -0.70 to -0.16, P = 0.002]}, anxiety, and depression post-intervention. Subgroup analyses found that intervention components influenced effectiveness, with first-line treatments [eye movement desensitization and reprocessing (EMDR) and cognitive-behavioural therapy (CBT)] demonstrating a medium effect (SMD = -0.40; 95% CI: -0.74 to -0.07; P = 0.02). No significant subgroup differences were found based on the control condition or geographical location of studies. Psychological interventions, particularly CBT and EMDR, were effective in alleviating PTSD, anxiety, and depression in post-MI patients. Future high-quality research is needed to identify active components and optimize these psychological interventions. Prospero CRD42024528138.