Education Questions Research Articles

Value-driven attitude surveys: Lessons from the refugee crisis in Greece.

Community reaction to refugees and asylum-seekers is often gauged by attitude surveys that are not designed to overcome built-in bias. Questionnaires that do not account for context and background consequently yield results that misrepresent community attitudes and offer predictably negative responses to immigrant groups. Such surveys can alter public perception, fuel anti-refugee sentiment, and affect policy simply because of how they are constructed. This model survey among humanitarian aid-workers from nine Greek non-governmental organizations uses specific techniques designed to overcome these challenges by applying sample familiarity, non-inflammatory hypothesis-testing, educational question stems, intentional ordering of questions, and direct questioning rather than surrogate measures like statistical approximation. Respondents working in the refugee crisis in Greece demonstrate how empathy, education, and exposure to refugees serve to overcome the harmful stereotypes of outsiders as contributors to crime, terror, and social burden.

Professionalisation for inclusive mathematics—teacher education programs and changes in pre-service teachers’ beliefs and self-efficacy

Traditionally, in many countries there exist different teacher education programs for special education and for regular or inclusive education, not at all with similar underlying paradigms for teaching and learning or similar definitions and understanding of the term inclusion. In this context, one central question is how to define inclusive mathematics education, how to address the manifold aspects, and how to reduce discrimination and marginalization. On the one hand, teacher education programs might focus on diverse groups and specific students, like students with special needs and integrate important questions of special education. On the other hand, teacher education programs might take explicitly a broader perspective, considering the mathematical learning of all students and not taking a specific focus. In this contribution we present research results of the project ProViel (‘professionalisation for diversity’) to discuss how a teacher education program can be designed to address both with the underlying paradigm of making mathematics accessible for all students, and what role pre-service teachers’ beliefs as well as their self-efficacy might play. The project aimed at subject-specific concept development and research concerning teacher education for inclusive mathematics on the primary level, considering different points in time within the whole education program. Quantitative data of pre-service teachers’ beliefs and self-efficacy have been analysed, while they participated in different university courses and a practical phase at school. Key findings of this study are, that pre-service teachers’ beliefs about student achievement and their self-efficacy for inclusive mathematics teaching changed during the teacher education program.

We prefer students to be creative and developing things themselves—narratives of student engagement when learning becomes playful

ABSTRACT This paper contributes to the expanding body of research on Playful Learning (PL) within Higher Education (HE), offering an in-depth examination of narratives concerning student participation and engagement in PL emerging as educators reflect on their experiences with PL in Danish teacher education and social education. In attempt to nuance and widen understandings of what PL practices promote as educationally desirable, narratives of students engaged and participating in PL, as well as narratives about students being hesitant towards participating, are critically analysed. The analysis teases out normative understandings of proper student behaviour, forming and shaping student participation as well as understandings of what PL is good for. The study points to the need for educators to discuss what “new” demands PL poses in relation to student engagement and behaviour, and which educational questions that arise from the integration of PL within HE.

LLM-Generated Multiple Choice Practice Quizzes for Pre-Clinical Medical Students; Use and Validity

Multiple choice questions (MCQs) are frequently used in medical education, and practice questions are commonly requested by students. Automated generation of MCQs in board-exam format would potentially save significant time for faculty and generate a wider set of practice materials. The goals of this study were to explore the feasibility of using ChatGPT by OpenAI to generate USMLE/COMLEX style practice quiz items as study aids, and to analyze how and to what extent medical students would voluntarily use these quiz items to prepare for exams. Researchers gave second year medical students studying renal physiology access to a set of practice quizzes with chatGPT generated questions. The number and timing of click throughs to the quizzes, number of question attempts, and scores of completed quizzes were anonymously recorded by custom quiz software. Practice questions were accessed 15,245 times by a class of 399 students. The majority of quiz click throughs occurred in the time immediately preceding exams. To analyze the quality of exam items, they were evaluated by independent experts for quality and adherence to USMLE/COMLEX guidelines. These results demonstrate the feasibility of LLM-generated practice questions in medical education when supervised by a human faculty. Supported By a Grant from the New York Institute of Technology Emerging Technology Group. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Continuing Medical Education Questions: May 2024

Article Title: Comparative Efficacy of P-CAB vs Proton Pump Inhibitors for Grade C/D Esophagitis: A Systematic Review and Network Meta-analysis

ANMCO Position paper: Obesity in adults - A clinical primer

Obesity is a chronic and relapsing disease due to the coexistence of a patient with predisposing individual characteristics and an obesogenic environment. The recent acquisition of detailed knowledge on the mechanisms underlying the energetic homeostasis paved the way to more effective therapeutic hypotheses as compared to traditional treatments. Since obesity is a complex issue, it requires a multidisciplinary approach which is difficult to implement. However, new drugs appear promising. Currently, therapeutic success is discrete in the short term, but unsatisfying in the long term due to the high probability of body weight gain. Cardiologists play a key role in managing patients with obesity, but they are not used to manage them. The aim of this document is to summarize knowledge that clinicians need to have to appropriately manage these patients. The paper emphasizes the pivotal role of an appropriate relationship with the patient to embark on a successful treatment journey. We analyze the criteria commonly used to diagnose obesity and point out strengths and limitations of different criteria. Furthermore, we discuss the figure of the obesitologist and the role of the cardiologist. In addition, we report the main components of an effective therapeutic strategy, from educational questions to pharmacological options.

Continuing Medical Education Questions: May 2024

Article Title: Efficacy and Safety of Ustekinumab for Ulcerative Colitis Through 4 Years: Final Results of the UNIFI Long-term Maintenance Study

Continuing Medical Education Questions: October 2024.

Article Title: Recommended 10-Year Follow-Up Strategy for Small Hepatocellular Carcinoma After Radiofrequency Ablation: A Cost-Effectiveness Evaluation.

Challenging ChatGPT with Different Types of Physics Education Questions

Challenging ChatGPT with Different Types of Physics Education Questions

Lecture: "First Aid to the Population in Case of Traumatic Shock during Accidents, Catastrophes, Natural Disasters, and Terrorist Attacks. Anti-shock Measures in the Center of Mass Destruction and during the Evacuation Stages" of the Subject "Life Safety" for Humanitarian and Technical Universities

To prepare the population for first aid in case of traumatic shock, algorithms for the fundamentals of didactics of the educational topic “First aid to the population in case of traumatic shock during accidents, disasters, natural disasters and terrorist attacks” of the subject “Life Safety” are proposed. 32 years of experience in teaching the subject in humanitarian state educational institutions of higher professional education of a non-medical profile in the city of Syktyvkar are summarized. Educational questions are considered: 1) The concept of shock; 2) Traumatic shock; 3) Mechanisms of injury that contribute to the development of traumatic shock. Predisposing factors. Complications. At-risk groups; 4) Classification, phases, and degrees of shock; 5) Universal first aid algorithm; 6) Basic anti-shock measures in the source of mass destruction and at the stages of evacuation; 7) Features of anti-shock measures in children; 8) Typical first aid mistakes for traumatic shock. For each of the educational issues considered, a summary of the material presented is given. Depending on the purpose of studying the topic, purpose, content of educational material, and form of organization of training, the number of hours allocated to its presentation and study in various forms of the educational process is established. Their distribution includes 1 lecture (2 hours), 1 seminar (2), 1 practical lesson (2), and 6 hours of independent work by students.

Continuing Medical Education Questions: June 2024

Article Title: Effects of GLP-1 and Other Gut Hormone Receptors on the Gastrointestinal Tract and Implications in Clinical Practice

Continuing Medical Education Questions: June 2024

Article Title: Role of the Intestine and Its Gut Microbiota in Metabolic Syndrome and Obesity

EDUVQA – Visual Question Answering: An Educational Perspective

Increasing applications of artificial intelligence in the field of education have changed the way school children learn various concepts. Educational Visual Question Answering or EDUVQA is one such application that allows students to interact directly with images, ask educational questions, and get the correct answer. Two major challenges faced by educational VQA are the lack of availability of domain-specific datasets and often it requires referring to the external knowledge bases to answer open-domain questions. We propose a novel EDUVQA model developed especially for educational purposes and introduce our own EDUVQA dataset. The dataset consists of four categories of images - animals, plants, fruits, and vegetables. The majority of the currently used techniques focus on the extraction of picture and question characteristics in order to discover the joint feature embeddings via multimodal fusion or attention mechanisms. We propose a different method that aims to better utilize the semantic knowledge present in images. Our approach entails building an EDUVQA dataset using educational images, where each data point is made up of an image, a question that corresponds to it, a valid response, and a fact that supports it. The fact is created in the form of <S,V,O> triplet where ‘s’ denotes a subject, ‘v’ a verb, and ‘o’ an object. First, an SVO detector model is trained on EDUVQA dataset capable of predicting the Subject, Verb, and Object present in the image-question pair. Using this <S,V,O> triplet, the most relevant facts from our fact base are extracted. The final answer is predicted using these extracted facts, image, and question attributes. The image features are extricated using pretrained ResNet and question features using a pre-trained BERT model. We have optimized and improved on the current methodologies that use a Relation-based approach and built our SVO-detector model that outperforms current models by 10%.

The Quality of AI-Generated Dental Caries Multiple Choice Questions: A Comparative Analysis of ChatGPT and Google Bard Language Models

Statement of problemAI technology presents a variety of benefits and challenges for educators. PurposeTo investigate whether ChatGPT and Google Bard (now is named Gemini) are valuable resources for generating multiple-choice questions for educators of dental caries. Material and methodsA book on dental caries was used. Sixteen paragraphs were extracted by an expert consultant based on applicability and potential for developing multiple-choice questions. ChatGPT and Bard language models were used to produce multiple-choice questions based on this input, and 64 questions were generated. Three dental specialists assessed the relevance, accuracy, and complexity of the generated questions. The questions were qualitatively evaluated using cognitive learning objectives and item writing flaws. Paired sample t-tests and two-way analysis of variance (ANOVA) were used to compare the generated multiple-choice questions and answers between ChatGPT and Bard. ResultsThere were no significant differences between the questions generated by ChatGPT and Bard. Moreover, the analysis of variance found no significant differences in question quality. Bard-generated questions tended to have higher cognitive levels than those of ChatGPT. Format error was predominant in ChatGPT-generated questions. Finally, Bard exhibited more absolute terms than ChatGPT. ConclusionsChatGPT and Bard could generate questions related to dental caries, mainly at the cognitive level of knowledge and comprehension. Clinical significanceLanguage models are crucial for generating subject-specific questions used in quizzes, tests, and education. By using these models, educators can save time and focus on lesson preparation and student engagement instead of solely focusing on assessment creation. Additionally, language models are adept at generating numerous questions, making them particularly valuable for large-scale exams. However, educators must carefully review and adapt the questions to ensure they align with their learning goals.

Postpartum care in a cardio-obstetric clinic after preterm preeclampsia: patient and healthcare provider perspectives

BackgroundDespite the significant disruption and health implications of preterm preeclampsia with severe features for birthing people, little is known about how the system of postpartum care might be strengthened for affected families. Multidisciplinary cardio-obstetric clinics are emerging; however, there is limited research on patient and healthcare provider perspectives. ObjectiveTo describe patient and healthcare provider perspectives of services in a cardio-obstetric clinic following preterm preeclampsia with severe features. Study DesignIndividuals who experienced preterm preeclampsia with severe features and presented to a cardio-obstetric clinic were approached for study participation. Providers were approached if they provided postpartum care to patients with preterm preeclampsia with severe features and considered referral to the cardio-obstetric clinic. Participants completed a remotely conducted, semi-structured interview between March 2022 and April 2023. The interviews were audio-recorded, professionally transcribed, and checked for accuracy. Responses were inductively coded for content analysis, around the study questions of clinical referrals, patient education, visit expectations, and care coordination in relation to ambulatory clinical services. ResultsTwenty participants (n=10 patients and n=10 providers) completed interviews. Healthcare system navigation was difficult, particularly in the context of postpartum needs. When patients were informed about their diagnosis, the information could both increase anxiety and be useful for long-term healthcare planning. Language concordant care did not always occur, and both patients and providers described gaps in quality services. Within the theme of responsibility, patients described needing to be vigilant, and providers recognized the gaps in referral and care coordination systems. Comprehensible patient education provided with birthing parents’ companions and enhanced systems for care coordination were areas for further improvement in providing postpartum cardio-obstetric care following preterm preeclampsia. ConclusionsThis qualitative study identified patients' struggles with a confusing postpartum healthcare system and captured providers' concerns about maintaining consistent care and improving access to long-term healthcare services to improve outcomes for patients at risk of cardiovascular disease.

Unveiling the duality: Visiting the big questions of public administration education through qualitative insights from Türkiye

Despite the vast literature on public administration education (PAE), there is still a need for a broader perspective and exploration of its general characteristics, focal points, and objectives to create an overarching framework. Stemming from this motivation, this study establishes an investigative point of view that considers both the structural and functional dimensions of existing literature, embracing the big questions of PAE proposed by Denhardt, as a precise foundational base. By conducting a content analysis on 1401 program learning outcomes from 110 universities offering undergraduate public administration programs in Türkiye, the study provides national-scale qualitative evidence for the big questions. The prominent findings indicate that PAE prioritizes equipping graduates with practical skills beyond immediate job preparation in the functional axis, while it appears to overlook the theoretical gains in the structural axis. Findings on competencies make a supportive contribution to the scholarly discourse on PAE, emphasizing the crucial role of managerial and technical competencies for future roles. Remarkably, less visible but insightful final findings regarding values such as ethics, human rights, social justice, equality, and democracy have the potential to be inspiring in clarifying and realizing the PAE’s meta-goal, whose definition and scope are not yet clear.

PAI SD Test Quality Analysis: Validity and Reliability Review

This study aims to analyze the quality standards of test instruments, namely the difficulty level index, discrimination index, validity and reliability of the PAI UAS test made by PAI teachers in Tigaraksa District. This study is a descriptive study with a qualitative and quantitative approach. Data was taken using documentation data, namely PAI UAS question documents student test results. Qualitative data was analyzed logically using Bloom's Taxonomy theory. Quantitative data was analyzed to calculate the difficulty level index, the discrimination index, the validity test used the point biserial correlation technique and the validity test used the Kuder Richadson 20 (KR-20) correlation technique. The study results showed that 47.5% of the questions were at cognitive level C1. In general, the PAI test items developed by PAI teachers in Tigaraksa District, the quality of the Islamic Religious Education (PAI) questions produced is still far from standard. This is based on the fact that there are still many invalid items and the reliability index of the test instrument is categorized as unreliable.

Continuing Medical Education Questions: August 2024.

Article Title: Machine Learning Models for Pancreatic Cancer Risk Prediction Using Electronic Health Record Data-A Systematic Review and Assessment.

Continuing Medical Education Questions: August 2024.

Article Title: Adenomas and Sessile Serrated Lesions in 45-49-Year-Old Individuals Undergoing Colonoscopy: A Systematic Review and Meta-Analysis.

Multiple choice as formative assessment in dental education.

The effectiveness of multiple-choice questions (MCQs) in dental education is pivotal to student performance and knowledge advancement. However, their optimal implementation requires exploration to enhance the benefits. An educational tool incorporating MCQs was administered from the 5th to the 10th semester in a dental curriculum. The students filled out a questionnaire after the MCQ, which was linked to the learning management system. Four cohorts of four semesters generated 2300 data points analysed by Spearmen correlation and mixed model regression analysis. Demonstrated a significant correlation between early exam preparation and improved student performance. Independent study hours and lecture attendance emerged as significant predictors, accounting for approximately 10.27% of the variance in student performance on MCQs. While the number of MCQs taken showed an inverse relationship with study hours, the perceived clarity of these questions positively correlated with academic achievement. MCQs have proven effective in enhancing student learning and knowledge within the discipline. Our analysis underscores the important role of independent study and consistent lecture attendance in positively influencing MCQ scores. The study provides valuable insights into using MCQs as a practical tool for dental student learning. Moreover, the clarity of assessment tools, such as MCQs, remains pivotal in influencing student outcomes. This study underscores the multifaceted nature of learning experiences in dental education and the importance of bridging the gap between student expectations and actual performance.