Education Questions Research Articles

Theoretical principles underlying the practices of eduTubers

According to reports, Internet users spend an average of 8 h online per day, with a significant portion of this time dedicated to social media platforms such as YouTube. Among content creators on YouTube, eduTubers produce educational content. Students are increasingly using digital social media platforms as a supplement and support to education. Although certain educators question the validity of such educational videos, only limited studies have examined the scientific and academic rigor of eduTubers. This study identifies the underlying theoretical principles in the practices of eduTubers through qualitative research that employs digital methods and ethnographic tools. This study examined 13 eduTubers and analyzed 196 videos and more than 7500 comments from their channels. The results reveal four categories of practices, namely, pedagogical strategies, content management, resource management, and communication strategies. These practices unconsciously incorporate principles from various learning (e.g., cognitive theory of multimedia learning or the theory of meaningful learning) and communication (e.g., inverted pyramid theory or the temptation of teacher prophecy) theories. Educators could benefit from familiarizing themselves with and adopting the practices of eduTubers to enhance students’ perception about learning in classrooms.

Continuing Medical Education Questions: October 2024.

Article Title: Opioids and the Gastrointestinal Tract: The Role of Peripherally Active µ-Opioid Receptor Antagonists in Modulating Intestinal Permeability.

Il femminicidio in rete: social media e copertura informativa del caso Cecchettin. Nuove sfide per la media education

The article proposes a reading of the connections between the logic of digital media and the contemporary critical issues of Italian journalism, focusing on the news coverage of a femicide (that of Giulia Cecchettin), which raises important cultural, political and educational questions. It is underlined the persistence of several critical issues, already highlighted by studies on the journalistic narrative of feminicide in Italy. In addition, new information circuits have been activated between news professionals and social media users, who are currently engaged in newsmaking and news searching practices. The analysis confirms the presence of dramatizing narrative stereotypes, but also new spaces for discussion and participation for individuals.

Normative challenges in data governance: insights from global health research.

Many important questions in health professions education require datasets that are built from several sources, in some cases using data collected for a different purpose. In building and maintaining these datasets, project leaders will need to make decisions about the data. While such decisions are often construed as technical, there are several normative concerns, such as who should have access, how the data will be used, how products resulting from the data will be shared, and how to ensure privacy of the individuals the data is about is respected, etc. Establishing a framework for data governance can help project leaders in avoiding problems, related to such matters, that could limit what can be learned from the data or that might put the project (or future projects) at risk. In this paper, we highlight several normative challenges to be addressed when determining a data governance framework. Drawing from lessons in global health, we illustrate three kinds of normative challenges for projects that rely on data from multiple sources or involved partnerships across institutions or jurisdictions: (1) legal and regulatory requirements, (2) consent, and (3) equitable sharing and fair distribution.

How well do large language model-based chatbots perform in oral and maxillofacial radiology?

This study evaluated the performance of four large language model (LLM)-based chatbots by comparing their test results with those of dental students on an oral and maxillofacial radiology examination. ChatGPT, ChatGPT Plus, Bard, and Bing Chat were tested on 52 questions from regular dental college examinations. These questions were categorized into three educational content areas: basic knowledge, imaging and equipment, and image interpretation. They were also classified as multiple-choice questions (MCQs) and short-answer questions (SAQs). The accuracy rates of the chatbots were compared with the performance of students, and further analysis was conducted based on the educational content and question type. The students' overall accuracy rate was 81.2%, while that of the chatbots varied: 50.0% for ChatGPT, 65.4% for ChatGPT Plus, 50.0% for Bard, and 63.5% for Bing Chat. ChatGPT Plus achieved a higher accuracy rate for basic knowledge than the students (93.8% vs. 78.7%). However, all chatbots performed poorly in image interpretation, with accuracy rates below 35.0%. All chatbots scored less than 60.0% on MCQs, but performed better on SAQs. The performance of chatbots in oral and maxillofacial radiology was unsatisfactory. Further training using specific, relevant data derived solely from reliable sources is required. Additionally, the validity of these chatbots' responses must be meticulously verified.

ChatGPT prompts for generating multiple-choice questions in medical education and evidence on their validity: a literature review.

ChatGPT's role in creating multiple-choice questions (MCQs) is growing but the validity of these artificial-intelligence-generated questions is unclear. This literature review was conducted to address the urgent need for understanding the application of ChatGPT in generating MCQs for medical education. Following the database search and screening of 1920 studies, we found 23 relevant studies. We extracted the prompts for MCQ generation and assessed the validity evidence of MCQs. The findings showed that prompts varied, including referencing specific exam styles and adopting specific personas, which align with recommended prompt engineering tactics. The validity evidence covered various domains, showing mixed accuracy rates, with some studies indicating comparable quality to human-written questions, and others highlighting differences in difficulty and discrimination levels, alongside a significant reduction in question creation time. Despite its efficiency, we highlight the necessity of careful review and suggest a need for further research to optimize the use of ChatGPT in question generation. Main messages Ensure high-quality outputs by utilizing well-designed prompts; medical educators should prioritize the use of detailed, clear ChatGPT prompts when generating MCQs. Avoid using ChatGPT-generated MCQs directly in examinations without thorough review to prevent inaccuracies and ensure relevance. Leverage ChatGPT's potential to streamline the test development process, enhancing efficiency without compromising quality.

Digitalization attempts in higher education: the role of imprinting and the effect of business departments

ABSTRACT In recent decades, higher education institutions (HEIs) have increasingly been exposed to a market logic that has led them to adopt structures and practices that are common in for-profit firms. In our study, we analyze how HEIs react to the increasing demands of digitalization and which factors explain the adoption of relevant structures. Based on 379 HEIs in Germany, our findings show that imprinting is of great importance for the implementation of a position for digitalization – that is, HEIs founded in a more recent phase of higher education in Germany are more likely to create a leadership position for digitalization. At the same time, we find that imprinting has no effect on the creation of more operational positions for digitalization but that the existence of a business department in HEIs has a positive effect. We discuss these findings in the context of higher education research and questions about factors influencing the adoption of practices and structures in HEIs.

코로나19 시기를 지나온 노년기 학습자의 자기주도적 학습경험에 관한 현상학적 탐구

This study explored the self-directed learning experiences of elderly learners who have continued lifelong learning for many years, including the COVID-19 period, using phenomenological qualitative research method. As a result of analyzing the learning experiences of 12 male and female learners aged 61-78 years, their self-direction was continuously exhibited throughout the entire period of learning. Participants in the study struggled to continue self-directed learning in their daily lives even during the crisis of self-directed learning due to COVID-19. As they passed this emergency period, the study participants became aware of the elements of the surrounding environment that facilitated self-directed learning, and explained various achievements in self-directed learning after recovery to daily life. The essence of self-direction explored in this study was reinforced in interaction with the surrounding environment rather than self-direction only by the individual's will. The surrounding environment can be explained by programs of lifelong education institutions, questions and discussions in face-to-face classes, relationships with instructors and fellow learners, and media in a digital technology environment, and these factors served as catalysts for self-directed learning and helped to strengthen the self-direction of learners in old age.

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