Revision Sessions Research Articles

Rapid Eye Movement Sleep Behavior Disorder Screening Questionnaire in Persian: A Report on the Translation Process

Background: Rapid eye movement sleep behavior disorder (RBD) is a condition where there are changes in muscle tone during REM sleep, leading to abnormal movements. This disorder is typically diagnosed using video polysomnography (VPSG), which is considered the gold standard test. However, a screening questionnaire for RBD (RBDSQ) has been developed, translated, and validated in various languages, and could be used as a low-cost alternative to VPSG. In this study, we followed a standard multi-step process to translate the RBDSQ into Persian. Methods: As per the guidelines suggested by Mapi Research Trust, we followed a four-step process for translation. The process included forward translation, backward translation, cognitive interviews with fifteen patients, and proofreading. We collaborated with Mapi Research Trust in each step of the process. Also, we conducted discussion and revision sessions for each step to ensure that the final translation was accurate. Results: After reviewing the forward and backward translations, some of the items were rephrased. Patients who participated in cognitive interviews found the translation to be generally clear, but some improvements were necessary to make it more expressive. The final proofreading process involved correcting some typing and spelling errors. Conclusions: The Persian translation of RBDSQ was approved by Mapi Research Trust through a standard translation process. This translation is now compatible with the original English version and is available for a future clinical validation study.

A pilot randomized controlled trial comparing the effectiveness of different spaced learning models used during school examination revision: the SMART Spaces 24/10 model

IntroductionThe main aim of this pilot study was to compare the efficacy of using different spaced learning models during school examination revision on pupil attainment. Spaced learning is using intervals between periods of learning rather than learning content all at one time.MethodsThree spaced learning models with different inter-study intervals (ISI’s) were co-designed by teachers and researchers using research evidence and practice knowledge. A pilot randomized controlled trial compared the three ISI models against control groups in 12 UK secondary schools’ science classes (pupil n = 408). The effects on attainment of each model were assessed using pre and post-tests of science attainment.ResultsThe results showed that all three models were feasible for use in a classroom. The spacing model using ISI of 24-h spaces between and 10-min spaces within revision sessions was the only significant one for improving attainment against a control group (effect size d = 0.19, p = <0.05). The study also found that student engagement with the spaced learning program was a statistically significant predictor of increased pupil attainment.DiscussionThe study demonstrates the potential benefits of applying spaced learning to exam revision, with the most optimal ISI model found to be the SMART Spaces 24/10 model.

Implementation of a structured revision program and the impact on final-year undergraduate nursing students’ preparedness for clinical placement: Mixed methods study

ProblemThe effects of a revision program on undergraduate nursing students’ preparedness for their final clinical placement leading to their graduate year are unknown. AimTo explore students’ perceptions of confidence, anxiety, self-doubt, and preparedness for a high-acuity clinical placement following a three-day structured revision program. MethodThis was a mixed methods study conducted in the final year of the undergraduate nursing degree. Data were collected by survey using a self-developed 10-item instrument with three components of confidence, inhibitors (self-doubt/anxiety), and preparedness (n = 75) and by semi-structured individual interviews and focus group (7 students in total). Independent sample t-tests were used to compare data between components’ scores and demographic characteristics. Interview data were analysed using thematic analysis. ResultsStudents who attended the revision program had significantly higher scores for confidence, inhibitors, and preparation. Higher scores in one or more components were associated with enrolment in the Bachelor of Nursing (BN) versus the Bachelor of Nursing/Bachelor of Midwifery, enrolment in the accelerated pathway of the BN, older age, and previous healthcare experience. Four themes emerged from the qualitative data: anticipatory concerns, confidence, preparedness, and striving to belong. ConclusionThe findings have potential implications for adverse learning outcomes and poor student performance because of negative behaviours, lack of preparedness, and belongingness. There is a need to structure curricula, implement instructional support for students with anxiety and self-doubt, and faculty to align pedagogy to best educational practices with student attendance at structured revision sessions before each clinical placement.

Investigating the effects of varying Accelerative Integrated Method instruction on spoken recall accuracy: a case study with junior primary learners of French

Abstract This study investigated the effect of using the Accelerative Integrated Method (AIM), with or without additional revision and video-guided practice, on junior primary students’ spoken recall accuracy in French. The same beginner AIM French activities were taught by a language specialist to 12 classes in four junior primary levels. Three different conditions of instruction were used each week: (1) one session of AIM instruction, (2) one session of AIM instruction plus one session of revision, and (3) one session of AIM instruction, plus one session of revision, and three sessions of video input. The instruction and revision sessions were facilitated by a language teacher, whereas the video sessions were played by the main class teacher. A two-way ANOVA revealed that Year 1 students benefited from a revision session with the language teacher, but Prep and Year 1 did not benefit from further video exposure. Conversely, the Years 2 and 3 students did not benefit from extra revision with the language teacher, but they did benefit from additional video exposure. Direct observation of the student response to the AIM suggested that the pace of the program needed to be slower for the younger learners.

Effects of Contextual Cues on Learning

The problem of the present study was to investigate whether there is any effect of contextual cues on learning. Literature review indicated a lack of a reliable previous answer to the problem. The purpose of the study was to test whether any connection is created for contextual cues in the brain. It was hypothesized that each contextual cue creates a distinguished connection in the brain. If contextual cues remain identical throughout both practice and revision sessions, learning will enhance. Purposively drawing 36 students from class V, we randomly assigned them under two conditions, namely control and experimental groups. The results showed that the mean scores of control and experimental groups were 9.56 and 14.83 consecutively, which differ significantly at the p < .001 (t = -6.752) level. Since experimental group scored significantly higher than the control group, it was concluded that contextual cues play an important role on learning. Dhaka Univ. J. Biol. Sci. 31(2): 303-307, 2022 (July)

Influence of Faculty Organised Revision Sessions on Anatomy Assessment Results

Background: Introductory anatomy courses present challenges for educators at many institutions as they frequently comprise large numbers of students with dissimilar levels of preparedness, belonging to different academic programs. Setting: At Macquarie University, Introduction to Anatomy course enrolls students belonging to four different faculties and programs ranging from health professions to law and archaeology. The failure rate has traditionally been quite high, with two practical tests (mid and end of the semester) being particularly challenging. Several strategies have been employed to improve students’ performance. Intervention: In 2018, a week before each practical test, revision sessions were introduced, where attendance was optional. These four-hour sessions were amalgams of traditional teaching and peer-assisted learning. This study aimed to assess the value of revision sessions by comparing the test results of students who attended and those who did not. Outcome measure: Marks attained in the practical test. Results: A total of 598 students were enrolled in the course in 2018, of which 162 (27.1%) attended revision session 1 and 177 (29.6%) session 2. The average mark for practical test 1 for students who attended revision sessions was 78.8% and 74.6% in test 2, while those who did not attend achieved 61.8% and 54.5% respectively. Differences in marks for both tests were statistically significant (p <0.05). Conclusion: As there were no other changes in course delivery it can be hypothesized that revision sessions contributed to better practical test performance in 2018. These findings appear to corroborate previous research suggesting that systematic and focused revision sessions improve results in anatomy assessments. KEY WORDS: Anatomy Education, Revision, Assessment, Knowledge Retention.

1187 Adapting Postgraduate Anatomy Education During The COVID-19 Pandemic

AimA solid understanding of anatomy and its application is crucial to the development of safe surgeons. Cadaveric dissection has traditionally been the gold standard for learning anatomy however the disruption of anatomy teaching from the COVID-19 pandemic has led to a shift in methods for teaching both undergraduate and postgraduate students. We sought to design, deliver and evaluate a virtual MRCS anatomy revision course for doctors led by anatomy demonstrators.MethodA series of six high yield revision sessions on the anatomy of the abdomen and pelvis, upper limb, lower limb, thorax and head and neck were organised on a virtual platform. The course was advertised on social media targeting groups for doctors. These sessions were taught by a senior anatomy demonstrator and previous examiner for the MRCS. This was followed by a series of interactive single best answer questions. The answers were then discussed in a subsequent session facilitated by current junior anatomy demonstrators. Feedback on student satisfaction, relevance and content of each session was collated.ResultsOnline feedback was completed by 263 students and was universally positive. Our results highlight the relevance of the sessions for doctors preparing for both MRCS part A and B examinations. Our aim is to develop this teaching series to create an environment where postgraduate learners feel supported and can build on pre-existing knowledge.ConclusionsVirtual anatomy teaching can be a sustainable method of supporting the learning process of doctors preparing for surgical examinations, complementing independent study, virtual dissection and hands on cadaveric dissection.

Switching from face-to-face to an online teaching strategy: how anatomy and physiology teaching transformed post-COVID-19 for a university preprofessional program

The College of Science and Health Professions offers a university preprofessional program. Like most medical schools in Saudi Arabia, the teaching delivery strategy in the university preprofessional program is on campus and face-to-face. During the month of March 2020, teaching activities of the spring semester were proceeding as normal; however, the sudden emergence of COVID-19 disturbed routine activities and compelled authorities to switch all teaching activities from face-to-face to online. Training sessions and workshops for all stakeholders on online delivery methods were arranged. Blackboard and other online facilities were utilized. All teaching materials, including newly made video clips for anatomy and physiology practicals, were uploaded on Blackboard and discussed online with students. Students’ anxiety related to the exam was reassured by giving them the option of open book quizzes during summative continuous assessment. All scheduled teaching sessions, lectures, and practicals were conducted proficiently. Revision sessions and assessment quizzes were conducted with students’ satisfaction. At the end of the semester, a final exam was conducted online as an open book exam. Students with technical issues while attempting the exam were given an opportunity to make up for it. After a successful final exam, the cumulative block grades showed students secured higher grades in the open book exam. Following that, the King Saud bin Abdulaziz University for Health Sciences has managed to conduct on-campus close book exams that abide by self-distancing and standard operating procedure policies.

Examining the Use of Robots as Teacher Assistants in UAE Classrooms: Teacher and Student Perspectives

Aim/Purpose: This study sought to understand the views of both teachers and students on the usage of humanoid robots as teaching assistants in a specifically Arab context. Background: Social robots have in recent times penetrated the educational space. Although prevalent in Asia and some Western regions, the uptake, perception and acceptance of educational robots in the Arab or Emirati region is not known. Methodology: A total of 20 children and 5 teachers were randomly selected to comprise the sample for this study, which was a qualitative exploration executed using focus groups after an NAO robot (pronounced now) was deployed in their school for a day of revision sessions. Contribution: Where other papers on this topic have largely been based in other countries, this paper, to our knowledge, is the first to examine the potential for the integration of educational robots in the Arab context. Findings: The students were generally appreciative of the incorporation of humanoid robots as co-teachers, whereas the teachers were more circumspect, expressing some concerns and noting a desire to better streamline the process of bringing robots to the classroom. Recommendations for Practitioners: We found that the malleability of the robot’s voice played a pivotal role in the acceptability of the robot, and that generally students did well in smaller groups with the robot; teachers expressed concern that the children would become easily distracted should too many children be privy to one robot. Recommendation for Researchers: Our results provide valuable recommendations for researchers in the area. We believe, there needs to be continued efforts in devising suitable methodological assessment tools to evaluate student and teacher attitudes in the classroom particularly in the Arab world. We also advise researchers to focus on providing adaptive behavior in the context of educational robots. There are different distinct areas that need further clarifications and study based on our review. Impact on Society: On a wider scale, the findings of this paper have a huge implication for the educational technology as the integration of robotics in education is one of the emerging trends in the area, particularly in the UAE. This study allows to answer questions related to attitudes and perceptions of both teachers and students toward educational robots in the UAE. Future Research: Possible avenues of research in the area include focusing on the adaptive and natural behavior of robots in disciplines other than Mathematics as a means of successfully integrating robots in the classroom.

COVID-19 and anatomy: Stimulus and initial response.

The outbreak of COVID-19, resulting from widespread transmission of the SARS-CoV-2 virus, represents one of the foremost current challenges to societies across the globe, with few areas of life remaining untouched. Here, we detail the immediate impact that COVID-19 has had on the teaching and practice of anatomy, providing specific examples of the varied responses from several UK, Irish and German universities and medical schools. Alongside significant issues for, and suspension of, body donation programmes, the widespread closure of university campuses has led to challenges in delivering anatomy education via online methods, a particular problem for a practical, experience-based subject such as anatomy. We discuss the short-term consequences of COVID-19 for body donation programmes and anatomical education, and highlight issues and challenges that will need to be addressed in the medium to long term in order to restore anatomy education and practice throughout the world.

Effects of spacing techniques on EFL learners’ recognition and production of lexical collocations

Spacing technique is a kind of strategy whereby the vocabulary will be revised with breaks between the revision sessions. Using spacing techniques in foreign and second language learning has received a lot of attention recently. However, there are many questions about how EFL learners are able to learn and remember target words. Moreover, few studies have thus far been carried out on the effect of using spacing techniques on EFL learners’ lexical collocational knowledge. Thus, this study probed the effects of spacing techniques on EFL learners’ recognition and production of lexical collocations. To this end, 62 EFL learners at a junior high school were selected from three intact classes. Each class was assigned to one experimental condition, i.e. uniform spaced retrieval (USR), expanded spaced retrieval (ESR), and massed retrieval (MR). Twelve collocations unknown to the participants were selected as the target collocations. The treatment lasted for one session for the MR group (80 minutes) and four sessions for the USR and ESR groups (each session 20 minutes). After the last treatment session, a multiple-choice test and a translation test were administered to measure the participants’ recognition and production of the target collocations, respectively. Two delayed posttests were also administered two weeks and four weeks after the last treatment session. The results revealed that both ESR and USR groups significantly outperformed the MR group on the recognition and production posttests. The results highlight the efficiency of spacing techniques in teaching lexical collocations in a foreign language. The results of this study can lead language teachers to include such techniques as ESR and USR as effective methods to improve language learners’ lexical knowledge.

Early acquisition of non-technical skills using a blended approach to simulation-based medical education

BackgroundNon-technical skills are emerging as an important component of postgraduate medical education. Between 2013 and 2016, a new blended training program incorporating non-technical skills was introduced at an Australian university affiliated hospital. Program participants were medical officers in years 1 and 2 of postgraduate training.MethodsAn interdisciplinary faculty trained in simulation-based education led the program. The blended approach combined open access online resources with multiple opportunities to participate in simulation-based learning. The aim of the study was to examine the value of the program to the participants and the effects on the wider hospital system. The mixed methods evaluation included data from simulation centre records, hospital quality improvement data, and a post-hoc reflective survey of the enrolled participants (n = 68).ResultsOver 30 months, 283 junior doctors were invited to participate in the program. Enrolment in a designated simulation-based course was completed by 169 doctors (59.7%). Supplementary revision sessions were made available to the cohort with a median weekly attendance of five participants. 56/68 (82.4%) of survey respondents reported increased confidence in managing deteriorating patients. During the period of implementation, the overall rate of hospital cardiac arrests declined by 42.3%. Future objectives requested by participants included training in graded assertiveness and neurological emergencies.ConclusionsImplementation of a non-technical skills program was achieved with limited simulation resources and was associated with observable improvements in clinical performance. The participants surveyed reported increased confidence in managing deteriorating patients, and the program introduction coincided with a significant reduction in the rate of in-hospital cardiac arrests.

Evaluating #VetFinals: Can Twitter help students prepare for final examinations?

Twitter is increasingly used in education. In this article, Twitter was evaluated for its potential to aid veterinary students in their preparation for final examinations. “#VetFinals” revision sessions were facilitated by experts on a variety of topics. The initiative was evaluated through consideration of potential participants, session content and student experiences. In analysis of nine sessions, 52 students participated from eight veterinary schools. During a session, the facilitator tweeted 66 times on average, primarily asking a general question. Students on average tweeted 84 times, mostly in response to facilitators. They also asked novel questions and responded to fellow students. Focus groups and interviews with 11 students suggested that: sessions are useful for preparation/self-testing to succeed in exams; the facilitator and session style impact on learning; the sessions feel like personalized learning; there are elements of safety and exposure leading to some fear of tweeting; peer-learning promotes competition; a community of learners was formed; Twitter has become a part of normal professional life. Whilst not all students will take part in this type of social media use, many found it beneficial. The importance of the facilitator suggests the need for faculty development.

Development and Evaluation of vetPAL, a Student-Led, Peer-Assisted Learning Program.

Based on an idea from a final-year student, Bristol Veterinary School introduced vetPAL, a student-led, peer-assisted learning program. The program involved fifth-year (final-year) students acting as tutors and leading sessions for fourth-year students (tutees) in clinical skills and revision (review) topics. The initiative aimed to supplement student learning while also providing tutors with opportunities to further develop a range of skills. All tutors received training and the program was evaluated using questionnaires collected from tutees and tutors after each session. Tutees' self-rated confidence increased significantly in clinical skills and for revision topics. Advantages of being taught by students rather than staff included the informal atmosphere, the tutees' willingness to ask questions, and the relatability of the tutors. The small group size and the style of learning in the revision sessions (i.e., group work, discussions, and interactivity) were additional positive aspects identified by both tutees and tutors. Benefits for tutors included developing their communication and teaching skills. The training sessions were considered key in helping tutors feel prepared to lead sessions, although the most difficult aspects were the lack of teaching experience and time management. Following the successful pilot of vetPAL, plans are in place to make the program permanent and sustainable, while incorporating necessary changes based on the evaluation and the student leader's experiences running the program. A vetPAL handbook has been created to facilitate organization of the program for future years.

Investigating the effect of distance between the teacher and learner on the student perception of a neuroanatomical near-peer teaching programme.

PurposeNear-peer teaching (NPT) is a highly valuable resource for the education of medical undergraduates with benefits to the students, teachers themselves, and the faculty. To maximise the effectiveness of such teaching programmes, the aim of this study was to determine how the student learning experience, and underpinning social and cognitive congruencies changes as the learner–teacher distance increases.MethodsSecond-year medical students at the University of Southampton participated in a series of neuroanatomy, extra-curricular revision sessions taught by the third-, fourth-, and fifth-year medical students and junior doctors. The students completed a validated questionnaire after the session rating various aspects of the teaching.ResultsAlthough all teachers delivered sessions that we rated highly with a mean perceived gain in knowledge of 18 % amongst all students, it was found that the third- and fourth-year medical students delivered a session that was rated significantly better than the fifth-year students and junior doctors across all, but one areas of feedback.ConclusionsWe believe that these findings may be explained by the diminishing social and cognitive congruencies shared between learner and teacher with increasing distance. From our results, we hypothesise that graduation is an important threshold, where there is a significant drop in congruencies between the learner and teacher, therefore, having a significant impact on the perception of the NPT session.

Can medical students accurately predict their learning? A study comparing perceived and actual performance in neuroanatomy.

It is important that clinicians are able to adequately assess their level of knowledge and competence in order to be safe practitioners of medicine. The medical literature contains numerous examples of poor self-assessment accuracy amongst medical students over a range of subjects however this ability in neuroanatomy has yet to be observed. Second year medical students attending neuroanatomy revision sessions at the University of Southampton and the competitors of the National Undergraduate Neuroanatomy Competition were asked to rate their level of knowledge in neuroanatomy. The responses from the former group were compared to performance on a ten item multiple choice question examination and the latter group were compared to their performance within the competition. In both cohorts, self-assessments of perceived level of knowledge correlated weakly to their performance in their respective objective knowledge assessments (r=0.30 and r=0.44). Within the NUNC, this correlation improved when students were instead asked to rate their performance on a specific examination within the competition (spotter, rS=0.68; MCQ, rS=0.58). Despite its inherent difficulty, medical student self-assessment accuracy in neuroanatomy is comparable to other subjects within the medical curriculum. Anat Sci Educ 9: 488-495. © 2016 American Association of Anatomists.

“Does Supplementing Traditional teaching with Computer Assisted Learning (CAL) Module Facilitates Understanding of Human Embryology in Medical Undergraduates? A Randomized Control Trial”

Introduction: In present scenario when lesser time is being devoted to basic medical sciences, and at the same time knowledge and concepts required to be mastered by medical undergraduates increasing exponentially, structured modules and software have a potential role to play. Embryology in particular can be a subject for such modules owing to its complex dynamics and even less proportion of time available to master it. This study evaluates if supplementing traditional methods with computer-aided instruction improve students' understanding of human embryology. Methods: The study was conducted during revision sessions before university examinations. Subjects of study were first year medical undergraduates (n=128), divided into two equal groups by simple randomization. Demographic data and prior academic performance of students were collected from student profile register. Revision sessions for control group were conducted using traditional methods and for test group CAL module was used. Students were evaluated by pre and post-tests consisting of 50 multiple choice answers questions each and each question fetched 0.5 marks. Independent sample t test was used for comparison of means. Opinion of students and instructors were collected using anonymous questionnaire under heads of subject-interest, appropriateness of CAL module as teaching materials, overall satisfaction and its possible effectiveness as self-learning module. Results: Two groups showed no statistical difference in terms of sex ratio, age and prior academic performance. Pre-test showed no significant difference in mean scores of two groups, mean post-test scores on the other hand were significantly greater in test group as compared to the control group. Most of the students and instructors involved in the study graded the CAL-module as ‘excellent’. Conclusions: The study shows that traditional teaching methods supplemented with CAL module improves the understanding of developmental anatomy in medical undergraduates. Use of this module as a self-study material requires further evaluations.doi: http://dx.doi.org/10.3126/mjsbh.v13i1.12997

Does Supplementing Traditional teaching with Computer Assisted Learning (CAL) Module Facilitates Understanding of Human Embryology in Medical Undergraduates? A Randomized Control Trial

<p><strong>Background</strong>: In present scenario when lesser time is being devoted to basic medical sciences, and at the same time knowledge and concepts required to be mastered by medical undergraduates increasing exponentially, structured modules and softwares have a potential role to play. Embryology in particular can be a subject for such modules owing to its complex dynamics and even less proportion of time available to master it. This study evaluates if supplementing traditional methods with computer-aided instruction improve students' understanding of human embryology.</p> <p><strong>Methods:</strong> The study was conducted during revision sessions before university examinations. Subjects of study were first year medical undergraduates (n=128), divided into two equal groups by simple randomization. Demographic data and prior academic performance of students were collected from student profile register. Revision sessions for control group were conducted using traditional methods and for test group CAL module was used. Students were evaluated by pre and post-tests consisting of 50 multiple choice answers questions each and each question fetched 0.5 marks. Independent sample t test was used for comparison of means. Opinion of students and instructors were collected using anonymous questionnaire under heads of subject-interest, appropriateness of CAL module as teaching materials, overall satisfaction and its possible effectiveness as self-learning module.</p> <p><strong>Results:</strong> Two groups showed no statistical difference in terms of sex ratio, age and prior academic performance. Pre-test showed no significant difference in mean scores of two groups, mean post-test scores on the other hand were significantly greater in test group as compared to the control group. Most of the students and instructors involved in the study graded the CAL-module as ‘excellent’.</p> <p><strong>Conclusions:</strong> The study shows that traditional teaching methods supplemented with CAL module improves the understanding of developmental anatomy in medical undergraduates. Use of this module as a self-study material requires further evaluations.<strong></strong></p>

Cognitive intervention in semantic dementia: maintaining words over time.

Patients with semantic dementia (SD) can improve their naming ability through cognitive intervention, with good retention 1 month later. Beyond this time, improvements often fade, yet no studies have investigated how to maintain performance. Nine SD patients completed a 2-month word training program and were then monitored over 6 months: firstly for 2 months without training, followed by a further 4 months, where additional training was provided to revise words, if required. All patients improved their naming immediately postintervention (P<0.001). After 2 months without practice, significant declines occurred in 4 patients. To sustain at least 80% of their postintervention performance 6 months later, 4 patients required minimal revision (<10 sessions over the period), 2 required regular weekly or biweekly revision sessions, with the remaining 3 patients requiring no revision sessions. During this period, group results indicated some decline in words that were initially known, but were not trained. Improvements in naming can be sustained in SD patients, with the support of less intense, but ongoing revision. Training words that are still known appears to help prolong memory of these words.

G263 MRCPCH Clinical Success Initiative (CSI)

BackgroundThe Membership of the Royal College of Paediatrics and Child Health (MRCPCH) clinical examination, represents the final hurdle for paediatric trainees in achieving full membership of the college and is...