Self-Study Program Research Articles

Psychological and pedagogical factors that determine the need for self-education of elderly drivers.

The subject of the study is the identification of factors affecting road safety by drivers of vehicles.The object of the study is the psychological and pedagogical factors influencing the provision of road safety by elderly drivers in the process of self-study. The authors carry out an administrative and legal analysis of the status of the driver of the vehicle within the framework of the legislation of the Russian Federation. Statistical data on road traffic accidents committed by drivers of various age groups for 9 months of 2022 are disclosed. The authors provide statistics on accident rates caused by drivers with different driving experience. The authors analyze the problem of limiting the use of vehicles by elderly drivers from the point of view of their social activity and the adaptation of elderly drivers to new conditions for ensuring road safety when driving. The authors pay special attention to the study of physiological and psychological changes occurring in older drivers and affecting safety when driving a vehicle. The authors propose the introduction of a specialized self-education program for elderly drivers as part of the prevention of road safety. In the course of the research, the dialectical method of scientific cognition was used, as well as a set of general scientific and special methods for studying factors affecting the safety of elderly drivers when driving vehicles. Implementation of scientific findings and recommendations in the practice of self-education of elderly drivers in safe driving. The main conclusions of the study are the system components obtained by the authors that affect road safety when driving vehicles by elderly drivers. A special contribution of the authors to the study of the topic is their proposed specialized self-study program. The authors note that programs should take into account the physiological and psychological characteristics of older people. They may include game directions for teaching changes in traffic rules, features of safe driving techniques applicable without the use of specialized polygons, as well as stress management methods and self-regulation techniques, a set of exercises to increase concentration. The novelty of the study lies in the disclosure of the main provisions of the program for self-education of elderly drivers in safe driving, taking into account their physiological and psychological characteristics.

Enhancing EFL students' critical thinking skills using a technology-mediated self-study approach: EFL graduates and labor market in perspective.

This research project bridges the gap between Saudi Vision 2030 and labor market needs by strengthening English as a Foreign Language (EFL) students' critical thinking skills. The increasing unemployment rates may not be due to insufficient vacancies in the labor market, but graduates' lack of the general abilities deemed vital to meet the labor market needs. With employability in mind, this study reiterates that graduates should ideally be advanced specialists, critical researchers, creative initiators, and active communicators to be more competitive and contribute to the prosperity of their nation. Therefore, this research employs a quasi-experimental design (time series design) to investigate how effectively students' critical thinking skills are enriched using a video-mediated self-study program through Telegram. Studies in this respect, regarding the Saudi EFL context, are limited. Therefore, this research employed a video-mediated self-study program through Telegram on learning critical thinking skills for EFL students majoring in English or Translation. The data collection included a pre-and post-test on critical thinking skills and a semi-structured interview. The findings showed that students improved their critical thinking skills due to the training program compared to their performance before the treatment at a low level. Besides, the participants evaluated learning critical thinking skills from thinking ways, feelings, benefits, motivation, challenges and problems, and suggestions. In light of the findings, recommendations were presented.

Introduction and roll-out of self-learning App for midwifery during the COVID-19 pandemic and its sustainability in Cambodia.

Similar to other countries, coronavirus disease (COVID-19) pandemic significantly impacted not only the ability of midwives to deliver high quality maternal care, but also their ability to access professional development opportunities, including in-service training in Cambodia. In response, we developed a Cambodian version of Safe Delivery App (SDA), aligned to Cambodia's clinical guidelines. The SDA is a free digital job aid and learning platform for skilled birth attendants developed by Maternity Foundation that works offline and is used in more than 40 countries after adapting to the country context. In the year and a half since its launch in June 2021, SDA has become established in Cambodia, with more than 3,000 people, accounting for nearly half the number of midwives in Cambodia, downloading and using it on their devices, and 285 people having completed its self-learning modules. The review of the introduction process revealed that publicity on the professional association's social networking sites, in-person in-depth hands-on training, and troubleshooting in a managed social networking group were useful in promoting the use of the application, and that the Continuing Professional Development Program accreditation has been a strong motivator for completing the self-study program. On the other hand, the COVID-19 pandemic has led to increased use of digital tools, but it is important to prevent the expansion of the digital divide when implementing new digital tools, including SDA.

Hearing Therapy Improves Tinnitus-Related Distress in Mildly Distressed Patients with Chronic Tinnitus and Mild-to-Moderate Hearing Loss: A Randomized-Controlled Cross-Over Design.

Background: The psychological effects of hearing aids and auditory training are underinvestigated. Objective: To assess the short- and long-term effects of an industry-developed auditory training on tinnitus-related distress, perceived stress, and psychological epiphenomena in patients with chronic tinnitus and mild-to-moderate hearing loss. Method: One-hundred-seventy-seven gender-stratified patients were randomized to an immediate [IIG] or delayed [DIG] intervention group. Following binaural hearing aid fitting, participants completed a CD-enhanced 14-days self-study program. Applying a randomized-controlled cross-over design, psychological measures were obtained at four times: pre-treatment/wait [IIG: t1; DIG: wait], post-treatment/pre-treatment [IIG: t2; DIG: t1], follow-up/post-treatment [IIG: t3; DIG: t2], and follow-up [DIG: t3]. Between- and within-group analyses investigated treatment-related effects and their stability at a 70-day follow-up. Results: Overall, distress symptom severity was mild. Unlike the DIG, the IIG showed significant improvements in tinnitus-related distress. Some psychological epiphenomena, notably anxiety, slightly improved in both groups. Within-group analyses demonstrated the stability of the tinnitus-distress-related effects, alongside uncontrolled improvements of perceived stress and mood-related symptoms at follow-up. Conclusions: The investigated hearing therapy lastingly improves tinnitus-related distress in mildly distressed patients with chronic tinnitus and mild-to-moderate hearing loss. Beneficial psychological knock-on effects deserve further investigation.

965. Advanced Practice Providers in Infectious Disease: Educational Needs and Opportunities

BackgroundAdvanced Practice Providers (APPs) practice throughout Infectious Disease (ID) in a variety of settings through interprofessional collaboration with physicians, pharmacists, and other team members. However, there is a paucity of specific and directed educational opportunities available for APPs within ID. In order to better understand this, we examined specific APP educational needs and how educational programs could provide high quality opportunities for APPs in ID.MethodsVoluntary anonymous surveys were created in the REDCap data tool and distributed by email lists, social media, and Infectious Diseases Society of America community forums to APPs working in ID.ResultsNinety-nine APPs responded to the survey (figure 1). 97% (96) of respondents were interested in APP specific ID educational opportunities. Of respondents, 76% (74) felt ID specific podcasts would be most helpful, while 86% (84) noted that access to ID clinical case conferences or self-directed, online modules would be instructive (figure 2). 91% (90) did not attend IDWeek annually due to various barriers, including lack of clinical coverage and cost associated with the conference (figure 3) despite 89% (88) receiving Continuing Education (CE) reimbursement. 64% (62) respondents were interested in future APP mentorship opportunities, from either more senior APPs or physicians. Figure 1. Geographic Distribution of Respondents, n=99 ConclusionAPPs provide collaborative and specialized ID care in a variety of settings. However, continued educational needs specifically for APPs have been identified. From survey respondents, the majority of APPs did not attend IDWeek, a sentinel ID education event, citing clinical coverage and cost being significant barriers. This represents an opportunity for clinically focused educational opportunities, both at IDWeek and also through other platforms, particularly since many APPs receive CE funding from their employers. Podcasts, online lecture series, and self-study certificate programs were identified as avenues for ID teaching and also present accessible, alternative methods for training. Ultimately, as the growing APP workforce continues to provide patient care in a variety of ID settings, educational opportunities with mentorship are necessary to support them in their practice. Disclosures Steven A. Pergam, MD, MPH, Chimerix Inc. (Other Financial or Material Support, Clinical Trial)Global Life Technologies, Inc. (Grant/Research Support)Merck and Co. (Other Financial or Material Support, Clinical Trial) Steven A. Pergam, MD, MPH, Chimerix (Individual(s) Involved: Self): Clinical Trial; Global Life Technologies, Inc (Individual(s) Involved: Self): Research Grant or Support; Merck & Co. (Individual(s) Involved: Self): Scientific Research Study Investigator; Sanofi Aventis (Individual(s) Involved: Self): Other Financial or Material Support, Provided vaccines for clinical trial sponsored by the NIH

ENHANCE-II: An Abridged Intervention to Promote Subjective Well-Being.

The Enduring Happiness and Continued Self-Enhancement (ENHANCE) program, a 12-week intervention, effectively enhances subjective wellbeing and reduces negative symptoms. The current study tested an abbreviated 7-week version, ENHANCE-II, that may better fit the needs and schedules of some people. In a longitudinal study, participants (n = 51) took part in the self-study program and completed psychological assessments at baseline, posttest, and follow up (5 weeks). Multilevel models were used to analyze the data, with treatment group data from ENHANCE treated as the comparison. Analyses showed improvements in all four outcomes: life satisfaction (statistically significant), positive affect, negative affect, and depression. These effects were about half as strong as those in ENHANCE, but this effect reduction was partially attributable to low adherence. Effects were much stronger among participants who adhered to the program, especially for negative symptoms. Although there were no assessments at later intervals, the study suggests that ENHANCE-II intervention is likely beneficial for participants who need brief programs.

Using Strategies from Physical Training of Athletes to Develop Self-Study Programs for Veterinary Medical Students

Veterinary medical students, similar to elite collegiate athletes, are developing strategies for learning new skills and for self-care to take their performance to the next level. As veterinary students learn to successfully navigate an information-dense, high-volume curriculum, many sacrifice wellness, leadership opportunities, extracurricular activities, and social interactions. Strategies from athletes' physical training were used to design a self-study program for first-year veterinary medical students. Major considerations in program design were the characteristics of the human being, learning goals, and contextual constraints. The study program included a warm-up, study sessions, and a cooldown. The program was offered to first-year veterinary medical students at Purdue University's College of Veterinary Medicine. Thirty-two students requested study programs and 21 completed surveys at the semester end. Results were analyzed quantitatively and by using an adapted conventional content analysis approach. Responses were organized into three main domains: reason for participation, program utility, and program satisfaction. Students shared that the most helpful aspects of the program were assisting with organization and time management, providing accountability, and reducing overwhelm by enhancing well-being and performance; they reported that these learned skills would support their well-being as future professionals. This article describes the experiences of one group of veterinary students at one college using these programs. The long-term goal is to develop a model program for all veterinary students to manage curricular demands while maintaining well-being.

Maritime Pedagogies of The Spanish Language: Or, How Much Spanish Did Melville Know?

This essay approaches the question of Melville's engagement with things Spanish and Spanish American not by analyzing cultural representations and stereotypes, but by asking: what was the kind and degree of Melville's competency in the Spanish language? How did he learn it and deploy it? The essay draws on corpus-driven evidence and theories arising from three overlapping subfields of linguistics: bilingualism, code-switching, and second-language acquisition. Further, it applies the sociolinguistic concepts of language attitudes and language ideologies to nineteenth-century contexts. Elaborating on scholarship on Melville's reading and what can be inferred from biographical evidence about his interactions with living Spanish speakers, it speculates on adjacent cases of Spanish-language acquisition by English speakers during the period. Richard Henry Dana's account of his self-study program in Two Years Before the Mast (1840) provides one example; Spanish-English textbooks, including John Emmanuel Mordente's New, Easy, and Complete Grammar of the Spanish Language, Commercial and Military (1810) provide others. By framing Melville's written and spoken interlanguage play within the prior, unrecorded context of his acquisition of Spanish, this essay expands outward from a single man's biographical record into the ambient conditions of maritime life in the Latin Pacific of the mid-nineteenth century.

Архитектура и принципы разработки куррикулума для дисциплины "Кибербезопасность"

article describes the basic principles of the development and architecture of educational and methodological material in the form of a guide for the development of educational programs for training highly qualified professional personnel in cybersecurity (information security). Such guidance in foreign sources is called a curriculum. As in any curriculum, the main content of this manual is the definition of the cybersecurity body of knowledge (CBK) in the form of a multi-level hierarchical structure of didactic units that determine the content of training. In addition, the manual includes the definition of the minimum required amount of knowledge (core of the CBK) for educational programs in cybersecurity, a description of the set of expected characteristics of graduates and learning outcomes, recommendations for practice-oriented training of students, a system of didactic parameters that determine the recommended hourly workload when studying individual elements of the CBK and the level of knowledge transfer in the development of the required skills and other materials. This guide is developed on the basis of the Cybersecurity Skills Model described in the authors' previous article The Cybersecurity Skills Model 2020. It can serve as a methodological basis for the development of educational programs on cybersecurity at all levels: bachelor's, specialist's, master's. guide can also be used in the development of continuing education programs, individual curricula and professional self-study programs related to cybersecurity.

An Evolution of the Standards to Enhance Gerontological and Geriatric Education

This presentation will focus on AGHE’s evolving discussions on gerontological and geriatric programming. The earliest discussion resulted in development of the first edition of the standards and guidelines for programs in 1989. In 2014, the AGHE Academic Program Development Committee (APDC) created new core competencies for gerontological education. Currently, members from both the AGHE APDC and Advancement Subcommittees are collaborating on revising the AGHE Standards and Guidelines (6th edition, 2015) to align with competencies. This presentation will discuss the new and improved version (draft available in November 2020). First, presenters will review points regarding how this update will aid in Accreditation for Gerontology Education Council and Program of Merit self-study program reviews. Secondly, the presenters will explain how the revision will increase gerontological education program integrity. Lastly, the presenters will explain how this update will be consistent with the trend across institutions utilizing these competencies in gerontological and geriatric education. Part of a symposium sponsored by the Geriatric Education Interest Group.

Self-Study Program.

Self-Study Program.

공부하는 학생선수 만들기

This study is an in-depth exploration of the process in which student-athletes can improve their academic skills together by enhancing the operation of the school athletic department to combine study and exercise. The purpose is to explore and analyze the experiences and changes of student-athletes through a year-long practice process to create student-athletes who study and exercise at the same time. The researchers in the study are the archery team’s supervisor, vice-principal, and athletic teacher who work at C Middle School in Changdong, Seoul. Autoethnography method and the qualitative research methods were used for as follows. First, through the making of student-athletes to study process, essential vocabulary or sentences were found based on frequently mentioned and comparable and contrastable content among multiple sources of information such as self-recovery, introspection, in-depth interview, critical event techniques, competition records, field notes, and related documents. Second, the subject was set and listed based on essential vocabulary or sentences. Third, an interim classification subject encompassing the listed issues was found. Fourth, during the data collection process, data was continuously modified and supplemented. As part of making student-athletes to study, the teaching assistant in the class through the teacher’s homework program, which is a school deficit program, is effectively, and it is useful to run the college student mentoring program, the self-study program, which is an educational promotion program. Continuing to maintain the student-athletes program in the future is expected to improve students’ primary education and improve their academic performance.

Ontological Orientation as a Mediator of Perceptual Change

Self-other dualism results in a view of the self as continually under threat. A foreboding of fear, anxiety, depression, sorrow, and ultimately panic are likely outcomes. Belief withdrawal, particularly relinquishment of self-other dualism, has however been found to mitigate these outcomes. This article reports on a study examining the effectiveness of belief withdrawal attained through engagement with A Course in Miracles (ACIM), as devised by Dr Helen Schucman, a Professor of Medical Psychology at Columbia University’'s College of Physicians and Surgeons. One-on-one interviews were conducted with thirty-three participants (sourced through ACIM Meetup groups) who had completed the ACIM self-study program of 365 workbook lessons aimed at restoring mental health through the discontinuation of dualistic perception. The data indicates self-other belief relinquishment may be achieved through ACIM facilitating significant attitudinal and behavioural change. ACIM’s ontological orientation was found to play a significant role in facilitating these changes.

The Effect of Studying A Course in Miracles on Mental Well-being

In utilising cognitive restructuring techniques to treat mental distress, cognitive behavioural therapy (CBT) and acceptance and commitment therapy (ACT) highlight the causal relationship between perception and experience. CBT and ACT however presume there is a separation: that the occurrence of an emotion, event, or other reality exists apart from and independent of its observation. As such, CBT and ACT are ontologically dualistic. This paper reports on a possible non-dualistic alternative to these treatment programs. The potential alternative examined is A Course in Miracles (ACIM): a creed of non-dualism that contains a self-study program of 365 workbook lessons aimed at restoring mental health through reframing and discontinuing dualistic perception. Effectiveness of this alternative was evaluated through 33 one-on-one interviews with participants (sourced through ACIM Meetup groups) who had completed the ACIM Workbook component. Findings report significant positive change for all interviewees regarding their attitudinal, emotional, and social lived experience.

Pharmacist self-perception of readiness to prescribe hormonal contraception and additional training needs

IntroductionOur objectives were to describe pharmacist perceptions of training and preparation to prescribe hormonal contraception (HC), identify training gaps, and elicit preferred training methods. MethodsIn this cross-sectional survey, pharmacists in the United States (US) completed an online 29-item survey. Descriptive statistics were used to analyze responses. ResultsOf 823 participating pharmacists, 58% felt they received adequate training to prescribe HC. Prescribing any medications within the last five years or completion of residency training were significantly associated with more participants feeling adequately trained. Of those who indicated HC was not covered in their pharmacy school curriculum, most (78%) felt they were either not adequately trained or unsure. Only 36% were aware of the Centers for Disease Control and Prevention US Medical Eligibility Criteria for Contraceptive Use (CDC MEC). Residency-trained pharmacists were statistically more likely to have used the CDC MEC and feel comfortable prescribing for adolescents. Most participants desired more training about switching between products (80%) and patient specific product selection (72%). Preferred methods for additional training were basic (<four hours) live trainings, on-demand webinars, and online self-study programs. ConclusionsAs pharmacist scope of practice expands to include prescribing HC, many opportunities remain to ensure pharmacists feel adequately trained to provide this service. Pharmacy educators and training programs should incorporate the findings of this study into their curricula, experiential opportunities, and continuing education offerings. Additional studies are needed on the effectiveness of various training formats and programs.

Self-study of the non-extension sign in an e-learning program improves diagnostic accuracy of invasion depth of early gastric cancer.

Background and study aims We developed an e-learning program for endoscopic diagnosis of invasion depth of early gastric cancer (EGC) using a simple diagnostic criterion called non-extension sign, and the contribution of self-study quizzes to improvement of diagnostic accuracy was evaluated. Methods We conducted a prospective randomized controlled study that recruited endoscopists throughout Japan. After completing a pretest, the participants watched video lectures and undertook post-test 1. The participants were then randomly allocated to either the self-study or non-self-study group, and participants in the first group completed the self-study program that comprised 100-case quizzes. Finally, participants in both groups undertook post-test 2. The primary endpoint was the difference in post-test 2 scores between the groups. The perfect score for the tests was set as 100 points. Results A total of 423 endoscopists completed the pretest and were enrolled. Post-test 1 was completed by 415 endoscopists and 208 were allocated to the self-study group and 207 to the non-self-study group. Two hundred and four in the self-study group and 205 in the non-self-study group were included in the analysis. Video lectures improved the mean score of post-test 1 from 72 to 77 points. Participants who completed the self-study quizzes showed significantly better post-test 2 scores compared with the non-self-study group (80 vs. 76 points, respectively, P < 0.0001). Conclusions Our e-learning program showed that self-study quizzes consolidated knowledge of the non-extension sign and improved diagnostic ability of endoscopists for invasion depth of EGC.

Evaluation of a gamified e-learning platform to improve traffic safety among elementary school pupils in Belgium

Children are highly represented in statistics relating to road traffic injuries and fatalities. There are multiple risk factors that together create an increased risk for children in traffic, some of the major reasons include children’s inability to efficiently and actively scan the environment and look for information relevant to the traffic environment, inconsistent behavior, and less developed hazard perception skills. Traffic safety education is one of the most important means for improving knowledge and skills required for children to behave safely in traffic. This study evaluated a newly developed and gamified e-learning platform meant to promote traffic safety among elementary school pupils in Belgium. Participants in this study were from four grades of elementary school and voluntarily took part in the training. They followed a self-study program at home for approximately 15 min per week over a period of 5 weeks in total. The platform included four modules: traffic knowledge, situation awareness, risk detection, and risk management. For each of these modules, a set of photos and videos were used as stimuli and selected from a database of camera recordings of real-life situations. Half of each module consisted of familiar situations for the pupils (i.e., own municipality), while the other half of each module consisted of unfamiliar situations for the pupils (i.e., other municipalities). A fifth module, “the finale,” contained a mix of the first four modules. In total, 44 elementary school pupils (9–13 years old) completed the program. During the first round of measurement (i.e., the first four modules), pupils performed significantly better in the traffic knowledge module when compared with the other three modules. Further, in comparison with unfamiliar situations, pupils scored significantly higher in familiar situations. During the second round of measurement (i.e., the fifth module), pupils achieved higher scores in the risk detection and risk management modules when contrasted to the first measurement. The effect of gamification elements is discussed and the results also indicate the type of traffic safety issues to be emphasized in traffic safety education for children.

Self-Study with the Educational Technology &lt;i&gt;Tell Me More&lt;/i&gt;: What EFL Learners do

This study investigated 350 English as a foreign language (EFL) undergraduate students’ use of Tell Me More (TMM), a language learning technology, for self-study in a university in the south of Thailand. Two questions guided the study: 1) What were learners’ self-study practices with the TMM program? 2) How did learners’ self-study practices enhance or undermine the purpose of using the TMM program? Self-report questionnaire with subscales from Students Approaches to Learning and a semi-structured focused group interview were used to investigate the participants’ practices, effort and persistence on the TMM. The findings indicated that the learners multitasked to compensate for the lack of support from instructors and for assessment purposes, sometimes left the program on to count the time. The findings on the time of use suggested that self-study practices do not depend only on learners’ attitude or features of the learning environment but also goals set by instructors. Additionally, the findings showed that learners made moderate effort of use and were inconsistent in their self-study practices. The findings shed new light on what accounts for the effective use of educational technologies and how practices could be improved. This study would guide developers of online learning curriculums and educators on learning goals and assessment types to be incorporated in online self-study programs.

Impact of Integrating Self-Study Module in Chemical Engineering Course

In the current day method of instruction contextual education is the unique method to express learners the concepts that are being trained in a subject domain to physical industrial problems. Students are open to real-life problems to assimilate and increase the knowledge proficiencies from multi disciplinary developments that can enhance their engineering awareness talents, ability to work in diverse team. On other hand through self-study teacher gain deeper understanding of how to nurture motivation technique of teaching in classroom. Assessing students on basis of their critical thinking, creativity, attitude towards task, and approach towards the solution of engineering problem play a critical role in motivational technique of teaching learning process. Motivation derives from quantifying the students learning. This paper compares attainment of program outcomes (POs) and Course outcomes (COs) for comprehensive course with and without incorporating self-study module. Finally it is found that more percentage of outcome is achieved through implementation of self-study programme. The main findings from the self-study showed progressive outcomes regarding learning, organizing, time disbursed in the laboratory, creative thinking and student insight.

An interview with Rachel Mulvihill and colleagues at the university of Central Florida about the foundations of excellence transfer initiative

PurposeThe purpose of this paper was to ask librarian Rachel Mulvihill (Head of Teaching and Engagement) and colleagues at University of Central Florida libraries about the Foundations of Excellence Transfer Initiative, an extensive, university-wide self-study program examining their transfer student needs for success and retention. University librarians participated in Foundational Dimensions groups in the first year of the program and with action groups in the second year.Design/methodology/approachThis is an interview.FindingsParticipation in campus-wide initiatives to reach transfer students improved the libraries’ image in the university system, strengthened inter-department connections and supported the success of transfer students. Developing personal connections with transfer students and understanding your school’s transfer population needs and dialogues with feeder school can help libraries better support their student populations.Originality/valueThe integration of library staff into a system-wide transfer-student assessment program is rare, if not unique.