Short Answer Research Articles

Cross-Cultural Conversational Strategies Used by Chinese Students in Pakistan

Cross-cultural communication is the study of ways people from multi-cultural backgrounds interact, in similar and different manners among themselves, and how they strive to converse cross culturally. This becomes particularly significant given potential frequency of interaction and/or the nature of relationship. The claim of Pakistan-China friendship with new economic agreements in the form of CPEC is opening up new avenues requiring effective cross-cultural communication. One of which is in the academic domain with an increased students exchange. The aim of the present research is to explore the cross-cultural conversational strategies used by female Chinese Students studying at International Islamic University Islamabad, Pakistan while conversing in English. The current study focuses to depict their cultural context i.e. high context culture or low context culture by exploring their method of developing the topic; ways of responding difficult questions and participation in term of interaction; and their promptness of disagreement through verbal and nonverbal indications. A Popular cultural framework of Hall (1976, 2000) is used as a theoretical framework for this research. For the elicitation of linguistics data, questionnaires (adapted from Xu Lin (2007) and interviews are used as a data collection tool. The study concludes that the Chinese female students are low context people, who rely on words, as they avoid silence and actively participate in the conversation for clear understanding of the topic. It is clear from their responses of interviews as well as questionnaires that they interact during conversation and immediately disagree through verbal and nonverbal indications. They don’t only give short answers but try to develop the topic raised in the questions and even try to respond difficult questions.

Automated grading of anatomical objective structured practical examinations using decision trees: An artificial intelligence approach.

An Objective Structured Practical Examination (OSPE) is an effective and robust, but resource-intensive, means of evaluating anatomical knowledge. Since most OSPEs employ short answer or fill-in-the-blank style questions, the format requires many people familiar with the content to mark the examinations. However, the increasing prevalence of online delivery for anatomy and physiology courses could result in students losing the OSPE practice that they would receive in face-to-face learning sessions. The purpose of this study was to test the accuracy of Decision Trees (DTs) in marking OSPE questions as a first step to creating an intelligent, online OSPE tutoring system. The study used the results of the winter 2020 semester final OSPE from McMaster University's anatomy and physiology course in the Faculty of Health Sciences (HTHSCI 2FF3/2LL3/1D06) as the data set. Ninety percent of the data set was used in a 10-fold validation algorithm to train a DT for each of the 54 questions. Each DT was comprised of unique words that appeared in correct, student-written answers. The remaining 10% of the data set was marked by the generated DTs. When the answers marked by the DT were compared to the answers marked by staff and faculty, the DT achieved an average accuracy of 94.49% across all 54 questions. This suggests that machine learning algorithms such as DTs are a highly effective option for OSPE grading and are suitable for the development of an intelligent, online OSPE tutoring system.

CRQs in Anaesthesia: Constructed Response Questions for Exams

In recent years, the Royal College of Anaesthestists (the governing body of anesthesia in the United Kingdom) has switched from short answer questions to constructed response questions on their final Fellowship of the Royal College of Anaesthetists examinations. Constructed response questions are used to test one’s knowledge and how that knowledge is applied in a variety of topics.The content covered in the book is very comprehensive. The authors, all of whom have taken the Fellowship of the Royal College of Anaesthetists exam, have meticulously researched the information covered by the exam. The book is broken into 20 chapters. Six chapters are devoted to mandatory units of training: neuroanesthesia (chapter 1), obstetric anesthesia (chapter 2), pediatric anesthesia (chapter 3), pain (chapter 4), cardiac anesthesia (chapter 5), and critical care (chapter 6). Four chapters then cover the following: perioperative medicine (chapter 7); regional anesthesia, orthopedic, and trauma anesthesia (chapter 8); other topics in general medicine (chapter 9); and optional topics (chapter 10). Chapters 11 to 20 provide answers to questions posed in the first 10 chapters.Within a chapter, each field that is highlighted is then broken into several key subjects. In neuroanesthesia, examples of key subjects are status epilepticus, delirium, and intracranial pressure physiology. Each subject is then tested with an average of four to seven constructed response questions. You, as the reader, are expected to answer each question with the appropriate responses. There is a numerical guide next to each question as to how many answers the book (test) is expecting. As shown in figure 1, the topic of intracranial pressure physiology has several questions to be answered, and the “marks” or the number of answers the test requires. Once you have completed a section, you can check your answers against the provided answers in the second half of the book.In going through this book, I found myself challenged as I progressed through the chapters. What makes it especially challenging is knowing the expected number of responses to a question and coming up with those correct responses. I love the breadth of topics and the ease of reading this review book. Neuroanesthesia is very comprehensive. The chapter does a nice job of covering major key topics with thorough explanations. Additionally, throughout the book, neuro topics are included within other chapters, such as Guillain–Barré syndrome and stroke in the critical care chapter.Critical care is understandably a broad topic that is difficult to fit into one chapter. However, ventilator management is only briefly touched upon within the topic of acute respiratory distress syndrome. Manipulation of different ventilator modes or a scenario involving weaning from the ventilator is lacking. Given how much of our clinical practice involves respiratory physiology and the use of ventilators, it is an area that could be expanded.Constructed response questions are associated with concise fragmented responses. In this review book, the answers to the questions are at times in sentence form rather than fragmented responses. While I personally prefer sentence or paragraph responses, they are not the typical answers one would see to constructed response questions. These pertain more to oral board answers in the United States. There are also scenarios in which the questions are open-ended, making it difficult to predict which specific answers the authors require. Overall, the content matter is comprehensive and well understood once the answers are read.Ultimately, this book is intended to prepare trainees for the final Fellowship of the Royal College of Anaesthetists constructed response question examination. While it does have a specific niche, it may be useful even for those trainees outside of the United Kingdom. It appears that the book could be a good review in the United States, Australia, New Zealand, India, and other European countries. In the United States, the content covered in the book can be helpful, in conjunction with other resources, when preparing for the oral board examinations.The author declares no competing interests.

Artificial intelligence in sport management education: Playing the AI game with ChatGPT

The launch of ChatGPT, an Artificial Intelligence (AI) ChatBot, in late 2022 made many people look to the disruption such technology could play in education. This study aimed to identify the quality of short answer outputs for sport management questions from ChatGPT and suggestions on utilizing ChatGPT in the functional areas of sport management. The study was exploratory, and the methodology used was a generic qualitative inquiry. The results indicated that ChatGPT produces grammatically quality, complete, and topically accurate outputs for short answer questions. The findings indicate the pros and cons of utilizing Artificial Intelligence chatbots, such as ChatGPT, in the sports management higher education classroom. The discussion gives practical suggestions on how ChatGPT can supplement and support sport management education.

Cooperative Learning Model Type STAD for Improving Students' Skills in Determining Main Ideas of Paragraphs

Improving students' skills in determining the main ideas of paragraphs through the Cooperative Learning Model Type STAD which is based on extracting students' prior experiences and knowledge. The purpose of this study was to identify and improve the skills of determining the main ideas of paragraphs through the Cooperative Learning Model Type STAD. This research is an action research (action research), because the research was conducted to solve learning problems in the classroom. The research subjects were 28 Class VI students at Prambon Datangan Elementary School for the 2021/2022 Academic Year, in the material of Non-fiction Texts. Data collection techniques used in research are a). Observation of attitudes, with direct observation sheets to find out the activities of teachers and students in the ongoing learning process according to the existing cycle b). The Skills Test discovers the main ideas of students in the form of short answers. This study uses a qualitative descriptive analysis technique. Cooperative Learning Model Type STAD has a positive impact on improving student achievement as indicated by an increase in student mastery in each cycle, namely cycle I (60.71%), cycle II (75%), cycle III (89.29%). Based on the results of data analysis using percentages and skills in completing Indonesian language questions, it was concluded that the skills in determining the main ideas of paragraphs through the Cooperative Learning Model Type STAD increased, thus students were able to achieve the specified Minimum Mastery Criteria (KKM). The findings in this study are Cooperative Learning Model Type STAD has a positive impact on cooperation between students, this is shown by the existence of responsibility in groups where students who are more able to teach their less capable friends.

Functional near-infrared spectroscopy of medical students answering various item types.

Traditionally, the effect of assessment item types including true/false questions (TFQs), multiple-choice questions (MCQs), short answer questions (SAQs), and case scenario questions (CSQs) is examined through psychometric qualities or student interviews. However, brain activity while answering such questions or items remains unknown. Functional near-infrared spectroscopy (fNIRS) can be used to safely measure cerebral cortex hemodynamic response during various tasks. Hence, this fNIRS study aimed to determine differences in frontotemporal cortex activity as medical students answered TFQs, MCQs, SAQs, and CSQs. In total, 24 medical students (13 males and 11 females) were recruited in this study during their mid-psychiatry posting. Oxy-hemoglobin and deoxy-hemoglobin levels in the frontal and temporal regions were measured with a 52-channel fNIRS system. Participants answered 9-18 trials under each of the four types of tasks that were based on their psychiatry curriculum during fNIRS measurements. The area under the oxy-hemoglobin curve (AUC) for each participant and each item type was derived. Repeated measures ANOVA with post-hoc Bonferroni-corrected pairwise comparisons were used to determine differences in oxy-hemoglobin AUC between TFQs, MCQs, SAQs, and CSQs. Oxy-hemoglobin AUC was highest during the CSQs, followed by SAQs, MCQs, and TFQs in both the frontal and temporal regions. Statistically significant differences between different types of items were observed in oxy-hemoglobin AUC of the frontal region (p ≤ 0.001). Oxy-hemoglobin AUC in the frontal region was significantly higher during the CSQs than TFQ (p = 0.005) and during the SAQ than TFQ (p = 0.025). Although the percentage of correct responses was significantly lower in MCQ than in the other item types, there was no correlation between the percentage of correct response and oxy-hemoglobin AUC in both regions for all four item types (p > 0.05). CSQs and SAQs elicited greater hemodynamic response than MCQs and TFQs in the prefrontal cortex of medical students. This suggests that more cognitive skills may be required to answer CSQs and SAQs.

An online flipped classroom approach improves the physiology score and subsequent course scores of the top-performing students.

The online flipped classroom (OFC) has emerged as a new teaching method in universities worldwide, which combines asynchronous and synchronous online learning. OFC differs from the traditional flipped classroom as it does not involve face-to-face interaction between teachers and students. Instead, the class meeting is conducted online, and it is focused on active and collaborative learning (e.g., discussion rather than lecturing). To evaluate the effectiveness of the Physiology OFC, we compared it with online live teaching (OLT) offered in the same school and semester. We analyzed the exam scores of the Physiology course as well as the scores for other courses offered in the same semester and after the Physiology course. We categorized the top 27% of the exam takers as high-achieving students and the bottom 27% as low-achieving students. Our analysis found no statistically significant difference between OFC and OLT in terms of overall exam scores for all students. However, high-achieving students in OFC scored higher on the total exam score and short answer questions, but the score of case study questions (CSQs) of low-achieving students was lower. Furthermore, students in OFC scored higher in Medical Immunology and courses dominated by logical thinking such as Pharmacology and Diagnostics than students in OLT. In conclusion, our findings suggest that OFC can achieve the same teaching effectiveness as OLT, with a more positive impact on high-achieving students. The positive impact extends beyond the Physiology course to other courses where logical thinking is critical. However, the lower performance of low-achieving students in CSQs highlights the need for further research to determine the reasons for their lower performance and potential strategies to improve their learning outcomes.NEW & NOTEWORTHY An online flipped classroom approach achieved the same teaching effect as online live teaching but had a more positive impact on high-achieving students. The positive impact was not only in Physiology but also in subsequent courses where logical thinking prevailed. However, for low-achieving students, the effect of online live teaching was better.

THE EUROPEAN UNION FORUM FOR ECONOMIC LOBBYING

In Europe with the exception of Germany, European countries only began experimenting with lobbying tools after 2005, to the effect that currently some form of lobby registration is required in 12 European Union (EU) member states. The current system dubbed symbolically the Transparency Register (TR) that was launched in 2011 through an interinstitutional agreement (IIA) and is jointly managed by the European Commission (EC) and the European Parliament (EP). The TR is the successor of schemes that had previously been run separately by the two institutions, namely the quasi‐accreditation system of the EP, in place since 1996, and the EC's Register of Interest Representatives (ROIR), set up in 2008 as a voluntary database for groups. It is managed by a team of five staff members seconded from both the EC and the EP, who make up the Joint Transparency Register Secretariat (JTRS). Recent research states that between 10,000 and 90,000 lobbyists operate in Bruxelles . Many more lobbyists operate in states and localities throughout the country. The presence of this many lobbyists begs the following question: What kinds of organizations engage in lobbying? The short answer to this question is: all kinds. More specifically, political scientists have found that 12 basic types of organized interests engage in lobbying. What is the time dimension of decision-making? What is decision logic? What are the principles of persuasion? What does mixed lobbying mean?

Novel Framework for Improving the Correctness of Reference Answers to Enhance Results of ASAG Systems.

Usage of online learning platforms increases day by day and henceforth, there emerges the need for automated grading systems to assess the learner's performance. Evaluating these answers demands for a well-grounded reference answer which aids a strong foundation for better grading. Since reference answers impacts the exactness of grading answers of learners, its correctness remains a great concern. A framework that addresses the reference answer exactness in Automated Short Answer Grading (ASAG) systems was developed. This framework includes material content acquisition, clustering collective content, expert answer as key components which was later fed to a zero-shot classifier for a strong reference answer generation. Then, the computed reference answers along with student answers and questions from Mohler dataset were fed to an ensemble of transformers to produce relevant grades. The aforementioned models' RMSE and correlation values were compared against the past values of the dataset. Based on the observations made, this model outperforms the previous approaches.

(060) Pilot Student-Led Gender Affirming Care Elective for First- and Second-Year Medical Students

Abstract Introduction In 2022, it is estimated that over 1.6 million adults and young people over 13 years old in the U.S. identify as transgender (UCLA Williams Institute). Members of the transgender and gender non-conforming (TGNC) population face unique health disparities when compared to cisgender individuals, indicating a unique need for medical care. However, there is a dearth of gender-affirming care (GAC) education in undergraduate medical curricula. To address this lack of GAC in medical education, we developed our own curriculum for GAC education utilizing a 7-week student-run elective course for MS1s and MS2s. Objective The objective of this study was to provide a pilot course presenting introductory GAC education to MS1s and MS2s. We sought to assess the efficacy of this course by measuring student engagement with course material and soliciting student feedback in survey form. Methods Classes were held via Zoom on Monday evenings for two hours. Each class structure consisted of a guest speaker and a facilitator-led activity or lecture. Our class topics included terminology, history, and current affairs; intersectionality and healthcare issues pertinent to the LGBTQIA+ population; STIs, sexual health and trauma-informed care; medical specialties and GAC; HRT and surgery; fertility, family planning and intersex care; and provider and patient panels. Students interacted with course material and each other through a variety of platforms, including D2L, PollEverywhere, and Microsoft Whiteboard. Student feedback was gathered using an anonymous Google Forms survey. Questions included short answer, multiple choice, and linear scale prompts. Results There were 32 students who participated in the elective. Upon assessment of student engagement through D2L, we found that 25% (8/32) of the class interacted with 70-100% of the learning materials provided. 90.6% (29/32) of students viewed at least one of the seven learning materials. Upon completion of the course, 34.4% (11/32) of students also completed the feedback survey. 72.7% (8/11) of students surveyed said that student participation was appropriate while 27.3% (3/11) felt that it was too sparse. 81.8% (9/11) of students surveyed felt that time spent hearing from guest speakers was appropriate, while 9.1% (1/11) felt that it was too frequent and 9.1% (1/11) felt that it was too sparse. 100% (11/11) of students surveyed felt that the amount of pre-work was appropriate. Common themes that emerged from student responses were appreciation that most speakers were part of the LGBTQIA+ community and a difference in desired class material; some students thought the class was too introductory while others felt that they learned a lot, indicating differences in student baseline knowledge prior to the course. Common areas for growth that emerged were the need for increased student participation and class discussion and more interaction with pre-work during class. Conclusions This course serves as a blueprint for other medical students who may want to provide information on GAC to their peers. We hope to employ the above areas for growth in next year’s course and have a more diverse group of speakers. In the future, this content could be adopted into the our school's standard curriculum, addressing the gap in coursework on GAC. Disclosure No

(028) The Impact of Misinformation on Patient Perceptions Undergoing Sexual Health and Other Urological Procedures

Abstract Introduction Misinformation and particularly health misinformation, has become rampant in society. Misinformation is defined as the spread of false information irrespective of the intent and has become pervasive due to today’s information channels. The repercussions of misinformation is significant as the World Health Organization declared a COVID-19 ‘infodemic’ in February 2020 as one example in order to combat this phenomenon. The spread of false information among patients has caused for confusion, mistrust with healthcare systems and providers. Although misinformation has been acknowledged on broad scales such as healthcare, there is scarce evidence about the prevalence and effect in certain areas of health and medicine. One particular area of health that may have an inordinate amount of misinformation affecting patient perception is sexual health and urology. Objective The objective of this study was to determine where patients gather information prior to their procedure/consultation and assess their perception as to the reliability of the information. Methods Prior to the consultation/procedure, patients were consented and enrolled to complete a questionnaire consisting of Likert scale, short answer and multiple-choice questions regarding search strategies and perception on misinformation. Demographic, online search strategies and misinformation questions were used to evaluate patient perceptions about general misinformation and the reliability of online information. Cronbach’s alpha was calculated for the Likert questions to assess for internal validity and evaluated on its original five-point scale by a Chi-Square Goodness of Fit Test using R software (v 4.0.3). A p-value < 0.05 was considered statistically significant. Results To date we have enrolled 102 patients. From the survey results, 64.7% patients indicated that they searched up their condition on the internet prior to their consultation/procedure with 86.6% using Google to find relevant information. Short answer questions revealed patients used disease names or descriptive words of their condition when searching for information. Additionally, 40.3% and 43.1% of patients that searched their conditions found the information very reliable or somewhat reliable respectively and was statistically significant. 79.4% and 40.2% of patients spoke with their partner, if applicable, and their friends respectively about their condition. If they did not however, embarrassment to discuss or feeling alone were major reasons to not do so. Patients responded that misinformation is a significant concern when searching up health information. Interestingly, only 4.9% and 56.9% of patients strongly agreed and agreed they were able to identify misinformation and was statistically significant. The majority of patients also strongly agreed or agreed that learning information prior to their appointment affects their relationship with their physician (13.7% and 37.3% respectively). Conclusions Misinformation alters how sexual medicine and urology patients deal with their condition and relationship with their physician. This study is critical to identify areas to create a tailored approach for urologists and sexual medicine specialists to assist in situations where patients may be misinformed about their health. Disclosure No

(193) Sleep Related Painful Erections: A Survey Based Analysis of Patient Reported Experiences with Diagnosis and Management

Abstract Introduction Sleep related painful erection disorder (SRPE) is a debilitating condition which is currently not well understood. It is characterized by frequent nighttime awakenings due to painful nocturnal erections. Various theories surrounding the pathophysiology of this condition include increased testosterone levels, obstructive sleep apnea, altered autonomic function and psychosomatic factors, amongst others. To our knowledge, there have been no controlled studies investigating this, with literature consisting mostly of case reports. We sought to survey those affected to determine a unifying cause, treatment, and assess the impact on their quality of life Objective Understand the collective experience and unifying themes in the presentation, diagnosis and treatment of patients with SRPE. Methods A group of 63 men diagnosed with SRPE were administered a 30 item questionnaire consisting of both multiple choice, short and long answers from January 2021 to July 2021. Question items were generated based on existing literature. Survey items were reviewed by two academic Urologists specializing in treatment of sexual dysfunction. Information about demographics, clinical history, social history, symptomatology, and both surgical and medical interventions were captured. Quality of life was captured on a 5 point likert scale. Results Overall, 40 patients diagnosed with SRPE responded to the survey. The median age of those surveyed was 43.5 (range 21-69). Majority of respondents (66%, n=21) had no pertinent past medical history related to disorders of erectile function, while 50% (n=20) of subjects reported definitely or possibly having sleep apnea, and 38% (n=12) reported a mental health disorder. The most common current medication among subjects was baclofen (55%, n=22), followed by clonazepam (10%, n=4). However, baclofen proved to be beneficial in only 36% (n=8) of responders who had trialed it. The interventions which were most commonly reported as helpful by those who attempted were sleep repositioning (50%, n=4) and oxygen device use (43%, n=3). Majority of patients have not required intervention in the emergency department 92.5%, n=37), and only 7.5% (n=3) patients have required penile aspiration. Responders described their quality of life as being severely impacted by SRPE, with 14 choosing a severity of 5 (35%). The median score for this response category was 4. Conclusions SRPE is a poorly described condition which should be distinguished from other erectile pathologies such as priapism. The majority of our patients reported OSA, and previous studies have suggested a sleep-cycle association. Sleep reposition and oxygen use appear to provide the most relief for the majority of our patients, although this was not a reliable treatment option. From a medication perspective, there was no consistent class of medication that provides symptom relief. Majority of patients appear to manage their erections without requiring a visit to ED. An overwhelming majority of our patients identified with a mental health disorder, and similarly the average response was that this had a severe impact on their quality of life. Based on these responses and the impact on quality of life, further studies must be done to better elucidate this condition. Disclosure No

(006) Characterizing Unmet Needs of Female Cancer Survivors Seeking Sexual Health Education Through Social Media

Abstract Introduction As targeted therapies lead to improved cancer survival, there remains an unmet need to address consequences of those treatments on survivors’ sexual health and satisfaction. Online education around sexuality after cancer is becoming more widespread, and recent work has shown that cancer survivors prefer to receive information about sexual side effects early and often. Objective We sought to describe the population of survivors seeking this information through social media, while further characterizing the needs of this growing population. Methods An investigator-designed online survey was made available through the social media page of a sexual health after cancer program. Participation was anonymous and voluntary, and the investigator-generated, 10-item instrument included multiple choice questions assessing age, cancer diagnosis and treatment characteristics, presence and type of sexual health concerns, and the type of utilization of online resources for health-related information. The final question allowed for a short answer response of educational needs. Descriptive analyses of the multiple-choice questions, and qualitative content analysis of the open response themes were assessed and described. Results 301 female cancer survivors completed the survey. Most respondents were 44 years old or younger (66%), and most had breast cancer (89%). Leukemia/lymphoma, cervical, uterine, ovarian, colon/other bowel, melanoma, and brain malignancy survivors also participated. Most participants reported painful sex (36%) or low desire (34%) as their most bothersome problem. Vaginal dryness (20%), body image issues (7%), and problems with orgasm (4%) were also reported. Participants’ most bothersome symptom stratified by cancer diagnosis is depicted in Figure 1. Most respondents were very or somewhat likely to seek sexual health information online (81%), particularly on Instagram (80%). 161 participants described additional information they sought online in a free-response question, which were included in the qualitative analyses. These participants expressed a need for more information regarding their concerns about low desire (25%), pain/discomfort during sex (15%), changing body image (11%), and vaginal dryness (11%). 35% sought product recommendations and 14% requested information about how to address their cancer treatments’ side effects. Survivors also asked for advice in navigating relationships, resuming sex lives, and dating after cancer (17%). Notably, participants expressed gratitude for the accessible, evidenced-based information and the sense of community that the page fostered. Conclusions Female cancer patients, particularly premenopausal survivors, are seeking sexual health information online about desire, body image, and relationships/dating, as well as genitourinary concerns after cancer. Their utilization of online forums highlights the need for improved access to survivorship resources, and more open communication with their providers and other patients, especially pertaining to potentially sensitive topics like sexuality and intimacy after cancer. Future work will allocate resources to providing a range of sexual health-related online education during and after treatment. Disclosure No

GradeAid: a framework for automatic short answers grading in educational contexts—design, implementation and evaluation

Automatic short answer grading (ASAG), a hot field of natural language understanding, is a research area within learning analytics. ASAG solutions are conceived to offload teachers and instructors, especially those in higher education, where classes with hundreds of students are the norm and the task of grading (short)answers to open-ended questionnaires becomes tougher. Their outcomes are precious both for the very grading and for providing students with “ad hoc” feedback. ASAG proposals have also enabled different intelligent tutoring systems. Over the years, a variety of ASAG solutions have been proposed, still there are a series of gaps in the literature that we fill in this paper. The present work proposes GradeAid, a framework for ASAG. It is based on the joint analysis of lexical and semantic features of the students’ answers through state-of-the-art regressors; differently from any other previous work, (i) it copes with non-English datasets, (ii) it has undergone a robust validation and benchmarking phase, and (iii) it has been tested on every dataset publicly available and on a new dataset (now available for researchers). GradeAid obtains performance comparable to the systems presented in the literature (root-mean-squared errors down to 0.25 based on the specific tuple langle dataset-questionrangle ). We argue it represents a strong baseline for further developments in the field.

Pelatihan Pembuatan E-book dan Soal Berbasis HOTs Interaktif untuk Meningkatkan Kemampuan Literasi Digital Guru SMP YPK Merauke

This service activity aims to improve the digital literacy skills of the teachers in SMP YPK Merauke through training in making e-books using the SIGIL application and interactive HOTs questions using Socrative. Implementing this service used training and mentoring based on partner needs. The instrument for evaluating this activity used a questionnaire consisting of 12 statements and was analyzed descriptively. The results of this activity showed that the teachers of SMP YPK Merauke created an interactive e-book using the SIGIL application, which contained not only pictures and text but also video and audio that could make it easier for students to understand the material and increase students' interest in learning. In addition, teachers at SMP YPK Merauke could compile interactive HOTs questions using Socrative, which consisted of questions in the form of multiple choices, true-false, and short answers. They could apply the questions in socrative in the teaching and learning process.

Identifying facilitators and barriers to integrated and equitable care for community-dwelling older adults with high emergency department use from historically marginalized groups

BackgroundHigh rates of emergency department (ED) use by older adults persist despite attempts to improve accessibility of appropriate and comprehensive care. Understanding the drivers of ED visits from the perspective of older adults from historically marginalized groups could help reduce ED use by patients with needs that are preventable or could have been treated in a more appropriate setting. This interpretivist, feminist study aims to explore the unmet care needs of older adults (age 65 +) with high ED use and belonging to historically marginalized groups to better understand how social and structural inequities reinforced by neoliberalism; federal and provincial governance structures and policy frameworks; and regional processes and local institutional practices, shape the experiences of these older adults, particularly those at risk of poor health outcomes based on the social determinants of health (SDH).Methods/designThis mixed methods study will employ an integrated knowledge translation (iKT) approach, starting with a quantitative phase followed by a qualitative phase. Older adults self-identifying as belonging to a historically marginalized group, having visited an ED three or more times in the past 12 months, and living in a private dwelling, will be recruited using flyers posted at two emergency care sites and by an on-site research assistant. Data obtained through surveys, short answer questions, and chart review will be used to compile case profiles of patients from historically marginalized groups with potentially avoidable ED visits. Descriptive and inferential statistical analyses and inductive thematic analysis will be conducted. Findings will be interpreted using the Intersectionality-Based Policy Analysis Framework to identify the interconnections between unmet care needs, potentially avoidable ED admissions, structural inequalities, and the SDH. Semi-structured interviews will be conducted with a subset of older adults at risk of poor health outcomes based on SDH, family care partners, and health care professionals to validate preliminary findings and collect additional data on perceived facilitators and barriers to integrated and accessible care.DiscussionExploring the linkages between potentially avoidable ED visits by older adults from marginalized groups and how their care experiences have been shaped by inequities in the systems, policies, and institutions that structure health and social care provision will enable researchers to offer recommendations for equity-focused policy and clinical practice reforms to improve patient outcomes and system integration.

In Case You Haven't Heard…

There are gender‐specific guidelines for alcohol consumption — no more than one drink a day for women; two for men — from the National Institute on Alcohol Abuse and Alcoholism (NIAAA). ADAW asked what the recommendations are for transgender individuals. NIAAA director George F. Koob, Ph.D. provided this response. “The short answer is that there aren't specific guidelines regarding alcohol drinking right now for the transgender population, of which we are aware. Establishing such guidelines will require finding answers to a host of as‐yet‐unanswered questions about how gender‐affirming treatments, such as hormone therapy, might affect alcohol metabolism among transgender people. NIAAA encourages research to answer these questions.”

Effects of response format on achievement and aptitude assessment results: multi-level random effects meta-analyses.

Psychological achievement and aptitude tests are fundamental elements of the everyday school, academic and professional lives of students, instructors, job applicants, researchers and policymakers. In line with growing demands for fair psychological assessment tools, we aimed to identify psychometric features of tests, test situations and test-taker characteristics that may contribute to the emergence of test bias. Multi-level random effects meta-analyses were conducted to estimate mean effect sizes for differences and relations between scores from achievement or aptitude measures with open-ended (OE) versus closed-ended (CE) response formats. Results from 102 primary studies with 392 effect sizes revealed positive relations between CE and OE assessments (mean r = 0.67, 95% CI [0.57; 0.76]), with negative pooled effect sizes for the difference between the two response formats (mean d av = -0.65; 95% CI [-0.78; -0.53]). Significantly higher scores were obtained on CE exams. Stem-equivalency of items, low-stakes test situations, written short answer OE question types, studies conducted outside the United States and before the year 2000, and test-takers' achievement motivation and sex were at least partially associated with smaller differences and/or larger relations between scores from OE and CE formats. Limitations and the results' implications for practitioners in achievement and aptitude testing are discussed.

Impact of game-based learning strategies in student engagement in Health Professions education

Learning is enhanced when students are involved and engaged. However, in the past years there has been an increase in student disengagement. Class attendance is decreasing and students do not complete their assignments or turn work on time. Research has demonstrated that engagement allows the student to develop higher-level critical thinking, which is essential in Health Professions. Providing opportunities for this intellectual engagement is necessary to capture the student’s attention and numerous technologies have surged to meet this goal. One of the teaching resources utilized as an engagement tool in the classroom is gamification and game-based learning strategies. In this study, we developed game based educational resources and assessed their impact in student engagement and learning in Optometry students. A total of 66 students were enrolled in a Systemic Pathology course. The course used flipped instruction and students were asked to watch pre-recorded lectures or videos on a topic before the on-site session, where they worked in groups on a case based on that topic. The game-based learning approach was used for some of the course cases and consisted in using multiple games provided by the instructor to provide a short answer for the case questions. At the end of the semester, all the students completed a feedback questionnaire. The students reported that solving cases during class, independent of the use of games, was beneficial to their learning (79%). They perceived the use of games as enjoyable (68%) and reported an improvement in their learning (69% reporting from beneficial sometimes to very often) when compared to the traditional cases without the game component. Furthermore, we compared this cohort to the same course offered the previous year with no game-based activities to determine the impact on student performance. We found that the two groups obtained similar scores in the quizzes, final exam, and course average. In conclusion, the use of game-based learning strategies increased the engagement of the students and their perception of what they learned, however, it did not seem to improve their academic performance in the course. APS Teaching Career Enhancement Award This is the full abstract presented at the American Physiology Summit 2023 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.

Muscle fatigue and physical discomfort reported by surgeons performing robotic-assisted surgery: a multinational survey.

Robotic surgery has revolutionized surgical procedures and has provided many advantages over traditional laparoscopic and open surgeries. Despite the benefits, there are concerns about the physical discomfort and injuries that may be experienced by surgeons during robotic surgeries. This study aimed to identify the most common muscle groups implicated in robotic surgeons' physical pain and discomfort. A questionnaire was created and sent to 1000 robotic surgeons worldwide, with a response rate of 30.9%. The questionnaire consisted of thirty-seven multiple-choice questions, three short answer questions, and one multiple-option question pertaining to the surgeon's workload as well as their level of discomfort while and after performing surgery. The primary endpoint was to identify the most common muscle groups implicated in robotic surgeons' physical pain and discomfort. Secondary endpoints were to highlight any correlation between age group, BMI, hours of operation, workout regimen, and significant pain levels. The results showed that the most common muscle groups implicated in physical pain and discomfort were the neck, shoulders, and back, with many of the surgeons attributing their muscular fatigue and discomfort to the ergonomic design of the surgeon console. Despite the level of surgeon comfort the robotic console provides when compared to other conventional forms of surgery, the findings suggest the need for better ergonomic practices during robotic surgeries to minimize physical discomfort and injuries for surgeons.