Students In Intervention Group Research Articles

Does a peer social support group intervention using the cares skills framework improve emotional expression and emotion-focused coping in paramedic students?

There is growing concern for the health and wellbeing of paramedic students who are required to undertake work integrated learning (WIL) in the ambulance setting to become a registered paramedic. Paramedic culture, barriers to help seeking, and difficulty in accessing peer support is limiting their ability to express emotions and cope with workplace stress. This study aimed to examine whether participation in a peer social support group, using the CARES skills framework, changed paramedic students’ emotional expression and emotion-focused coping.A convenience sample of seventy-eight participants were recruited from a paramedic program at a single regional university in Australia. Due to small participant numbers third year students were assigned to the intervention group (n = 44) and second year students were assigned to the control group (n = 34). The intervention group received training on how to undertake a peer social support group using the skills embedded in the CARES framework and were encouraged to meet every two weeks over a twelve-week period. All participants completed online surveys consisting of the DASS-21 stress subscale, General Help Seeking Questionnaire, Emotional Approach Coping Scale, Emotional Expressivity Scale and Multidimensional Scale of Perceived Social Support in week 1 and in week 12.Findings suggest that peer social support participation significantly increased emotional expression and emotion-focused coping when compared to the control group. Furthermore, this intervention significantly reduced participants’ reliance upon help seeking without a significant increase in external social support. This is the first known study to investigate the role of peer social support amongst paramedic students, and the findings provide new information on how to help individuals cope with the stressors of working in the ambulance setting. Future studies should investigate whether the positive effects of peer social support are consistent over time and focus on minimising sampling issues.

The Effects of Reciprocal Teaching on Perceived Reading Comprehension Self-Efficacy: Reflections of Post-Graduate Students and their Professor

This study examined the effects of reciprocal teaching (RT) on the perceived reading comprehension self-efficacy of post-graduate students. The study was designed in pre-test post-test experimental design with a control group. Qualitative data was also collected from the intervention group students and the classroom professor who carried out the intervention lessons. Participants consist of typically developing post-graduate students from a state university (n = 34) in Pakistan. While the intervention group used a total of 36 lesson hours of RT techniques for 6 lessons per week for 6 weeks, the lesson was taught in traditional ways in the control group.

Effect of pedometer-based walking on depression, anxiety, and insomnia among medical students in a government medical college

Context: Pedometer is a popular tool to measure physical activity and it is easy to use. Objectives: The impact of pedometer-based walking on insomnia, anxiety, and depression among medical students was evaluated in this study. Methods: A total of 120 2nd-year MBBS students were randomly assigned to two groups (n = 60 in each group). Anxiety, insomnia, and depression levels were assessed using Beck's depression inventory, Beck's anxiety inventory, and Likert sleep scale questionnaire at different time durations. Data were analyzed using the independent t-test, Chi-square, and repeated measures tests. Results: We noticed 22.1% reduction in depression score in the intervention group (P = 0.009). Anxiety score was reduced to 19% among the intervention group students (P = 0.03). Sleep quality improved in students of the intervention group as compared to the control group (P < 0.001). Conclusion: A walking training programme can be considered to manage depression, anxiety, and insomnia in medical students.

Is it possible to build adolescents’ cognitive adaptive capacity through climate change education? Insights into a two-year long educational programme in North Tyrol (Austria) and South Tyrol (Italy)

Adapting to anthropogenic climate change requires informed citizens capable of managing personal and societal risks. This study explores the contribution of climate change education (CCE) to build adolescents’ cognitive adaptive capacity. As defined by Grothmann and Patt’s (2005) Model of Private Proactive Adaptation to Climate Change (MPPACC), cognitive dimensions of adaptive capacity correspond to climate change risk perception and adaptation appraisal as preconditions for individual adaptation actions. Their model has been operationalised to examine adolescents’ cognitive adaptive capacity in a pre-test–post-test design, and the educational programme Generation F3–Fit for Future is presented as a quasi-experiment linking this concept with CCE. Because cognitive adaptive capacity is a complex and multifaceted concept, this contribution also studies the influence of CCE on knowledge and thinking skills, which are important dimensions as well. Overall, 173 upper-secondary school students aged between 16 and 18 years actively collaborated with 57 scientific and practical experts on climate change adaptation (CCA) in North and South Tyrol. Additionally, the programme included control groups. Over two school years, Generation F3–Fit for Future encouraged students to follow constructivist inquiry-based CCE, and they carried out their own research-oriented CCA projects. A mixed methods approach compared data from a multivariate multilevel mixed model collected by web-based questionnaires (N = 231) and qualitative data from problem-centred interviews (N = 47), which were analysed by documentary method. The results suggest a mismatch between quantitative and qualitative data. Quantitative data do not show any change in adolescents’ risk perception and adaptation appraisal, but qualitative data reveal that intervention group students demonstrated increased levels of adaptation knowledge and elaborated critical as well as forward thinking skills. Control group students did not show such capacities after standard curriculum education. It is concluded that CCE holds potential to build several dimensions of adolescents’ cognitive adaptive capacity. Upcoming research should further explore mixed research approaches and advance adaptive capacity theory to better understand this concept.

Improving Outcomes for English Learners Through Technology: A Randomized Controlled Trial

English learners (ELs) in K–12 schools must acquire English while simultaneously mastering content knowledge. Educational technology may support students’ learning through the affordance of individualized language practice. The current randomized controlled trial intervention study examined the effects of Rosetta Stone Foundations software on English learning among middle school ELs. The study took place in Grades 6 to 8 of an urban U.S. school district ( N = 221). Predictors of interest included time of testing (pretest vs. posttest) and software usage, and covariates included grade level, sex, and attendance. Additionally, socioeconomic status and home language were accounted for due to sample homogeneity. Multilevel models indicated that treatment group students showed larger gains than control group students on oral/aural outcomes. These results indicate that the software intervention enables individualized practice that can produce proficiency-related gains over and above the typical classroom curriculum.

Preparing lifelong learners for delivering pharmaceutical care in an ever-changing world: a study of pharmacy students

BackgroundContinuing professional development (CPD) continues to gain acceptance as a model for health care professionals to engage in lifelong learning (LLL). Many pharmacy schools have not adopted yet specific programs targeting the development of LLL skills, though LLL is widely accepted as an essential competence. This paper examines the effectiveness and utility of a longitudinal CPD training program.MethodsA CPD simulation course was introduced to a cohort of fifth year students in Northern Cyprus in the 2018–2019 academic year. The program was delivered as an interactive orientation course in one semester; meanwhile, in the second semester, the students applied the CPD cycle and completed their portfolios during their final experiential practice. A mixed-methods approach was used to evaluate the outcomes of the intervention using students’ preparedness for lifelong learning (SPLLL) self-administered questionnaire delivered pre-post program, focus group sessions for students to reflect on the course experience, and instructors’ evaluations of portfolios.ResultsFollowing the implementation of the course, students’ assessment scores were significantly higher overall and for all scale domains, including “knowledge, skills, attitude and practice”, compared to the baseline assessment. Additionally, compared to fifth year students who responded to the second SPLLL questionnaire, the intervention group students’ assessment was significantly higher in knowledge, skills, and practice. The qualitative analysis reported high student satisfaction and achievement of the course objectives. Nineteen of the students scored high on their portfolios.ConclusionThe CPD simulation course provided students with opportunities to practice and develop self-assessment and self-management skills that are all desirable for lifelong learning and prepared them for CPD.

Learning by evaluating (LbE) through adaptive comparative judgment

Traditional efforts around improving assessment often center on the teacher as the evaluator of work rather than the students. These assessment efforts typically focus on measuring learning rather than stimulating, promoting, or producing learning in students. This paper summarizes a study of a large sample of undergraduate students (n = 550) in an entry-level design-thinking course who engaged with Adaptive Comparative Judgment (ACJ), a form of assessment, as a learning mechanism. Following random assignment into control and treatment sections, students engaged in identical activities with the exception of a 20-minute intervention we call learning by evaluating (LbE). Prior to engaging in a Point Of View (POV) creation activity, treatment group students engaged in LbE by viewing pairs of previously-collected POV statements through ACJ; in each case they viewed two POV statements side-by-side and selected the POV statement they believed was better. Following this experience, students created their own POV statements and then the final POV statements, from both the control and treatment students, were collected and evaluated by instructors using ACJ. In addition, qualitative data consisting of student comments, collected during ACJ comparisons, were coded by the researchers to further explore the potential for the students to use class knowledge while engaging in the LbE review of peer work. Both the quantitative and qualitative data sets were analyzed to investigate the impact of the LbE activity. Consistent with other ACJ research findings, significant positive learning gains were found for students who engaged in the intervention. Researchers also noted that these findings did not indicate the actual quality of the assignments, meaning the while students who engaged in the LbE intervention were better than their peers, they were not necessarily “good” at the assignment themselves. Discussion of these findings and areas for further inquiry are presented.

Smart Dental Card Game Model as An Effort to Improve Behavior of Health Care For Elementary School Students

Correct teeth brushing behavior in elementary school children in Indonesia is 2.8%, and in Central Java, 1.7%. The influencing factor is the lack of information sources, so it is essential to carry out dental and oral health education, "Smart dental card game model" provides learning to children through game methods so that the learning process is more exciting and enjoyable. To produce a gamification-based dental and oral health education model called "Smart dental card game model" to increase dental health maintenance knowledge and decrease the debris index score in elementary school children. Research and development (R&amp;D) and model trials using quasi-experiment pre-test and post-test with control sample design groups were divided into two groups, 28 intervention group students and 28 control group students. The dependent variable is the knowledge and debris index of elementary school students; the independent variable is the Smart dental card game model. The sample size was calculated by using the slovin formula. Data were tested using the interclass correlation coefficient test, Anova, Wilcoxon, Mann Whitney. The smart dental card game was appropriate as a guideline in the learning process to increase elementary school students' knowledge of 2,304 ± 9.07 and reduce the debris index of 0.419 ± 0.68 compared to the control group flipchart media and dental phantom. Smart dental card game is useful to increase dental health maintenance knowledge of elementary school students

Effects of Cooperative Learning with Dynamic Mathematics Software (DMS) on Learning Inversely Proportional Functions

The study focuses on the integration of dynamic mathematics software (DMS) and cooperative learning into the teaching and learning process of inversely proportional functions. The aim of the study is to investigate the effects of integrating DMS with cooperative learning on students’ mathematics achievement using quasi-experimental research design. Students in treatment group learnt inverse proportional functions in cooperative learning groups with DMS while those in control group had typical approach of instruction. Participants are all ninth-grade students in a Macau private school. They were given an achievement test at three stages, namely as pre-test, post-test and delayed post-test. Analysis of students’ results showed that the pedagogy of cooperative learning with DMS does have significant influence on students’ mathematics achievement.

SNAP-Ed physical activity interventions in low-income schools are associated with greater cardiovascular fitness among 5th and 7th grade students in California.

IntroductionCalifornia’s Department of Public Health (CDPH) distributes Supplemental Nutrition Assistance Program-Education (SNAP-Ed) funding, known as CalFresh Healthy Living (CFHL) in California, to local health departments to implement school-based physical activity/nutrition interventions. We determined the association between intervention presence/dose and student cardiorespiratory fitness and BMI.MethodsThis cross-sectional, observational study included 5th and 7th grade students with 2016–17 FitnessGram® results who attended SNAP-Ed eligible California schools. Intervention group students attended schools with CDPH-CFHL interventions during October 2015-September 2016 (n = 904 schools; 97,504 students, 49% female); comparison group students attended schools without CDPH-CFHL interventions (n = 3,506 schools; 372,298 students, 49% female). Adjusted multilevel models determined the association between school-level intervention presence/dose and students’ cardiorespiratory fitness (estimated VO2max) and BMI z-score, and tested for effect modification by student grade and sex.ResultsStudents attending intervention schools demonstrated greater VO2max (males: 0.18 mL/kg per min, 95% CI: 0.03, 0.34; females = 0.26 mL/kg per min, 95% CI: 0.13, 0.39) and lower BMI z-scores (males: −0.03, 95% CI: −0.05, −0.02; females = -0.02, 95% CI: −0.04, −0.01) than students in comparison schools. Students in schools with the highest intervention levels demonstrated higher VO2max (0.37 (95% CI: 0.06, 0.16) and 0.22 (95% CI: 0.02, 0.42), respectively), than comparison students, with the strongest associations seen for females and 7th graders.ConclusionOn average, students in schools with CDPH-CFHL physical activity interventions demonstrated better cardiorespiratory fitness and slightly lower BMI z-scores than students in comparable schools without such programing. Investment in these interventions may positively impact students’ cardiorespiratory health, though further causal investigation is warranted.

Virtual reality learning environment for enhancing electronics engineering laboratory experience

AbstractEngineering laboratory courses have a significant role in building practical knowledge and enhancing the skills of the students. While working in electronics laboratories, students often operate complicated laboratory equipment and juggle through a set of multiple knobs and buttons to configure the equipment(s). It takes a lot of practice to master the skill of operating the laboratory equipment and it becomes difficult for students to operate the equipment without any prior experience. Virtual reality (VR) is the emerging technology and has the potential to provide a better learning experience to the students. In this paper, a VR‐based learning environment (VLE) is developed, which aims to give prior training to the engineering students about the electronics laboratory hardware. An experimental study was conducted to measure the effectiveness of VR on student knowledge development, learning motivation, and cognition. The study was conducted among the 65 engineering students and they were randomly divided into two groups: treatment group (N = 33) and control group (N = 32). The students of the treatment group were taught with the VR approach and students of the control group were taught with a conventional teaching approach. The outcomes of the experiment indicate that VR has a significant positive impact on student knowledge, learning motivation, and cognition. By interacting with the three‐dimensional virtual models of the laboratory instruments, students were able to demonstrate an improved understanding of the laboratory hardware. Also, the treatment group students mentioned that they were not worried about the equipment malfunction that has further enhanced their confidence and reduced the cognitive load.

Is Moulage effective in improving clinical skills of nursing students for the assessment of pressure injury?

BackgroundIn wound care simulations, the practice can be performed on 3D-wounds formed by moulage. Moulage helps the student to perceive the etiology, physiology, and healing processes of the wound, and it can also be used to improve the students' wound assessment skills. ObjectiveThe aim of this study is to investigate the effectiveness of moulage in the improvement of pressure injury assessment skills of nursing students. DesignA quasi-experimental study. SettingsA nursing faculty at a public university. ParticipantsAll fourth-year students (n = 73) who take the simulation elective course were invited to participate. MethodsFall semester students (n = 38) constituted the control group and spring semester students (n = 35) formed the intervention group. The coin-flipping method was used to match the education period and student groups. The intervention group simulation was performed using moulage, and the control group simulation was performed using a pressure ulcer visuals. The same simulation scenarios were used for both groups. The data were collected using the Simulation Design Scale, Student Satisfaction and Self-Confidence Scale, and student identification form, knowledge test, performance checklist and feedback form developed by the researchers. ResultsStudents' knowledge scores for pressure injury assessment have improved significantly in both the intervention group (pre-test:61.71 ± 9.77 and post-test 70.57 ± 12.53, t = −4.27, p < 0.001) and the control group (pre-test: 66.81 ± 13.47 and post-test 73.06 ± 15.50, t = −2.34, p = 0.02). Laboratory and clinical pressure injury assessment skill scores of the intervention group students were significantly higher than the control group. Besides, the correct staging percentages of the intervention group students are higher than the control group students during the clinical practice (χ2 = 5.05, p = 0.02). ConclusionsIt can be concluded that the simulation with moulage was effective in improving the skills of nursing students who received training for pressure injury assessment and in transferring what they learned to the clinical setting.

Interpreting the effectiveness of a summer reading program: The eye of the beholder

In applying a methods-oriented approach to evaluation, this study interpreted the effectiveness of a summer reading program from three different stakeholder perspectives: practitioners from the school district, the funding agency supporting the program, and the policymakers considering mandating summer school. Archival data were obtained on 2330 students reading below benchmark in Grades 2–5. After propensity score matching participants to peers who did not attend the summer program, the final sample consisted of 630 students. Pre-to-posttest growth models revealed positive effects in Grades 2–4 (standardized slopes of .40–.54), but fifth graders demonstrated negligible improvement (standardized slope of .15). The standardized mean differences of propensity score matched treatment and control group students indicated null effects in all grade levels (d = −.13 to .05). Achieving proficient reading performance also was not attributable to summer school participation. Findings underscore the importance of operationalizing effectiveness in summative evaluation.

Integrated STEM-based module: Relationship between students’ creative thinking and science achievement

STEM-based learning innovations have been massively developed especially related to 21st Century skills. This study was done to explore a relationship between creative thinking and science achievement through the implementation of integrated STEM-based module on Reproduction topic. A quasi-experimental study involved pretest-posttest non-equivalent group design with sample of 60 eighth graders from a boarding school in Baling, Kedah, Malaysia. The samples was divided into two groups - 30 students of treatment group and 30 students of control group. The data were collected from pre-post-Reproduction Test Questions (RTQ) scores and pre-post-Creative Thinking Test Questions (CTTQ) scores. Pearson Correlation and one-way ANOVA at a significance level p &lt; .05 were performed in analysing data. Findings reveal no statistically significant relationship between creative thinking and science achievement for both treatment group (r = .220, p = .243) and control group (r = .308, p = .098). Besides, there is a statistically significant and moderate and positive relationship between creative thinking indicator of fluency and science achievement (r = .463, p = .010) of the treatment group. In conclusion, general finding is an evidence that between creative thinking and science achievement shows a consistency in whatever teaching strategy implemented. In which, educators need to realize that academic achievement does not necessarily be a necessity in shaping one’s creativity. Therefore, further study is needed to investigate the relationship between these variables in the execution of STEM teaching and learning so that the findings can be generalized to a larger population.

Memory Mates: An Evaluation of a Classroom-Based, Student-Focused Working Memory Intervention

AbstractThis applied experimental research tested the effectiveness of a universal, student-focused intervention (‘Memory Mates’), specifically focused on supporting students to use attention and working memory strategies within academic contexts, unlike computer-based programs. Memory Mates is presented in the form of icons and explanations, with the strategies embedded within the classroom. Analyses compared the impact of the intervention over 8 months in three schools with three control schools, comprising 13 Year 4 primary school classes. The intervention group students showed a significant improvement in mathematics and spelling; however, there was no differential effect on reading comprehension or academic engagement. Based on the present results, it is contended that implementing Memory Mates within classroom contexts demonstrated promising potential as a new approach to supporting academic progress.

Application of Peer Group Support with the Health Promotion Model Approach in Increasing Perceived Benefit Of Action and Perceived Self Efficacy

&lt;p&gt;&lt;em&gt;There are problem related to students health behavior in Islamic boarding school, such as they do not washing their hand before they have their meals, hanging wet clothes in their room, and they do not really care to the toilet hygiene. The aims of this research was to knowing the effect of peer group support to perceived benefit of action and perceived self efficacy by applying students lifestyle management using health promotion model approach. The design was quasy experimental, pre post test control group the population were students who stayed in Islamic boarding school in An Najiyah, As Syafiiyah and Al Jihad Surabaya, and the total sample was 150 student, 75 in control group, 75 in intervention group, the sample taken by simple random sampling. In intervention group they’ve got health education and peer group support while the control only got health education by giving a student lifestyle management module. The independent variable was peer group support and dependent variable were perceived benefit of action and perceived self efficacy. The data taken by questionnaire and was analyzed by Wilcoxon signed test and Mann Whitney test. The result showed that after the treatment, students in intervention group have positive perceive benefit of action was 92% and 100 % have high perceived self efficacy, meanwhile in control group there were 72% students who have negative perceived benefit of action and 60% have low perceived self efficacy. It means that peer group support could change the students perception and increasing self efficacy to set a going lifestyle management based on health promotion model approach. &lt;/em&gt;&lt;/p&gt;

Foldscope as a primary diagnostic tool for oral and urinary tract infections and its effectiveness in oral health education.

Due to its speed, accuracy and cost-effectiveness, microscopy has become an integral part of clinical examination for disease diagnosis. However, modern microscopes are very costly and require skilled personnel for their operation and maintenance, and specimen processing and analysis is labour-intensive. Further, lack of such expensive diagnostic tools in remote areas is a serious concern. Affordable point-of-care diagnostic tools are the most useful for timely disease diagnosis and management. The Foldscope is an affordable origami-based microscopy device composed of a series of paper clippings, which, upon assembly, can hold a specimen slide for observation, and this specimen can be viewed via a mobile phone camera attached to it. The present study evaluated the use of the Foldscope in the clinical diagnosis of oral and urinary tract infections and evaluated its efficacy as a motivational tool for improving oral health among school children in India. We qualitatively compared the Foldscope to a clinical microscope by examining five different types of clinical samples. Of the different types of clinical samples, the Foldscope was effective in detecting infection in dental plaque samples and urine samples. Thus, we further analysed 31 dental plaque samples of patients aged 3-13 years and 25 urine samples of patients aged 11-62 years. We also evaluated the use of the Foldscope as an educational tool for motivating oral hygiene among 80 school children aged 12 years and found that students in the Foldscope intervention group had better measures of oral hygiene than did students in the nonintervention group. In summary, our study indicated that the Foldscope is useful in detecting urinary tract infections and kidney stones in urine samples and is a useful motivational tool for oral health education among school-aged children. Furthermore, it may also be useful in oral health monitoring in resource poor settings. LAY DESCRIPTION: Poor and remote population often suffers due to lack of capacity to buy products or avail services which are expensive. In such a society people are not able to afford even the basic detection of diseases. Foldscope may come to rescue here! Foldscope is a paper-based, use-and-throw, affordable microscope. This study explores the use of Foldscope in clinics and diseases diagnosis using patient samples. Preliminary detection of disease associated symptoms in dental and urinary infections and digital record keeping via storage in mobile phone memory and hospital OPD records for monitoring patient's health are some of the advantages of Foldscope for clinical use in resource poor settings. It identifies that Foldscope not only can be used by students or teachers for educational purposes but it can also pave a path for promotion of dental hygiene among young children. The study also suggests that further improvement in design or resolution of Foldscope will broaden the scope of its application, in future.

The Effect of Medium of Instruction on Undergraduate Student Learning Style in Video-based Learning

The study aims to assess the impact of interactive and linear video on learning effectiveness of undergraduate informatics students with different predominant learning styles (visual, aural, read/write and kinesthetic style). The students in different treatment groups (learning with interactive vs. linear video) have achieved very good learning outcomes and those who used interactive videos achieved better learning outcomes. The impact of the kinesthetic predominant learning style on learning with interactive videos was not evident, i.e. the predominant learning style of the undergraduate informatics students did not affect their success, regardless of the type of video

A quasi-experiment on using guided mobile learning interventions in ESL classrooms: Time use and academic performance.

This quasi-experimental study examined a guided learning approach towards the use of mobile devices and investigated the performance of language learners who were guided in the usage. A total of 419 students from two faculties were invited to participate in this 8-week intervention, 155 participants in the control group and 264 in the experimental group. In the experimental group, the researchers incorporated guided activities Module Intervention Model (MIM) using mobile devices into the ESL lessons whereas the control group lessons were without guided activities. Participants from both groups were asked to record their daily mobile device use for activities related to English language learning using an online form. These data were compared to the results of the tests conducted pre- and post-treatment. At the end of the study, students who received guided language activities utilizing the mobile devices had significantly higher levels of language performance than control group students. However, treatment group students who spent more time using mobile devices to learn the language did not display better performance compared to those who spent minimal time. This finding re-established the importance of guided activities as intervention to facilitate students’ learning and points to the need for curricular modernization and faculty development in the instructional use of technology. Due to the increased need for online instruction precipitated by “social distancing and isolation’ required to overcome the coronavirus pandemic, the need for faculty to acquire skills in guided use of mobile devices for school-related learning is anticipated to be greater than ever.

EFEKTIFITAS METODE SIMULASI DAN FEEDBACK YANG KONSTRUKTIF DALAM PELATIHAN CARDIOPULMONARY RESPIRATORY UNTUK MENINGKATKAN PENGETAHUAN DAN KETERAMPILAN MAHASISWA

Constructive feedback is an effort to increase knowledge and skills so that instructors can find out how to provide constructive feedback. Constructive feedback of simulation methods needs to be given to students in order that they are motivated to increase their knowledge and skill. The objective of this study is to understand increasing of student’s knowledge and skill in simulation methods with and without constructive feedbacks. Methods used in this study is Quasi Experiment using pretest and posttest with control group. Total respondents used in this study are 77 respondents with 40 students of intervention group and 37 students of control group using purposive sampling technique. Respondents were given interventions such as constructive feedback.The results of study using paired sample t-test indicate that there was significant effect on giving constructive feedback to students before and after giving interventions with p-value result of 0.05. It is expected that feedback is continuously given by an educator to grow learning spirit and self-introspection to students.