Task Cards Research Articles

TECNOLOGIAS EDUCACIONAIS ELABORADAS PARA ENSINAR SUPORTE BÁSICO DE VIDA AO ADOLESCENTE: REVISÃO DE ESCOPO

ABSTRACT Objective: to map the educational technologies devised to teach Basic Life Support to adolescents. Method: a scoping review conducted according to the Joanna Briggs Institute methodology and carried out between May and November 2022, in seven databases and Google Scholar, to answer the following question: “Which are the educational technologies devised/used about Basic Life Support for adolescents?”. By means of inclusion/exclusion criteria, two independent reviewers selected the articles resorting to the EndNote® and Rayyan® software programs. Forms adapted from the Joanna Briggs Institute were used for data extraction and methodological analysis. The data were reported by means of the PRISMA-ScR checklist extension and the protocol of this study is published in: https://doi.org/10.17605/OSF.IO/P87SV. Results: a total of 34 articles were selected, which were organized into six categories of educational technologies: 1) Audiovisual; 2) Computational; 3) Learning kits; 4) Mobile devices; 5) Printed material; and 6) Manufactured. This topic has appeared in publications since 1975, especially in medical journals, mainly by European and North American authors. The materials included were 16 experimental and 18 quasi-experimental trials, of varied methodological quality levels and predominantly conducted with High School students. Conclusion: the educational technologies mapped were as follows: videos, films, Digital Versatile Disc, images, music, audiovisual narratives, games, virtual reality/avatar, web courses, computational software, computer and smartphone apps, task cards and manikins (including manufactured ones). Although there are countless educational technologies on Basic Life Support for adolescents, they have not allowed achieving good levels of practical skills, mainly when they propose to teach ventilation to lay people.

IMPLEMENTATION OF DIFFERENTIATED LEARNING STRATEGY IN TEACHING BIOLOGY FOR SEVENTH CLASS STUDENTS OF CBSE CURRICULUM

When whole-group instruction is the focus of the learning programme, many students fail to learn. This is especially true when educating students about biology. The proposed intervention approach includes many tried-and-true methods for improving students' learning capabilities. The study concentrated on differentiated learning strategies such as creating learning stations, using task cards, interviewing students, targeting different senses within lessons, sharing your own strengths and weaknesses, using the think-pairshare strategy, making time for journaling, grouping students with similar learning styles, questioning, and knowing your purpose. Students learned to maintain a strict learning regimen, respect classroom norms, work in groups, and solve issues on their own after using the aforementioned tools. This research looked at the benefits of differentiated teaching with forty CBSE 7th grade students. The study's major findings suggested that diversifying learning methodologies and employing small group instruction aided and increased students' learning competency in biology. Almost all of the students increased their readiness level using the differentiated instructions. This is evident that the learners' readiness level scores obtained through one sample t-test. The students' confidence in studying biology rose as a result of the positive adjustment in their learning pattern.

Design Considerations of "Online Infertility Prevention Training": Development and Evaluation

Health-related internet sources should contain accurate, reliable and updated information, and their usability should be high to enable people to navigate successfully. This study aimed to develop interactive Online Infertility Prevention Training (OIPT) and to reveal design principles by evaluating the online training. The development, design, and redesign processes of this study included four iterations: 1) needs analysis, 2) implementation as a usability test, 3) implementation with the target group in a class, and 4) comparison of iteration II and III, and decision; and two outputs. The research process included the participation of the target audience in the design process and there were continuous corrections to the design. In the study, a design-based research approach was used. In the qualitative dimension, the data was collected with “User Information Form”, “System Usability Observation Form”, and the system usability interview form, and task cards. In the quantitative dimension, Infertility Knowledge Test, System Usability Scale, and also database records were used. The data obtained from tools were analyzed descriptively and predictively. As a result, this research claimed that design, development, and evaluation belong to health-related sources on the Internet should include field design principles and techniques and specific methods, although designers use prevalent techniques. The results indicated that gender’s effect on media and material design, the importance of the use of expert authority in the presentation of content knowledge that system usability significantly increased from iteration two to three. Therefore, gender differences in media and material preferences except for content knowledge and also expert views may be considered in the design of health-related online training. In addition, while teaching concrete parts of the human body, interactive animations and visuals may be useful to motivate and increase engagement students to use the content again and again. Furthermore, the results of this study show that feedback design is crucial in the navigation of online learning environments. Overall, this study strengthens the idea that while designing online education environments, it is important to determine users’ needs and expectations at first, afterwards conducting usability tests to specify the design challenges.

The Modification of Plinko Game to Learn Speaking for College Students

The purpose of this study was modifying a game as a media in teaching and learning to encourage university students in learning English especially speaking skills. The game was plinko game. In this study, the game was called plinko speaking game. A plinko speaking game was a game which used board, balls and task cards as media to play this game. This study belongs to descriptive method, which was aimed to describe the processes and the rule to play this game. Descriptive research “Is designed to provide a picture of a situation as it naturally happens”. It may be used to justify current practice and make judgment and also to develop theories. In designing the product, there were several ways that in designing the product; first, preparing the equipment and the material, preparing material of the topic cards’ theme, designing the board, designing the card, printing the cards, designing the ways how to play the game, doing the evaluation the product at university, and finishing the product design. The result of this study is a set of A Plinko Speaking Game that consists of a board game, 50 task cards and 10 balls of plinko speaking game.

DEVELOPMENT OF LEAN PROCESS MANAGEMENT AT ENTERPRISES OF SOCIAL SPHERE

The article describes the logic of the development of the Lean Manufacturing concept at Russian enterprises: from a focus on the main process to projects in office activities. An approach to the implementation of projects using lean production methods in social organizations is described. The directions of activity of foreign managers in projects to improve office processes are given on the example of Daimler AG. The tasks for each of the described areas and means for their implementation are considered. The basic requirements for organizing group work and holding meetings in the “ShopFloor Management” (SFM) format are listed. An example of an integrated system of indicators in the areas of “Safety”, “Quality”, “Cost”, “Delivery”, “Motivation”, “Ecology” contains typical requirements for indicators. An approach to changing the role of a manager in relation to employees, through changing his model of behavior and organizing group work at an information stand, is described. Examples of the design of some sections of the infoboard are presented and the principles of working with them are described. An example of the design of individual task cards is given. The author compares the approach to lean management proposed by him with the methods proposed by McKinsey for the implementation of continuous improvement activities in public sector organizations.

Social sharing of task-related emotions in Design-Based Learning: Challenges and opportunities

Research into the role of emotions in Design-Based Learning (DBL) is growing, but little attention has been paid to the regulation of students’ emotional resources to support their DBL experiences. Here we investigate the social sharing of emotions in the DBL context and explore how such behavior affects students’ DBL experiences that might help emotional regulation and team cooperation. We report two intervention studies conducted in 2020 during the Covid-19 epidemic, which explored different ways of sharing task-related emotions with peers and teachers, and evaluated the impact upon a total of 28 students’ (aged 13-16) DBL experiences. The first study concerns the implementation of a group chat channel in Microsoft Teams ® for sharing emotions. The second employed FireFlies (i.e., an interactive lighting device) and a set of task cards that served as a peripheral display for sharing task-related emotions. Data were collected through questionnaires, observations, and interviews. Based on this study’s findings, we make recommendations for designing tools to support students in sharing emotions and suggesting how instructors could address students’ emotions.

Сomparative tests of differentiated fertilizer application for wheat using task cards and nitrogen scanner

In the training and experimental farm of the Kuban State Agrarian University Krasnodarskoe from February 19 to July 6, 2020, an experiment was conducted on the comparative analysis of differentiated fertilizer application in on-line and off-line modes. The aim of the experiment was to compare the modes of differentiated application of nitrogen fertilizers (first and second top dressing) for winter wheat using task maps and GreenSeeker sensors. The calculation of economic efficiency showed that when using nitrogen scanners, fertilizers are saved on average 16 kg / ha, compared to the mode of creating task maps based on the NDVI index based on satellite data without losing grain yield and quality (gluten content increased by 2.3 %; protein content-0.6 %).

SCREENER, an educational game for teaching the Drug Discovery and Development process.

Although the use of games as an educational strategy is an important current trend, there is practically no option available for training people on the Drug Discovery and Development (DDD) process. To fill this gap, we designed “SCREENER”, a science game that is intended to be educational, but also challenging and interesting enough to ensure player engagement. Our main target audience is students of postgraduate programs in pharmacology, medicinal chemistry, pharmacy, and medicine. This game could also be of interest to the pharmaceutical industry and regulatory and patent agencies for training new employees. We discuss the creation of SCREENER, a hybrid of board and card games, and present its components with some examples of cards and resources, as well as the dynamics of the game. SCREENER mimics the process of drug discovery and development from validating a target to registering the new drug with the regulatory agency, and can be played individually (self-learning) or with the help of a monitor who assists up to six players/teams. Briefly, 29 task cards categorized in four major areas (efficacy, safety, pharmacokinetics, and pharmaceutical development) must be purchased sequentially. Classic characteristics of games such as decision making and challenge have been incorporated. More in-depth information on the tasks and technical terms is available through QR codes. The vagaries of the DDD process are mimicked by the bonus/setback cards. The evaluation of our first test with students is presented and supports the usefulness of this new tool.

Responding to the COVID-19 pandemic with the Pathway to Excellence® framework

Responding to the COVID-19 pandemic with the Pathway to Excellence® framework

Self-assessment during Jump Shot Drills Translates to Decreased Vertical Ground Reaction Forces during Single Limb Drop Jump Landing.

Prevention programs reduce hard and stiff landings associated with risk of anterior cruciate ligament (ACL) injury, yet cost and time are barriers to implementation. Providing feedback about landing mechanics during shooting drills at practices using minimal resources and time may improve adherence to educating athletes how to avoid risky mechanics associated with ACL injury when landing. Implementing video, auditory, written, and pictorial feedback into basketball practices to cue athletes on landing mechanics after taking a jump shot may soften the landing. The purpose of this study was to test whether implementing video, auditory, written, and pictorial feedback into a basketball practice jump shot drill (i.e., double limb drop jump landing task) will result in lesser vertical ground reaction force (vGRF) during a single limb drop jump landing without decreasing maximal jump height. Observational, Case-control Study. During a summer league, 16 female high school basketball players were assigned to an intervention (Int) or control (Con) group. The Int group (n=8) utilized delayed video feedback and task cards (written and pictorial cues) at six practices while the Con group (n=8) received typical coaching only. Cost and compliance with the intervention were measured. Pre- and post-season data collections included five single limb drop jumps from a 31 cm high box onto force plates. The vGRF impulses over the first 10% of landing were calculated for each limb. Data did not differ between limbs, thus data for both limbs were pooled. Two mixed model ANOVAs were used to compare groups over time (p<0.05) for vGRF and maximum jump height, respectively. Compliance with the intervention was 100% and did not increase the time of drills. The implementation cost was less than $10. A time*group interaction (p=0.04; Int significantly decreased vGRF over time), main effect of time (p=0.004), and no main effect of group (p=0.412) were found for vGRF during single limb drop jump landings. A time*group interaction (p=0.03; Int significantly decreased max jump height over time), no main effect of time (p=0.10) and no main effect of group (p=0.32) were found for max jump height. Athletes landed more softly and jumped less high during a single limb drop jump landing task after receiving feedback during jump shot drills. High team compliance may occur since the intervention required minimal resources and addressed different learning styles. Level 3b.

A State of Biopreparedness

Introduction:Westmead Hospital (WMH) recognized gaps in its preparedness to respond to the Ebola 2014 outbreak in West Africa. A fragmented system was identified. A ‘State of Bio-preparedness’ project team convened to discuss all healthcare services in the planning, training, and implementation of a biopreparedness response.Methods:A survey targeting the staff’s competence and confidence in biologically hazardous infection management was conducted. Semi-structured interviews explored staff members’ experiences and perspectives of biopreparedness response. The collaborative team called “State of Biopreparedness” (SOB) was assembled and a clinical practice improvement project was undertaken. To assess readiness, nine simulated Viral Haemorrhagic Fever (VHF) exercises involving staff and consumers were conducted. These exercises were debriefed by the multidisciplinary committee and themes and issues were identified. These nine simulation drills then assessed readiness and evaluated performance.Results:A number of consistent issues continue to emerge including: 1.A standard communication pathway for notification was needed - use of the incident paging system (111 pages) to notify the hospital’s incident management team.2.A consistent and coordinated approach to the training and maintenance of standardized and high-level Personal Protective Equipment (PPE) protocols for frontline clinical and clinical staff was required.3.Clear delineation of roles and responsibilities and supporting these roles by translating the VHF Control Guideline and policy into task cards and checklists.4.Strengthening intra- and interdepartmental staff collaboration and communication.5.Infection control measures to be taken by staff after identifying a patient with possible VHF to reduce the risk of transmission of disease to staff, other patients, and visitors.Discussion:Integrating disaster management processes with clinical protocols had a positive impact on the hospital’s biopreparedness response. Simulation exercises were a vital and practical way for staff to feel confident and competent to perform their roles.

Reducing Operating Room Turnover Time for Robotic Surgery Using a Motor Racing Pit Stop Model.

Operating room (OR) turnover time, time taken between one patient leaving the OR and the next entering, is an important determinant of OR utilization, a key value metric for hospital administrators. Surgical robots have increased the complexity and number of tasks required during an OR turnover, resulting in highly variable OR turnover times. We sought to streamline the turnover process and decrease robotic OR turnover times and increase efficiency. Direct observation of 45 pre-intervention robotic OR turnovers was performed. Following a previously successful model for handoffs, we employed concepts from motor racing pit stops, including briefings, leadership, role definition, task allocation and task sequencing. Turnover task cards for staff were developed, and card assignments were distributed for each turnover. Forty-one cases were observed post-intervention. Average total OR turnover time was 99.2min (95% CI 88.0-110.3) pre-intervention and 53.2min (95% CI 48.0-58.5) at 3months post-intervention. Average room ready time from when the patient exited the OR until the surgical technician was ready to receive the next patient was 42.2min (95% CI 36.7-47.7) before the intervention, which reduced to 27.2min at 3months (95% CI 24.7-29.7) post-intervention (p<0.0001). Role definition, task allocation and sequencing, combined with a visual cue for ease-of-use, create efficient,and sustainable approaches to decreasing robotic OR turnover times. Broader system changes are needed to capitalize on that result. Pit stop and other high-risk industry models may inform approaches to the management of tasks and teams.

Human factors engineering in aircraft maintenance: a review

Purpose – The purpose of this paper is to present a literature review on human factors in aircraft maintenance and to analyze and synthesize the findings in the literature on human factors engineering in aircraft maintenance. Design/methodology/approach – The review adopts a threefold approach: searching and collecting the scientific literature; sorting them on the basis of relevance and applications; and review of the scientific evidences. Broad areas of aircraft maintenance regulations are identified and each area was explored to study the level of scientific growth and publications. Notable theories, models and concepts are being summarized. Findings – Application of human factor principles in aviation spread beyond the technical arena of man-machine interface. The discipline has created a great impact on aircraft design, operations and maintenance. Its applications have percolated into design of aircraft maintenance facilities, task cards and equipment. Human factor concepts are being used for maintenance resource management. The principles are applied to shape the safety behavior and culture in aviation maintenance workplace. Nevertheless, the review unfolds immense potential for future research. Research limitations/implications – Research outcomes of non-aviation studies are also reviewed and consolidated to extend the applications to the aviation industry. Practical implications – This review would be a consolidated source of information confining to the physical aspect of human factors engineering in aircraft maintenance. It is intended to serve as a quick reference guide to the researchers and maintenance practitioners. Social implications – It brought out the benefits of adopting the principles of human factor engineering in aircraft maintenance. Application of human factor philosophy ensures enhanced safety in air transport, personal safety and well-being of maintenance personnel. Originality/value – This is a unique review based on aircraft maintenance regulations that are baseline performance standards made mandatory by regulatory authorities. Therefore, the review has been considered to be made on aircraft maintenance regulatory requirements that surpass corporate or competitive strategies in aviation maintenance organization.

Reciprocal Learning with Task Cards for Teaching Basic Life Support (BLS): Investigating Effectiveness and the Effect of Instructor Expertise on Learning Outcomes. A Randomized Controlled Trial

BackgroundBasic Life Support (BLS) education in secondary schools and universities is often neglected or outsourced because teachers indicate not feeling competent to teach this content. ObjectiveInvestigate reciprocal learning with task cards as instructional model for teaching BLS and the effect of instructor expertise in BLS on learning outcomes. MethodsThere were 175 students (mean age = 18.9 years) randomized across a reciprocal/BLS instructor (RBI) group, a reciprocal/non-BLS instructor (RNI) group, and a traditional/BLS instructor group (TBI). In the RBI and RNI group, students were taught BLS through reciprocal learning with task cards. The instructor in the RBI group was certified in BLS by the European Resuscitation Council. In the TBI, students were taught BLS by a certified instructor according to the Belgian Red Cross instructional model. Student performance was assessed 1 day (intervention) and 3 weeks after intervention (retention). ResultsAt retention, significantly higher BLS performances were found in the RBI group (M = 78%), p = 0.007, ES = 0.25, and the RNI group (M = 80%), p < 0.001, Effect Size (ES) = .36, compared to the TBI (M = 73%). Significantly more students remembered and performed all BLS skills in the experimental groups at intervention and retention. No differences in BLS performance were found between the reciprocal groups. Ventilation volumes and flow rates were significantly better in the TBI at intervention and retention. ConclusionReciprocal learning with task cards is a valuable model for teaching BLS when instructors are not experienced or skilled in BLS.

Reciprocal peer learning with task cards: analysis of behaviour and verbal interactions in structured and unstructured dyads

Background: This study is a part of a larger research project where the effect of instructional guidance in terms of role definition and role switching was investigated on students’ learning of Basic Life Support (BLS) during a 20-minute reciprocal learning episode with task cards. BLS is a lifesaving skill consisting of nine sub skills to be performed in a correct order. Students’ BLS performance was individually assessed before (baseline), immediately after (intervention) and two weeks later (retention). BLS assessments were conducted on a Laerdal Resusci Anne manikin connected to a laptop to register the quality of chest compressions and rescue breathings. Data from the software together with qualitative data from trained BLS observers were entered into a scoring system to obtain individual BLS scores, ranging from 18 to 73 points. Results demonstrated that skill retention was enhanced in the structured group (i.e. the group where role switching and role definition was implemented; n = 18) compared to the unstructured group (i.e. the group where students were free to organize themselves the activity; n = 18). Instructing learners how to behave as doers and observers as well as prompting them to switch roles improves learning compared to when no guidance is offered.Purpose: In the present study, the author investigates this effect further by mapping and analysing the behaviours and verbal interactions of learners with and without instructional guidance on role definition and role switching.Methods: Behaviours and interactions of learners in both groups were analysed during the 20-minute learning intervention for acquiring BLS with task cards. All variables were analysed and reported on the level of frequency and duration. The latter was expressed in percentages of the 20-minute intervention time.Results and discussion: It was found that without guidance, learners spent significantly more time in reading the task cards in silence (27% vs. 6%). Although the frequency of motor time-on-task was significantly higher in the unstructured group (23 vs. 13), the percentage of time of motor time-on-task was significantly higher in the structured compared to the unstructured dyads (42% vs. 30%). Additionally, learners engaged more in the provision of instructions in the structured group (18% vs. 5%). Evaluating activities during learning correlated positively with students’ performance of BLS at intervention. Asking for help irrelevant for learning the task and unsolicited feedback correlated negatively with student performance at intervention.Conclusion: Increased motor time-on-task and the provision of instructions together with could, therefore, be important factors in explaining short-term skill retention in structured peer learning settings. Future research could elaborate the effect of motor and cognitive evaluating activities in reciprocal peer learning.

The design of instructional tools affects secondary school students’ learning of Cardiopulmonary Resuscitation (CPR) in reciprocal peer learning: A randomized controlled trial

BackgroundResearch investigating design effects of instructional tools for learning Basic Life Support (BLS) is almost non-existent. AimTo demonstrate the design of instructional tools matter. The effect of spatial contiguity, a design principle stating that people learn more deeply when words and corresponding pictures are placed close (i.e., integrated) rather than far from each other on a page was investigated on task cards for learning Cardiopulmonary Resuscitation (CPR) during reciprocal peer learning. MethodsA randomized controlled trial. A total of 111 students (mean age: 13 years) constituting six intact classes learned BLS through reciprocal learning with task cards. Task cards combine a picture of the skill with written instructions about how to perform it. In each class, students were randomly assigned to the experimental group or the control. In the control, written instructions were placed under the picture on the task cards. In the experimental group, written instructions were placed close to the corresponding part of the picture on the task cards reflecting application of the spatial contiguity principle. ResultsOne-way analysis of variance found significantly better performances in the experimental group for ventilation volumes (P=.03, ηp2=.10) and flow rates (P=.02, ηp2=.10). For chest compression depth, compression frequency, compressions with correct hand placement, and duty cycles no significant differences were found. ConclusionThis study shows that the design of instructional tools (i.e., task cards) affects student learning. Research-based design of learning tools can enhance BLS and CPR education.

Design and Use of Task Cards in the Reciprocal Style of Teaching

Task cards are instructional tools that combine a picture of a skill with written instructions about how to perform the skill. This article provides practical guidelines for developing research-based task cards for use in physical education classes. Fitness-related motor skills are used as examples to clarify design principles for task cards. The article also discusses the use of task cards in Mosston and Ashworth's reciprocal style of teaching. In this style of teaching, one learner completes a motor task (the doer), while the other observes (the observer) and provides feedback based on the information presented on the task card. Directions to successfully implement task cards in a progressive manner within reciprocal learning settings are presented, as well as ideas about how motor, cognitive, and social goals in physical education can be achieved through task card use.

The effect of picture task cards on performance of the test of gross motor development by preschool-aged children: a preliminary study

Performance on the Test of Gross Motor Development (Second Edition; TGMD-2) by children with autism spectrum disorders improves when picture task cards were implemented into the assessment protocol [Breslin, C.M., & Rudisill, M.E. (2011). The effect of visual supports on performance of the TGMD-2 for children with autism spectrum disorder. Adapted Physical Activity Quarterly, 28, 342–353]. This preliminary study sought to examine the effects of picture task cards on TGMD-2 performance by preschool-aged children without a diagnosed autism spectrum disorder. Participants (N = 10) completed the TGMD-2 under two counterbalanced conditions (traditional protocol and picture task card protocol) in random order. Mean gross motor quotient scores for the traditional protocol and picture task card protocols were 88.90 and 85.00, respectively. A paired samples t-test indicated that scores were significantly higher in the traditional protocol (t (9) = 2.899; η 2 = 0.48, p = 0.018). Therefore, the use of picture task cards did not result in improved TGMD-2 performance.

Effects of Peer Mediated Instruction with Task Cards on Motor Skill Acquisition in Tennis

This study compared the motor skill effects of a peer teaching format by means of task cards with a teacher-centered format. Tennis performance of eighth grade students (n = 55) was measured before and after a four week intervention period in a regular physical education program. Results show that peer mediated learning with task cards accomplishes motor goals almost as well as a teacher-centered format in a technical sport like tennis. In addition, it is discussed that peer mediated learning settings with task cards could offer a powerful learning environment, emphasizing social as well as motor goals in physical education.

Task card instruction: The effect of different cue sequences on students’ learning in tennis

In physical education, task cards are often used in student-centred learning models. Consequently, a better understanding of how to deliver effective instructions by means of task cards would make a contribution to the literature. In this study, 80 right-handed university students in kinesiology were randomized across three experimental conditions and a control group to learn a forehand groundstroke in tennis. Experimental settings differed in the presentation sequence of four technical cues on task cards. The purpose of this study was to investigate the effect of different cue sequences on reading time of the task cards, ball control and stroke technique. Results show that presenting all cues at once provoked more reading time in comparison with the other settings. Considering ball control, significant learning gains were achieved when cues were presented all at once or separately. For stroke technique, results indicated significant improvement for the entire group.