Teaching Module Research Articles

Introducing dental practice management in the undergraduate curriculum through an interprofessional module: experience from an Indian dental school

IntroductionThis study aimed to evaluate the effectiveness of a dental practice management education module developed through interprofessional collaboration.Materials and methodsA dental practice management module was developed through need assessment, literature review, and interprofessional collaboration. The IP team included dental practitioners, dental educators, business expert, lawyer, bioethicist, engineer, and architects. Thirty interns were included in the study. Participants were assessed through pre-and post-test. Evaluation of the program was carried out by obtaining feedback from the students and dental practitioners who were invited to attend the program. The pre-and post-test results were compared by paired student t-test. p-value of <0.01 was considered significant. The content of the feedback forms was subjected to qualitative and descriptive analysis.ResultsThrough the process of module preparation, pertinent competencies were identified and included in the program. There was a statistically significant increase in knowledge among students with respect to the domains included, as shown in the pre-post-test comparisons. The feedback obtained was positive. IP collaboration in module design and implementation was considered an important factor for dental practice management.ConclusionPractice management education can be made effective through IP collaborations.

Project-Based Learning Tool Model that empowers the Metacognitive Skills of MAN Model Manado Students

Problems in learning that do not empower students' thinking abilities, especially metacognitive skills, are of high concern in the 21st century. The demands of life require humans to have some required skills and must be empowered to learn through appropriate learning tools. This research aims to develop project-style learning tools that enable students' metacognitive skills in biology subjects. The research method used is Borg & Gall model development research with the following steps: 1) needs analysis to obtain the required information, 2) literature study, 3) development of learning tools using a project model, and 4) expert validation, then continued with limited group testing on users. The results of the development in the form of ATP and the Phase E Biology Teaching Module, show that the learning tools that have been developed are suitable according to material experts and learning experts with very high assessment categories, namely 94% and 90.66%, 100% of teacher assessment results, so that the learning tools are suitable for use. This is also reinforced by data from the results of applying learning tools to students by measuring students' metacognitive skills reaching a score of 76 or the good category. Keywords: learning tools, PjBL, metacognitive skills

Time Efficient & Cost Effective Online teaching tool with iConcepts in Orthodontics for DDS students @ UoM

Background Traditional teaching methods in Orthodontics include plaster models and photos which have been used for decades, however due to the nature of being static still images its difficult for 3-Dimensional (3D) changes in Orthodontics teaching, which has posed immense challenges as the learner is unable to clear concepts on the different planes that affect the final tooth positions not to mention the protracted treatment time ranges from 12 months (simple cases) to 36 months (complex cases). In 2024 with variety of platforms such as videos, 3D animations, interactive changes in face and teeth can be added to teaching tools for Orthodontics. Furthermore, orthodontic movements can pose difficulty in understanding the changes particularly in growing children adding to the 4th dimension. At UQ (Naser-ud-Din, 2015) and internationally (Bridges, 2015) provided experience with creating online teaching modules highlighting its strengths of flexibility, ease of access on demand and global presence. UQ developed SBLi -Scenario Based Learning interactive for Postgraduate Orthodontic students who found it highly engaging, with self-reflective and self-assessment elements useful. (Khoo et al., 2023; Naser-ud-Din, 2016). Generally simulations can be expensive to create (Kröger et al., 2017) and it’s essential to explore cost effective simulation teaching tools with industry partners for authentic learning experience. Aims There is a gap in the dental education sector, particularly with emerging CADCAM (Computer Assisted Design and Computer Assisted Manufacture), which can be used to enhance the learning of core concepts in biomechanics with the aid of 3D simulated online learning. This is reflected particularly for the university students in undergraduate courses who need to feel confident and clinically ready on graduation as Dentists. Thus, greater expectations to be aligned with current technological processes in dentistry. Over the past 5 years, in particular, there has been exponential improvements by the industry providing 3D simulations for treatment planning and patient communication, commonly referred to as the GPS for smile transformations. The aim of this presentation is to highlight the time efficiency and cost effectiveness of the learning tool in sync with contemporary demands in Orthodontics to provide authentic learning platform that prepares the clinician for real patients. Material & Methods Currently the CAD CAM technology provide 3D simulations as open access to general public and doctors portal which can be utilized for teaching core concepts related to biomechanics foundations for student learning, engagement and self-assessment. This project envisages to create a novel forum encompassing education revolution as massive changes in delivery will occur with speed and efficiency internationally with onlinelearning demands. Hence, robust online presence with an interactive textbook such as iConcepts in Orthodontics under the banner of UoM to assist students in Doctor of Dental Surgery at MDS shall pave the way to learning needs for the future. Results The purpose of iConcepts a digital interactive online textbook is to create lifelong learning opportunities in safe space for visual, auditory and kinesthetic with quizzes for interactive learning of concepts without pressure in class learning and feeling judged by peers. Interactive 3D Orthodontic learning directly translates into clinical applications for various orthodontic cases. In the past decade CAD CAM has become clinically relevant particularly with Clear Aligner Therapy adding to higher precision and patient satisfaction. Moreover, it is imperative to have Long Term Retention (LTR) (Irvine, 2020) of learning new tasks. It is essential that students in dentistry are aware of the digital workflows and have clinical preparedness on graduation as it’s the future and certainly here to stay. Both qualitative and quantitative data on student experience shall be collected and analysed to seek out the best practices and processes for instruction of delivery in Orthodontics for DDS cohort in particular and lifelong learning for all ages in general encompassing time efficiency and cost effectiveness. Conclusion The current iConcepts is developed by the author with Apple Education and prototype is being assessed with MSc Data Science cohort at UoM. Furthermore, it is refined by Master of Science Software Engineering students at UoM. Future Recommendations Novel teaching tools shall be marketed to developing universities internationally assisting the dissemination of information a flagship for UoM and revenue generation for department of Education at UoM. In future there will be more and more demand towards interactive concepts clarification (Poblete et al., 2020) and self-assessments hence iConcepts provides that ideal platform. Such technologies will become more prevalent in the future particularly with AI and translated into different languages/ sectors of education. Various faculties that showcase start to finish particularly lengthy/complex outcomes can benefit with timelapse videos and 3D CADCAM for clarity and comprehension for the entire process such as patient journey throughout treatment in Orthodontics.

New Approaches to Researching AI Crime: Institutionalization of Digital Criminology

Objective: the article deals with modern scientific approaches to the “digital society”, identifies new criminological perspectives, such as that of digital criminology in an ever-changing hybrid world, in the scientific study of the potential use of AI by criminals, including what is referred to here as AI crime.Methods: this article is an essay commonly used in humanities and social sciences, as the author aims to present provocative arguments to encourage readers to rethink AI issues in relation to criminality in the “hybrid world” based on a non-systematic literature review. The arguments should be supported by relevant references to “digital criminology” and its non-binary way of thinking in favour of a techno-social approach.Results: the era of divided perspectives is coming to an end, and it’s time for synergies, especially at the interdisciplinary level. The «mirror of artificial intelligence» can help identify flaws and solutions, ensuring the future of AI and human society is decided by the people. In a digital society, technology is integrated into people’s lives, including crime, victimization, and justice. Digital technologies blur the boundaries between online and offline realities, creating a human-technological hybrid world where crimes occur in virtual networks. AI has potential for social good and Sustainable Development Goals, but concerns about human rights violations need to be addressed. Multidisciplinary approaches are needed to ensure safe use, address education inequalities, enhance justice, and identify online behavior as deviant or criminal. In the context of emerging technoethics, the idea that this unofficial norm, derived from a popular belief, will be the ‘touchstone’ for characterising online mediated behaviour as deviant/ crimninal, is missing - or rather in the process of being formed.Scientific novelty: the author aims to provide some insightful thoughts on formulating the right questions and interesting reflections from a technoethical perspective on the phenomenon of the use of information and communication technologies for criminal purposes under the catalytic influence of AI, recognising the social challenges arising from technological disruption (e.g. prediction and prevention through the transformation of policing, increased surveillance and criminal justice practises) in “digital society”.Practical significance: some of the initial ideas of this theoretical material can be used in the elaboration of proposals for amendements and additions to the current crime legislation, as well as in pedagogical activity, especially in the implementation of educational courses or modules on crime in the context of the digital transformation of society.

Online interaction of teachers in the system of formation of research skills of students with special educational needs

The article describes the features of creating and using an electronic educational environment for online interaction of teachers. The well-founded importance of online experience exchange between teaching staff for the organization of research activities of students involved in inclusive education. The content of electronic educational modules for teacher collaboration in Google Class is described. The stages of the "World Cafe" as a modern form of interaction between teachers and a practical psychologist in an educational institution, which involves taking into account the educational opportunities of students with different nosologies, are revealed. Based on the results of diagnosing the professional competencies of the teachers of the control and experimental groups, the effectiveness of the proposed online interaction of pedagogical workers with the psychological service of the educational institution was determined.

Needs assessment for interprofessional education module on prevention and early detection of oral cancer among dental interns: a cross- sectional survey

BackgroundThe challenges associated with ensuring widespread system changes to enable early diagnosis and prevention of oral cancer could benefit from interprofessional practice. A needs assessment study was conducted to inform the Interprofessional Education and Collaborative Practice (IPECP) course related to oral cancer. The primary objectives of this study were 1) to establish a tool assess the knowledge attitude and practice (KAP) related to prevention and early detection of oral cancer of health professional students, and 2) to assess the same KAP of pre-licensure dental students. Additional objectives were to consider the possibility that dental students would demonstrate good scores related to early detection and prevention of oral cancer thus indicating their readiness for interprofessional learning and collaborative practice.MethodsTwo questionnaires were utilized for this study which included 1) Readiness for interprofessional learning was assessed using the pre- validated tool of Readiness for Interprofessional Learning Scale (RIPLS) 2) A questionnaire to assess the KAP related to early diagnosis and prevention of oral cancer which was developed, validated, and evaluated. Statistical analysis includes, descriptive statistics, Mann–Whitney U test, Ordered logistic regression and Probit analysis. p value was set at < 0.05.ResultsA total of 130 dental students (74.6% female) were included in the study. Mean scores related to KAP were 15.96 ± 1.394, 4.70 + 1.146, 7.02 ± 1.019 respectively. The mean score of RIPLS was 73.15 ± 15.961. The probability of overall samples to have good RIPLS scores was around 0.68 to 0.76 (Male 0.68—0.82 & Female 0.68 -0.74). The percentage of students having good knowledge score was 93.8%, good attitude score was around 54.6% and good practice score was around 90%.ConclusionKnowledge and practice related to prevention and early detection of oral cancer were scored highly. Attitude scores were lower in a relatively higher proportion of participants and needed to be addressed in the curriculum. RIPLS score indicates a positive attitude towards interprofessional learning.

The Effectiveness of Online Courses in Building Nemeth Code Within UEB Contexts Skills and Increasing Knowledge of Strategies to Support Prekindergarten Through Eighth-Grade Students in Their Mathematics Learning

Introduction Professional development can assist individuals in learning a variety of new skills and refining their teaching practice. The purpose of this study was to explore the effectiveness of asynchronous online courses designed to assist individuals in building their Nemeth Code within Unified English Braille (UEB) Contexts skills and strategies for teaching the code to prekindergarten through eighth-grade students. Methods Four teachers of students with visual impairments designed five asynchronous online courses. The courses provided multiple opportunities for participants to actively complete course content as well as learn about strategies and resources for teaching the Nemeth Code within UEB Contexts to children and youths. Each course included an initial survey, pretest, seven self-paced lessons, and posttest. Participants were also invited to complete a follow-up survey. Results Between spring 2020 and spring 2023, 452 participants completed between 1 and 5 of the courses for a total of 620 courses completed. Almost all completers ( n = 598) scored higher on the posttest. Of the 227 individuals who completed the follow-up survey, 223 reported that what they learned in the course had positively impacted how they support or will support students who read braille in their math classes. Discussion Effective professional development goes beyond learning. When individuals actively consume content and reflect upon their learning, their professional practice is transformed. Implications for Practitioners Well-designed asynchronous instructional modules allow professionals to increase their knowledge and skills. Opportunities to practice skills and check one's work, access to instructional videos, and the availability of downloadable slides and resources are helpful to professionals.

MHealth-Based Self-Management Program for Patients With Rheumatoid Arthritis: A Pilot Randomized Controlled Study.

Rheumatoid arthritis (RA) is a chronic autoimmune disease that gradually limits physical function and decreases quality of life (QOL). We evaluated an mHealth-based self-management program to help patients with RA improve their physical and psychological health, self-efficacy, physical activity, and QOL. The sample included 73 experimental and 69 control participants. A pilot randomized controlled design was employed to identify the effectiveness of an 8-week mHealth-based self-management program, which comprised educational modules regarding disease management and exercise, cognitive training, and motivational support through mobile messages and periodic phone calls. Knowledge of the health effects of RA, disease activity, perceived health, depression, self-efficacy for controlling symptoms, physical activity, and QOL were evaluated pre- and postintervention and after the 4-week follow-up period. This pilot study indicates that the mHealth-based program for people with RA is feasible. The mHealth self-management program improved patients' knowledge of RA, depression, self-efficacy for controlling symptoms, physical activity, and perceived health; however, disease activity and QOL did not significantly change. This pilot study demonstrates the potential of mHealth intervention as an effective program for strengthening self-management capacities in patients with RA. Trial Registration: KCT0007523.

Pengembangan Modul Interaktif Mahasiswa PPG PAUD Terintegrasi Pembelajaran Berbasis Proyek sebagai Optimasi Pembelajaran Mahasiswa PPG di Sekolah Mitra

This article discusses the development of an interactive module for early childhood education (PPG PAUD) students integrated with project-based learning as an effort to optimize learning in partner schools. The program aims to enhance the skills and understanding of PPG PAUD students through the use of interactive modules designed to support project-based learning. The methodology includes needs analysis, module design, implementation, and effectiveness evaluation. The results indicate that the interactive module significantly increases students' learning motivation, engagement, and material comprehension. Additionally, the integration of project-based learning allows students to develop practical skills relevant to the teaching context in partner schools. In conclusion, the development of interactive modules integrated with project-based learning provides a positive contribution to optimizing learning for PPG PAUD students.

A dedicated wound care module for third-year baccalaureate nurses: does it increase their knowledge and confidence?

Wound care is an important component of nursing care, consuming a significant amount of working hours. Literature reports the existence of many barriers to evidence-based wound care and that nursing students have an increasing need for education in this field. While blended learning activities have shown some benefits in learning outcomes, dedicated wound care modules within baccalaureate nursing courses occur infrequently. The aim of this study was to facilitate an increase in confidence and knowledge of evidence-based wound care in third-year baccalaureate nursing students. In this descriptive pre-post research design, a dedicated wound care module within a baccalaureate nursing course (using a constructivist learning approach) was offered to students in a university in Australia. Pre- and post-implementation surveys were completed (2018-2020). Due to a small number of matching participants, only descriptive statistics were calculated for all variables. A total of 276 students were invited to respond to the survey and 41 responded initially, 35 responded post the wound care module, and 26 responded to the survey after six months. Positive outcomes were noted in increased levels of confidence in the student nurses' ability to assess, manage and prevent wounds; as well as to apply evidence-based practice and change management following the educational wound care module within the baccalaureate nursing course. Implementation of a dedicated wound care module within a baccalaureate nursing course in this sample of third-year students fostered a positive change in the knowledge of evidence-based wound management, assessment and prevention. Education of the next generation of registered nurses in this valuable area of practice is an important part of baccalaureate nursing education.

Multifactorial fall interventions for people over 65 years in the acute hospital setting: pre–post-test design

Background: Falls are the most reported patient safety incident for patients >65 years in acute hospital settings worldwide. While multifactorial fall interventions reduce the number of falls in subacute and rehabilitation settings, fall interventions in acute hospital settings are unknown. Aim: To evaluate the effectiveness of multifactorial fall interventions on the number of falls using codesigned education targeting staff and the patient and review the environment in acute hospital settings in NSW, Australia for patients over 65 years of age. Method: A pre–post-test design with a non-equivalent group was conducted. All acute hospital inpatient falls occurring both pre- and post-intervention within one health district were included in this study. The use of Quality Improvement methodology identified gaps in risk screening and assessment, education and information, communication of risk, and standardised fall prevention equipment. Codesigned interventions to address these gaps were undertaken. Results: The number of falls (p = 0.038) and injurious falls (p < 0.001) significantly decreased in the post-intervention group. There was a significant improvement in fall assessments (p < 0.001), delirium risk screening (p < 0.001), the provision of fall information (p < 0.001) and fall risk discussed at shift handover (p < 0.001) in the post-intervention group. Following the intervention, staff were significantly more likely to undertake fall education modules (p < 0.001) and develop a fall management plan (p < 0.001). Conclusion: Falls continue to have a significant economic impact on the acute hospital setting. Our findings highlight multifactorial fall interventions that included staff and patients in the development phases reduced the number of falls. Multifactorial fall interventions targeting staff, patients and the environment may influence a reduction in the number of falls and the severity of falls in the acute hospital setting.

Peningkatan Hasil Belajar IPAS Menggunakan Model Attention, Relevance, Convidence, Satisfaction di Kelas IV SDN 06 Lasi Mudo Kabupaten Agam

The purpose of this study was to describe the use of the Attention, Relevance, Confidence, Satisfaction model to improve student learning outcomes in IPAS learning. This research is a classroom action research (PTK) that uses qualitative and quantitative approaches. It was carried out in two cycles, where cycle I consisted of 2 meetings and cycle II consisted of 1 meeting. Classroom action research includes four stages, namely planning, implementation, observation, and reflection. The subjects of this research were teachers and 25 students of Class IV SDN 06 Lasi Mudo Agam Regency. The research data were obtained from the teaching module assessment, implementation process, and learning outcomes. Data collection techniques using test, and non-test techniques. The results showed an increase in: a) cycle I teaching modules with an average of 89.6% (Good) and cycle II 95.8% (Very Good), b) Teacher activity in the implementation of cycle I with an average of 81.25% (Fair) and cycle II 95% (Very Good), while student activity in the implementation of cycle I with an average of 81, 25% (Fair), and cycle II 95% (Very Good), c) Assessment of student learning outcomes in cycle I with an average of 77.39 (Fair) and increased in cycle II to 87.07 (Good). Based on these results it can be concluded that the Attention, Relevance, Confidence, Satisfaction model can improve the learning outcomes of students on IPAS material in elementary schools.

The effectiveness of Processing Instruction and Production-Based Instruction on the acquisition of the past tense in Greek by child heritage learners: A preliminary study

The study compares the effectiveness of two communicative approaches to grammar teaching, Processing Instruction (PI) and Production-Based instruction with collaborative tasks (PB), on the acquisition of past tense verb morphology by child heritage learners of Greek. Fourteen child learners of Greek, students at a heritage language school in Hungary, participated in the study. Half of them received PI instruction, which focuses only on the input, providing structured-input activities, and the other half received PB instruction, which focuses on the production of output with meaningful collaborative tasks. Both teaching interventions included a short explicit grammar teaching module. A pre-/post-test design was employed, which consisted of two tasks: a written production task and a sentence repetition task. Results revealed significant gains for both PI and PB instruction. However, both teaching interventions yielded better results in the written production task than in the more cognitively demanding sentence repetition task. Additionally, children who had little or no previous exposure to Greek seem to have profited more in the more cognitively demanding task, irrespective of the type of teaching intervention.

DEVELOPMENT OF A SYSTEMATIC APPROACH TO ASSESSING THE COMPLIANCE OF UNIVERSITY EDUCATIONAL PROGRAMS WITH THE UN SUSTAINABLE DEVELOPMENT GOALS

The purpose of the article is to develop and test in practice a systematic approach to assessing the compliance of educational programs of universities with the goals of sustainable development of the United Nations. The systematic approach includes the development of a sequence of development and approval of a questionnaire to determine the degree of compliance of educational programs of universities with the goals of sustainable development. Methodology. The survey was based on a comparison of the data of three groups of respondents (developers of educational programs and their curators at three levels of higher education). Approbation of the approach took place on the basis of the National Transport University (Kyiv, Ukraine). In total, 64 curators and developers of educational programs took part in the survey (this is 60% of educational programs of NTU). The results of the survey showed that educational program developers understand the importance of including the tasks of the United Nations Development Program in separate educational components or modules of disciplines in order to form relevant competencies in students. However, respondents noted the need to review educational programs and their components, as well as the educational process in the context of compliance with the goals of sustainable development and its ecologization. Practical implications. The results of this research will be used during the regular review of educational programs and their components at the National Transport University, and will also serve as a basis for further improvement of the concept of sustainable development of the NTU. The research data can be distributed to other universities. Also, the research results will be used in the project the Transformational Learning Network for Resilience – Enabling Ukrainian higher education to ensure a sustainable and robust reconstruction of (post-war) Ukraine (TransLearnN). The results of this study will contribute to the development of the program of sustainable development of universities in Ukraine. Value / Originality. The obtained results will make it possible to determine prospective directions for improving the educational process and educational programs of universities, taking into account the goals of sustainable development and trends in the ecologization of education.

PERAN GURU MATA PELAJARAN AKIDAH AKHLAK DALAM MENGHADAPI ERA DIGITAL DI MADRASAH TSANAWIYAH EXCELLENT ZAINUL HASAN BALUNG JEMBER

Abstract: This journal aims to determine the role of Aqidah Akhlak subject teachers in facing the digital era at Madrasah Tsanawiyah Excellent Zainul Hasan Balung. The role of teachers, especially teachers of Aqidah Akhlak subjects in an educational institution, is very important. This refers to the aim of education which is one of the important aspects of life to form people of quality, character, responsibility and usefulness. This research uses a descriptive qualitative research approach. Data collection techniques using observation, interviews, documentaries. This research uses qualitative descriptive analysis. The results of this research are: 1). Teachers as educators include: (a) Religious inspirers, disciplinary inspirers. b) Religious motivator, discipline motivator. (c) Religious facilitator, discipline facilitator. 2) The teacher as a motivator, namely by instilling habitual character education, morning tadarus, reading Asmaul Husna, and welcoming students by the teacher at the front of the school gate to shake hands. 3) The teacher as an innovator in planning, namely using curmer to create teaching modules. In the implementation of learning the Aqidah Akhlak teacher uses 1 student 1 laptop as media.

Socio-Cultural Approach through Digital Teaching Modules: A Solution to Improve Beginning Reading Skills in Elementary Schools

The low level of early reading skills among primary school students in Indonesia is one of the significant challenges in education. International evaluations such as PISA show that Indonesian students' basic literacy skills are still below average, affecting their overall academic development. One of the contributing factors to these low results is learning that is less relevant to students' socio-cultural context. Therefore, this study aims to investigate the effect of a socio-cultural-based digital teaching module on primary school students' beginning reading skills. This study used a quasi-experimental design with a sample of 200 grade 1 students divided into experimental and control groups. The experimental group learned using socio-cultural-based digital teaching modules, while the control group applied conventional learning methods. The instrument used was a beginning reading test with 20 questions that measured the ability to recognize letter symbols, distinguish words based on the same initial letter or syllable, and compose syllables into words. Independent Sample T-Test analyzing an independent sample, ensuring that the ty and homogeneity tests were met. The results revealed significant differences between the experimental and control groups, with the experimental group showing more significant improvement in all indicators of beginning reading ability. Further discussion showed that the socio-cultural-based approach in this module made learning more relevant, exciting and interactive for students, ultimately improving their reading comprehension and motivation. In addition, integrating digital technology in this module supports flexibility and continuity of learning, allowing students to learn according to their pace and needs. This research has important implications, namely the need for broader implementation of Socio-Cultural Based Digital Teaching Modules in primary schools to improve basic literacy. However, to ensure its successful implementation, adequate technological infrastructure support and teacher training are needed to optimize this digital-based learning in the classroom.

Analysis of the ability of prospective biology teachers to develop teaching modules on the kampus mengajar program

Kampus Mengajar is a program intended for university students in Indonesia to establish partnerships with schools and prepare themselves as future professional educators. Student participation in the Kampus Mengajar program requires mastery of pedagogical competencies, one of which is the development of teaching modules as a learning design that will be implemented. The purpose of this study was to describe the ability of Biology Education students of FKIP UNTAN to develop teaching modules, specifically, students who participated in the Kampus Mengajar Batch 6 (KM6). This research is descriptive qualitative research conducted by observing the completeness of the components of the 14 teaching modules developed. Based on the analysis conducted, it is known that the average percentage of general information is 98.81% with a very good category, the main components are 97.62% with a very good category, and the appendices are 78.57% with a good category. Overall, the average of all components is 92.44%, so it can be concluded that the ability of Biology Education students at FKIP UNTAN to develop teaching modules can be categorized as very good. The results obtained show that there are still flaws in the 14 teaching modules analyzed. Students need to develop their pedagogical professionalism so that their knowledge and skills in developing teaching modules increase.

Piloting an Educational Module on Consenting for Exome Sequencing Among Non-Genetics Physicians at a Medical Institution

Introduction: Demand for genetic testing has expanded exome sequencing (ES) utilization into subspecialty clinics without genetics providers. This trend forces non-genetics physicians (NGPs) to facilitate patient consent for genetic testing. However, research on NGPs' knowledge of consent elements (CK) required for ES has not been explored. Methods: Columbia University NGPs were invited to take a survey (premodule survey [PrS]) assessing CK for ES. Educational modules on ES were then created and sent to NGP participants. A postmodule survey (PoS) was sent to NGPs a month later to assess the change in CK scores. Alpha was set at ≤0.05. Results: Nineteen participants completed the PrS and PoS. Overall PrS CK scores were low (mean = 8, SD 1.6). There was no difference in PrS CK scores between attendings and residents/fellows (P = .2), and PrS CK scores did not correlate with time since medical school graduation (P = .9). PoS CK scores were higher than PrS CK scores (P = .03). Most NGPs (74%) were satisfied with the module. Conclusions: Our findings suggest a need for continuing education of both new and experienced NGPs on best practices for consenting for ES. An online module with information tailored to different specialties could be an effective format for delivering this education.

Creativity as Key Trigger to Cognitive Achievement: Effects of Digital and Analog Learning Interventions

AbstractThis study analyses the coherent integration of creativity into science education modules for eighth-grade students to enhance competence development. The learning modules’ content covered a basic ecological unit about forests, applied as digital or analog lesson. By utilizing the creativity subscales ‘Act’ and ‘Flow’ its analysis resulted in a clear factorial structure. Notably, higher levels of creativity were associated with increased cognitive learning achievements among students, irrespective of the instructional delivery method—be it analog or digital. Particularly, the ‘Act’ and ‘Flow’ dimensions exhibited a promising potential for augmenting learning outcomes in learner-centric, gamified modules. The mentoring role of teachers is supposed to promote a flow state and simultaneously to highlight the significance of autonomy in learning processes. Unexpectedly, there were no discernible gender differences. This research significantly contributes to our understanding of the interplay among creativity, learning success, and instructional modalities within the realm of science education.

Discrete Choice Experiment on Financial Incentives for Engaging Young Adults in Vaping Cessation Programs

Introduction Contingency management involves rewarding individuals based on objective evidence of behavioral changes. This study explores preferences for financial incentives in vaping cessation programs. Methods A discrete choice experiment (DCE) was conducted among young adult current e-cigarette users aged 19-29. DCE attributes (and levels) included reward amount ($100, $300), reward schedule (consistent value, escalating value), reward procedure (gain-framed, loss-framed), vaping education modules (yes, no), text messaging support (yes, no), and cost ($30, $100). Participants were randomized into one of the four blocks, each containing four choice sets. Each choice set presented two hypothetical vaping cessation programs. Choice data (n × choice sets × alternative programs = 154 × 4 × 2 = 1,232 observations) were analyzed using generalized estimation equation models. Results Participants showed a preference for vaping cessation programs offering a higher reward amount (odds ratio [OR] = 11.5; 95% CI,7.0-19.2), gain-framed rewards for sustained abstinence (OR = 1.4; 95% CI,1.0-1.8), text messaging support (OR = 1.9; 95% CI,1.4-2.5), and a lower program cost (OR = 2.6; 95% CI,1.8-3.8). Interaction tests showed significant effects of the rewards procedure among daily e-cigarette users (adjusted OR [AOR] = 2.1; 95% CI,1.3-3.5), but not some-day users; and among those with no quit attempts in the past six months (AOR = 2.7; 95% CI,1.5-4.7), but not those with previous quit attempts. Female participants preferred text messaging support (AOR = 3.6; 95% CI,2.3-5.4), whereas male participants did not show this preference. Conclusion A multifaceted vaping cessation intervention augmented with financial incentives might improve participation and engagement among young adults. Future studies should investigate how these attributes can enhance program reach and vaping abstinence outcomes in real-world settings.