Terms Of Problem-solving Skills Research Articles

Case-Based Serious Gaming for Complication Management in Colorectal and Pancreatic Surgery: Prospective Observational Study.

The potential risk and subsequent impact of serious complications after pancreatic and colorectal surgery can be significantly reduced through early recognition, correct assessment, and timely initiation of appropriate therapy. Serious gaming (SG) is an innovative teaching method that combines play with knowledge acquisition, increased concentration, and quick decision-making and could therefore be used for clinically oriented education. This study aims to develop a case-based SG platform for complication management in pancreatic and colorectal surgery, validate the application by comparing game courses of various professional groups in the health care sector, and test the acceptance of the developed platform in the context of clinical education by measuring levels of usability and applicability within the framework of a validity and usefulness analysis. In this observational trial, a novel SG for management of postoperative complications was developed and prospectively validated in a cohort of 131 human caregivers with varying experience in abdominal surgery. A total of 6 realistic patient cases were implemented, representing common complications after pancreatic and colorectal surgery. Cases were developed and illustrated using anonymized images, data, and histories of postoperative patients. In the prospective section of this study, following a brief case presentation, participants were asked to triage the virtual patient, make an initial suspected diagnosis, and design a 3-step management plan, throughout which the results of selected diagnostic and therapeutic actions were presented. Participants' proposed case management was compared to ideal case management according to clinical guidelines. Usability, applicability, validity, and acceptance of the application were assessed using the Trier Teaching Evaluation Inventory as part of a noncomparative analysis. In addition, a comparative analysis of conventional teaching and learning formats was carried out. A total of 131 cases were answered. Physicians selected more appropriate therapeutic measures than nonphysicians. In the Trier Teaching Evaluation Inventory, design, structure, relevance, timeliness, and interest promotion were predominantly rated positively. Most participants perceived the application to be superior to conventional lecture-based formats (training courses, lectures, and seminars) in terms of problem-solving skills (102/131, 77.9%), self-reflection (102/131, 77.9%), and usability and applicability (104/131, 79.4%). Case-based SG has educational potential for complication management in surgery and could thereby contribute to improvements in postoperative patient care.

Video-Assisted Versus Traditional Problem-Based Learning: A Quasi-Experimental Study Among Pediatric Nursing Students.

The text-assisted problem-based, methods traditionally used to teach nursing students cannot adequately simulate holistic clinical situations and patient symptoms. Although video-assisted, problem-based learning methods combined with text have shown positive results in terms of improving comprehension and cognitive abilities, some studies have shown these methods to be inferior to text-assisted methods in terms of promoting deep critical thinking in medical students. This study was designed to assess the benefits in nursing education of video-assisted, problem-based learning using online multimedia technologies compared with text-assisted, problem-based learning using traditional face-to-face classes. A quasi-experimental, nonequivalent control group, preintervention-and-postintervention design was used. The experimental group (n = 31) received video-assisted, problem-based learning materials with multimedia technologies (video scenarios, Google Docs worksheets, Google slides, Zoom cloud meetings, and e-learning management system) and weekly online lectures (100 minutes) for 4 weeks. The control group (n = 35) received text-assisted, problem-based learning materials with traditional face-to-face classes and weekly lectures (100 minutes) for 4 weeks. The study data were analyzed using chi-square, Fisher's exact, and independent t tests as well as analysis of variance. At posttest, learning motivation (t = 3.25, p = .002), academic self-efficacy (t = 2.41, p = .019), and self-directed learning (t = 3.08, p = .003) were significantly higher in the experimental group than in the control group. Video-assisted, problem-based learning using multimedia technologies was shown to be effective in increasing learning motivation, academic self-efficacy, and self-directed learning in nursing students. These findings have implications for the development and planning of contactless classes in response to the coronavirus pandemic. Notably, no intergroup differences were found in terms of problem-solving skills. Future studies should include in-depth reviews and assessments of the difficulties faced in producing problem scenarios as well as the methods of instruction.

Impact of Learning From Home: Cognitive Development of Early Childhood Education Student in Pandemic Covid – 19

The purpose of this research was to determine how the covid-19 epidemic affected early childhood cognitive development. Principals, instructors, parents, and students served as informants in this study. The data collection techniques used in this study were inquiry in interview which were carried out to find out several things related to the impact of Covid-19 on students' cognitive development. The descriptive qualitative method was employed to analyze the data. The findings revealed that the cognitive development students during online learning during the Covid-19 pandemic, fell into the capable and quite capable categories in terms of problem-solving skills, logical thinking skills, and symbolic thinking skills. students' cognitive development is achieved because teachers make every effort to give learning materials or tasks that encourage students' cognitive development. The presence of certain parents who are less supportive or do not participate in the online learning system has another impact on children's cognitive development. Students do not do the assignments given by the teacher because there is no guidance due to busy parents so that there are differences in cognitive development between one student and another

AN INTEGRATIVE READING COMPREHENSION APPROACH AND MATHEMATICAL PROBLEM-SOLVING APPROACH TO ENHANCE STUDENTS’ PERFORMANCE OF GRADE 7

This descriptive method of study aimed to determine the level of integrative reading comprehension approach and mathematical problem-solving approach of three heterogeneous sections who were chosen purposively in Grade 7 of Binahaan Integrated School, Pagbilao II District, Division of Quezon. It sought to determine the student?s level of integrative reading comprehension approach in terms of literal, interpretative, and critical comprehension, as well as the student?s level of mathematical problem-solving approach in terms of understanding, strategizing and implementing. This study also determined the level of student?s performance in reading comprehension skills and problem-solving skills in terms of test and its relationship. It also identified the relationship between integrative reading comprehension approach and students? performance in reading comprehension, as well as the relationship between the mathematical problem-solving approach and students? performance in mathematical problem-solving. Based on the data presented, analyzed, and interpreted, it revealed that Grade 7 students have high level of integrative reading comprehension approach in terms of literal, interpretative and critical comprehension. In addition, the level of mathematical problem-solving approach in terms of understanding, strategizing and implementing among Grade 7 students is also high. The findings also revealed that Grade 7 students are in proficient level in Reading Comprehension Skills and Mathematical Problem-Solving Skills in terms of Test. The findings revealed that the null hypotheses were rejected which claims that there is no relationship between those variables. Thus, there is a significant relationship between the students? performance in reading comprehension skills and students? performance in mathematical problem-solving skills. Moreover, there is a significant relationship between the integrative reading comprehension approach and students? performance in terms of reading comprehension skills and between the Mathematical Problem-Solving Approach and Students? Performance in terms of Problem-Solving Skills. This study recommends that teachers must to develop integrated Math and English intervention material to help the left - behind learners and maximize the teachers? potential in making more effective learning materials.

Development of trigonometry learning kit with a STEM approach to improve problem solving skills and learning achievement

This study aimed to produce the trigonometry learning kit for tenth-grade high school students using the STEM (Science, Technology, Engineering, and Mathematics) approach properly. This study was development research using the ADDIE model, which consisted of five stages, namely Analysis, Design, Development, Implementation, and Evaluation. This study's subjects were tenth-grade high school students (n = 32) in Semarang, Indonesia. Data collection was carried out through questionnaires and tests. To assess the learning kit's validity, we used a questionnaire with the expert (mathematics education lecturers) as data sources. To assess the learning kit's practicality, we used the questionnaire (with teacher and student as data sources) and observation sheets. We used a test to assess the learning kit's effectiveness in terms of problem-solving skills and learning achievement. This development resulted in the trigonometry learning kit in the form of lesson plans or Rencana Pelaksanaan Pembelajaran (RPP) and worksheets or Lembar Kerja Peserta Didik (LKPD) using the STEM approach properly (meet the criteria of being valid, practical, and effective). The learning kit characteristics were: facilitating problem-solving skills and learning achievement, using problems related to Science, Technology, Engineering, and Mathematics, and organizing based on the Engineering Design Process (EDP) steps.

The Effect of the Timing of Umbilical Cord Clamping on Hemoglobin Levels, Neonatal Outcomes and Developmental Status in Infants at 4 Months Old.

Delayed umbilical cord clamping (DCC) increases blood transfer to newborns. Hence we investigated the effect of the timing of DCC on hemoglobin levels, neonatal outcomes and developmental status in infants at four months old. This clinical trial examined infants born to 400 pregnant women immediately upon birth and at the age of four months in Isfahan, central Iran in 2016. A table of random numbers was used to randomly allocate the newborns to intervention group with a 90-120-sec delay in umbilical cord clamping and the control group with a clamping delay of below 60 sec, and blood samples were taken from their umbilical cords. The Ages and Stages Questionnaire was used to evaluate the infants' developmental status. Umbilical cord hemoglobin was significantly higher in the intervention group compared to in the controls (P=0.024). No significant differences were observed between the two groups in terms of neonatal complications except neonatal jaundice was significantly more common in the intervention group (P=0.025), although the need for phototherapy was not different between the groups. Overall, no significant differences were observed between the two groups in terms of developmental status at four months old; however, the infants had better problem-solving skills in the DCC group (P=0.015). Despite elevating hemoglobin, DCC has no effects on infant development except in terms of problem-solving skills. Further studies are recommended on the effects of DCC on infant development.

Resilience and difficulties of parents of children with a cleft lip and palate.

The present study explored the differences in emotional difficulties and resilience between fathers and mothers of a child with a cleft lip and palate. Married couples were recruited who were accompanying their child with a cleft lip and palate (<12 years old) on regular visits to an outpatient clinic in a Japanese hospital. The participants were distributed an anonymous questionnaire that included items regarding emotional difficulties with the cleft lip and palate and a scale to measure resilience when caring for the children. In the data analysis, the paired t-test was used to compare the individuals within the couples. By analyzing the data of 64 couples who provided valid responses, two items with the highest mean score for the difficulties that were faced by both the father and mother of a child with a cleft lip and palate were: "I am worried about whether the child's teeth will be straightened" and "I am worried that the children could suffer due to their appearance." The mothers felt significantly more worry about their child's future and more guilt than did the fathers. In contrast, the fathers had greater resilience, in terms of problem-solving skills and recognition and acceptance than did the mothers. It is important that healthcare providers understand the difference between the fathers' and mothers' worries about their child with a cleft lip and palate. Specific support services should be offered to fathers with a high level of resilience, in terms of the acceptance of reality and problem-solving, which could increase their parenting ability.

Pengaruh Model Pembelajaran Berbasis Masalah (PBM) dengan Pendekatan Scientific terhadap Kemampuan Pemecahan Masalah dan Kecerdasan Emosional (Lesson Study pada Mata Kuliah Statistik Elementer)

This study aims to improve the quality of learning through Lesson study is to apply a problem-based learning (PBL) with a scientific approach in terms of problem solving skills and emotional intelligence. Implementation of Lesson study conducted in four cycles. Each cycle consists of three phases, namely the Plan (planning), Do (implementation), and See (reflection). The data obtained in the form of data and the implementation of Lesson study questionnaire on the learning outcome data that has been done, the data in a qualitative descriptive analysis. The data problem-solving skills and emotional intelligence questionnaire of students ware analyzed using multivariate and continued with univariate tests on the significance level of 5 %. The results of the questionnaire, the lesson is displayed as a percentage and can be summed up 100 % of the students gave the opinion that the implementation of learning interesting and motivated students will make but 30 % of students questioned the instruments are poorly understood. While the results of data analysis, showed that problem-based learning (PBL) with the Scientific approach positive effect in terms of problem-solving skills and emotional intelligence of students.

Analysis of the Relationship between the Resiliency Level and Problem Solving Skills of University Students

Higher education is becoming increasingly student-oriented. Therefore, the examination of students’ personal and social qualities from different perspectives has become highly critical for educational researchers. Among those qualities that receive special attention by the educational researchers is resiliency. Resiliency can be described as the ‘self-corrective tendency’ that motivates people to develop as normal adults even in the most difficult situations, while resilient can be defined as a person who is resistant and flexible and also has the ability to heal quickly, get better, overcome challenges of all kinds of trauma, tragedy, personal crises, and problems (Bezmez, Blakney, Brown, 1999 cited in Gürgan, 2006). Resiliency is a particularly important quality for educational researchers as it strongly affects the students’ ability to bounce back stronger and wiser from any difficulties, and the social-cognitive development process of the individuals. On the other hand, problem solving ability is considered as another critical quality that the students must gain as it facilitates the process of problem definition, information- gathering regarding the problem, determination of any obstacles that can prevent the problem-solution, and the motivation towards problem-solving behavior (Davidson, Deuser ve Sternberg, 1994 cited in Sardoğan, Karahan, Kaygusuz, 2006). Undoubtedly, problem solving behavior is closely related with personal characteristics. People who possess good problem solving skills can have better lives than others as they are more successful in figuring out the best possible solutions and know how to behave in problematic situations. The purpose of this research is to investigate the resiliency level of university students by various variables and the relationship between their resiliency level and problem-solving abilities. A survey study method was employed in this research. Data was gathered from 325 students who studies at Yeditepe University in Istanbul during fall, 2012. The survey was composed of three different sections. First section is developed by the researchers to obtain the demographic information of the participants. Second section is composed of a Resilience scale which was developed by Gurgan (2006), while the third and the last section was composed of a Problem Solving Inventory which was developed by Heppner and Peterson (1982) and adapted into Turkish by Sahin, Sahin ve Heppner (1993). Both scales have high reliabilities with a Cronbach Alpha .80 and .88 respectively. Any increase in the resiliency mean score obtained from the scale can be interpreted as an increase in the resiliency level of the university students. The minimum score that can be obtained from the resiliency scale is determined as 50 while the maximum score is 250. On the other hand, the high scores obtained from the problem solving inventory indicates that the person has a negative perception about his/her problem solving skills, and perceives those skills as unsatisfactory. The score that can be obtained from the problem solving inventory ranges between 32 and 192. Research findings reveal that university students have high resiliency level with a sample mean of 190.07. Furthermore, no significant difference has been found in the resiliency level of university students in terms of gender, grade level, monthly income, and accommodation facilities (p > 0.05). However, a significant difference has been found in their resiliency level in terms of faculty, work experience, academic achievement, self-perceived future job achievement, father's education level, parenting style and their description of selves (p<0.05). Sample mean of problem-solving ability has been found as 92.82. The total score that can be obtained from Problem Solving Inventory ranges between 32 and 192. The low scores indicated that the person had effective and successful set of behaviors related to problem-solving, while the higher scores indicated that the person felt inadequate and poor in terms of problem-solving skills. Therefore, the mean score of 92.82 for problem-solving skills indicates that Yeditepe university students’ problem-solving skills are at the middle level. On the other hand, the Pearson correlation coefficient of -0.672 (p<0.05) which was calculated for the relationship between resiliency and problem-solving skills of students indicated a positive and somewhat strong relationship between the resiliency level of university students and their problem-solving skills.

The Dreyfus model of clinical problem-solving skills acquisition: a critical perspective

Context: The Dreyfus model describes how individuals progress through various levels in their acquisition of skills and subsumes ideas with regard to how individuals learn. Such a model is being accepted almost without debate from physicians to explain the ‘acquisition’ of clinical skills.Objectives: This paper reviews such a model, discusses several controversial points, clarifies what kind of knowledge the model is about, and examines its coherence in terms of problem-solving skills. Dreyfus’ main idea that intuition is a major aspect of expertise is also discussed in some detail. Relevant scientific evidence from cognitive science, psychology, and neuroscience is reviewed to accomplish these aims.Conclusions: Although the Dreyfus model may partially explain the ‘acquisition’ of some skills, it is debatable if it can explain the acquisition of clinical skills. The complex nature of clinical problem-solving skills and the rich interplay between the implicit and explicit forms of knowledge must be taken into consideration when we want to explain ‘acquisition’ of clinical skills. The idea that experts work from intuition, not from reason, should be evaluated carefully.