Terms Of Theoretical Knowledge Research Articles

Distance Education Experiences of Formal Child Development Undergraduate Students in the COVID-19 Pandemic Process

The purpose of the current study is to examine the distance education experiences of students who are receiving formal undergraduate education in the field of child development at public and private universities in Türkiye during the coronavirus (COVID-19) pandemic. The convergent parallel design, one of the mixed method designs, was used in the study. In March-April 2021, when the data were collected, 788 students who continued their formal child development undergraduate education through distance education due to the pandemic were included in the quantitative dimension and 11 students were included in the qualitative dimension of the study. Due to the measures taken during the pandemic, quantitative data were collected through online form and qualitative data were collected through online interviews. It was determined that the students benefited from distance education the most in terms of theoretical knowledge and the least in terms of professional practice skills, that the students’ general satisfaction level with distance education was 4.55±2.75 on a numerical rating scale during the pandemic and that the vast majority of the students demanded that all courses be face-to-face, while 5.1% demanded that all courses be through distance education after the pandemic. The reported distance education experiences are part of the temporary adaptation process in an extraordinary situation such as a pandemic. After the pandemic, efforts should be continued to make distance education more qualified by determining the needs for applied fields with such studies.

Creativity and the Trauma of COVID‐19: How do Foundation Level Art and Design Students Navigate a Liminal Journey during a Pandemic?

This article explores the impact of COVID‐19 on the physical learning spaces of art and design students to consider how this has informed and influenced the creative process, emotional resilience and engagement with learning during this difficult year of restrictions. More specifically, it draws on the experiences of students in a Foundation Art and Design programme in a Further Education college in the North of England as a case study. As a transitional year between Further Education (FE) and Higher Education (HE), this programme is designed to be transformative in terms of theoretical knowledge, practical skills and shaping student identities through ‘becoming’ creative practitioners. Concepts of liminality and liminal spaces provide a lens through which to offer an account of the nature and scope of these transformative experiences over the past year. As an accidental ethnography (Levitan et al. 2017), aspects discussed suggest that whilst COVID‐19 had a significant negative impact on the experiences and progression of this cohort of students, there have also been many positive outcomes suggesting that this particular programme has maintained its transformative ambitions.

Chances and challenges of increasing digitalization of teaching in the discipline anesthesiology from the perspective of students

HintergrundDie COVID-19-Pandemie hat die medizinische Lehre weltweit verändert. Seit dem Sommersemester 2020 stehen digitale Lehrformate im Fokus, deren Einsatz zuvor in Intensität und Form in Deutschland sehr unterschiedlich ausgeprägt war.Ziel der ArbeitDie vorliegende Untersuchung stellt die Chancen und Herausforderungen des Einsatzes verschiedener digitaler Lehrformate in der Anästhesiologie aus der Sicht der Studierenden dar.MethodeMedizinstudierende der Semester 5–9 im Fachgebiet Anästhesiologie wurden anhand eines 5‑Punkte-Likert-skalierten Fragebogens zu ihren Einstellungen und Erfahrungen mit der digitalen Lehre im Sommersemester 2020 befragt. Untersuchte Lehrformate waren digital aufgezeichnete Vorlesungen sowie Video-Online-Seminare und Praktika.ErgebnisseAn der vorliegenden Studie nahmen 141 Studierende teil. Insgesamt haben 80,9 % der Studierenden mehr aufgezeichnete Vorlesungen online angehört, als sie Präsenzvorlesungen besucht hätten, und 84,3 % würden dies auch zukünftig so machen. Obwohl die Studierenden digitale Vorlesungen und Video-Online-Seminare für die Wissensvermittlung als geeignet beurteilten, besteht für die Zukunft der Wunsch, diese zur Wissensvertiefung wieder durch mehr praktischen Präsenzunterricht in Kleingruppen zu ergänzen.SchlussfolgerungAls Vorteil digitaler asynchroner Formate unterstreicht die Studie die Option des zeit- und ortsunabhängigen individuellen Lernens. Als klarer Nachteil dieser Formate ist die mangelnde Interaktion von Studierenden und Dozierenden zu nennen. So erscheint es sinnvoll, die im Rahmen der COVID-19-Pandemie forcierte Digitalisierung für die Wissensvermittlung der für die Anästhesiologie relevanten Inhalte weiterauszubauen und im Sinne einer Blended-Learning-Strategie zu optimieren.

Value Analysis of Case Teaching Method in Clinical Application of Nursing Teaching in Gastroenterology

With the social attention to medical and health under the new situation, hospital nurses make more use of cases in the teaching process to help students understand nursing knowledge and skills. This paper discusses two different types of practical classroom implementation schemes of case teaching method and traditional teaching method through the contents of analytical learning theory, concept, characteristics and mastery methods. This paper uses the method of questionnaire to investigate the teaching effects of two different types of practical classroom implementation schemes: case teaching method and traditional teaching method. Finally, the survey results show that the students' achievements in the traditional teaching method are lower than those in the case teaching method. Especially in practical operation, the students' achievements in the case teaching method are significantly higher than those in the traditional teaching method, while in terms of theoretical knowledge, the differences between the two are not great. At the same time, it improves their practical operation ability. This shows that case teaching method plays an important role in students' practical operation.

Models for analysing the dependencies between indicators for bioeconomy in the European Union

In the past decade, bioeconomy has become a main field of interest, especially in terms of innovation, as it was often considered a potential solution to several global sustainability issues, such as environmental challenges. Through the conversion of biomass into value-added products for a full reintegration of used renewable biological resources, this sector has played a significant role in the efforts to transfer from petroleum-based economies to bio-based economies. The present article has the objective of developing panel regression models for determining the dependency between some of the main indicators of the bioeconomy development and sustainability for the European Union in the period 2008–2013. One main interesting finding of the study emphasised that higher gas emissions from agriculture are associated positively with higher turnover in the bioeconomy, implying the fact that the development of the bioeconomy is surprisingly not necessarily associated with sustainability. The relevance of the present study lies in the novelty of the subject, as bioeconomy was mainly researched in terms of theoretical knowledge, but less in terms of statistical analysis. Thus, the article offers a comprehensive research regarding the connection of the bioeconomy quantifying indicators and other selected economic influence factors of the European Union.

Evaluation and impact of fetal physiology training on fetal heart rate analysis

IntroductionEvaluation of fetal well-being during labor is based on fetal heart rate (FHR) analysis, which requires physiology expertise. The aim of the present study was to assess medical residents’ fetal physiology training in terms of theoretical knowledge, FHR interpretation, and use of second-line examinations. MethodsThis single-center, prospective study of obstetrics and gynecology residents (N = 34) at CHU de Lille Hospital (Lille, France) was conducted from November 2017 to November 2018. Evaluation and training were conducted in three stages. First, residents’ pre-training knowledge of FHR interpretation and use of fetal scalp blood sampling (FBS) was assessed using clinical cases. Second, a didactic training session on fetal physiology was delivered. Finally, post-training knowledge was evaluated using the same cases presented during pre-training. iPre-training, 3%, 11.8%, and 14.7% of residents considered their training on fetal physiology, FHR analysis, and second-line examinations, respectively, to be sufficient. Training significantly improved their theoretical knowledge, which was assessed using multiple-choice questions (median [interquartile range]: 1.5 [1.0–2.0] vs. 4.0 [3.0–4.5], p<0.001), and reduced the number of FBS requested (36.3% vs. 29.5%, p = 0.002). Krippendorff's alpha coefficient for the reproducibility of residents’ responses improved significantly, reflecting greater homogenization of clinical practice decisions (alpha [95% confidence interval]: 0.60 [0.55–0.65] vs. 0.72 [0.67–0.76]). ConclusionImproved fetal physiology knowledge promotes more accurate FHR interpretation, better indications for second-line examinations, and greater homogenization of clinical practice decisions. Future studies should evaluate the impact of fetal physiology training on clinical practice.

Knowledge and experience of cardiopulmonary resuscitation among cardiologists in clinical practice: A multicenter cross-sectional study.

Objective:This study aimed to investigate the theoretical knowledge and clinical experience of cardiopulmonary resuscitation (CPR) among Turkish cardiologists according to the recommendations of the 2015 European Resuscitation Council (ERC) guidelines.Methods:A total of 120 cardiologists from 14 different medical centers (six university and eight research-education hospitals) in İstanbul were included in the study. The questionnaire consisting of 29 open-ended and multiple choice questions on CPR was used and validated based on the ERC guidelines published in 2015. The percentage of correct answers was calculated for each participant.Results:Of the 120 cardiologists included in this study, 108 (90%) accepted the participation, and the median percentage of correct answers for theoretical questions was 53% (38-72). The percentage of correct answers for interventional cardiologists (48%, n=52) was significantly higher [60% (50–66) vs. 46% (38-52), p<0.001]. Regarding the type of medical centers, no statictical difference was found in terms of theoretical knowledge on CPR [57% (50-72) university hospitals vs. 49% (41-57) research-education hospitals, p=0.160). Peri-arrest transthoracic echocardiography was used in 71% of cases. The ratio of participants who had received an advanced cardiac life support course in the preceding year was only 19% (n=20), and those participants had a significantly higher score regarding the CPR theoretical knowledge questions [68% (54-70) vs. 46% (38-51), p<0.001].Conclusion:The theoretical knowledge of cardiologists on CPR is not satisfactory according to the 2015 ERC guidelines. An increased frequency of CPR training courses may improve this result.

Determining the opinions of the first-year nursing students about clinical practice and clinical educators.

The clinical experience prepares nursing students to become competent and professional practitioners. The evaluation of the clinical learning environment is important to determine if the clinical experience and clinical instructor provide essential learning opportunities as well as a supportive environment. This study aimed to determine the opinions of first-year nursing students about their instructors and clinical practice in the clinical education setting. The sample of the study consists of 227 students from Akdeniz University Nursing Faculty enrolled in the 'Nursing Basics' course. The mean age of the students was 19.30 ± 0.83, and 74% of the students stated that they were satisfied with clinical practice. During clinical applications, 70.8% of the students were guided by one nurse and one educator while 20.4% and 8.8% were accompanied with only an educator and only a nurse, respectively. A review of the opinions of the students about their educators revealed that they held positive opinions about the educators in terms of adequate theoretical knowledge (74.1%), openness to dialogue (67.9%), encouraging students to do research (62.7%), giving support to students during clinical practice (61.6%), and appreciating the positive behaviours of students (61.7%). In conclusion, it was determined that, although the students regarded the educators as competent in terms of theoretical knowledge and skill and successful in motivating, orienting, and encouraging the students, they viewed inaccessibility of educators as the leading problem.

Practice and exploration of resident standardization training for echocardiography

Resident standardization training is a major part of education of medical students after graduation, and is extremely important for high-level physician training and raising the quality of medical treatment. We trained the residents comprehensively according to the characteristics of echocardiography in terms of theoretical knowledge, clinical manipulative skills, clinical thinking ability, scientific research ability and communication and team cooperation ability, and carried out the relative examination according to the training. On the basis of practice, we explored the establishment of a standardized training mode and evaluation system suitable for echocardiography resident doctors in China. Key words: Resident; Standardization training; Echocardiography; Professional ability

Avoiding the tragedy of (un)common knowledge: reflections on conducting qualitative criminological research in conservation science

The interdisciplinary nature of conservation science has generated much discussion. Previous scholars have highlighted the lack of mutual understanding between the natural and social sciences in terms of theoretical knowledge and methodological practices. Due to this, the potential for the ‘tragedy of (un)common knowledge’ may hinder interdisciplinary scholarship within conservation science. While others have provided valuable insight on the scholarly and pedagogic challenges associated with interdisciplinary research, there has been little dialogue on the methodological components. Based on an ethnographic study on law enforcement rangers in a protected area in Uganda, this article provides key reflections on entrée, forming trust and rapport, establishing an identity, and data collection. It is argued that such methodological transparency will help foster dialogue between the natural and social sciences, while displaying the central role of qualitative methods in facilitating interdisciplinary research.

Knowledge and Skills in the Assessment and Management of Sexual Problems by Different Physicians in a University Hospital

Objective: We analyze the knowledge of different medical specialists in relation to knowledge of the sexual dimension of their patients, as well as the attitudes and skills to listen and treat it. Design and Method: We used a validated FSP questionnaire: F= frequency with which the subject is confronted with the problem. S = given seriousness for the professional exercises. P = problems of skills to bring a response in terms of theoretical knowledge’s. Survey done with 62 different medical specialists: 19 gynecologists, 15 general practitioners, 13 urologists, 11 general surgeons and 4 medical oncologists. Comparisons of means were performed with Student t test. Results: (number = mean) (A) Frequency: a) personal awareness: higher in urologists (1.77), medical oncologists (1.5) and gynecologists (1.33) than in general surgeons (0.64)(p=0.001); b)professional confrontation with the sexual complaint: usual for urologists and general practitioners, less in medical oncologists and gynecologists and rarely in general surgeons (p=0.00); Urologists have a more proactive attitude (1.54) than gynecologists (1.05) and general surgeons (0.64) (p=0.03). (B) Seriousness: to be listening and reactive to sexual demand is more important for urologists than the remaining specialists. (C) Problems: theoretical knowledge: good in urologists (1.54) than the other specialists (gynecologists 1.0) (p=0.026). Conclusions: Urologists believe to have greater proactive and good knowledge to treat sexual problems of their patients compared to other physicians. It should encourage and conduct continuing education specific to different medical specialists, in order to have a proactive and sufficient knowledge about the sexual quality of life of the patients.

“Way-Centered” versus “Truth-Centered” Epistemologies

In recent years, a criticism of “indigenous knowledge” has been that this idea makes sense only in terms of acquaintance (or familiarity) type and practical (or skills-type) knowledge (knowledge-how). Understood in terms of theoretical knowledge (or knowledge-that), however, it faces the arguably insurmountable problems of relativism and superstition. The educational implications of this would be that mere beliefs or opinions unanchored by reason(s), such as bald assertions, superstitions, prejudice and bias, should not be included in the curriculum, at least not under the guise of “knowledge”. Worthy of inclusion are skills and practical knowledge, as are traditional music, art, dance and folklore (qua folklore). Moreover, anything that meets the essential requirements for knowledge-that could in principle be included. Against this understanding of knowledge, and its educational implications, it has been contended that indigenous knowledge places no special emphasis on “belief”, “evidence” or “truth”, but that, according to indigenous practitioners, it is rather “the way” that constitutes knowledge, harmonious interaction and appropriate models of conduct. It has been argued, further, that cognitive states are (to be) seen as “maps”, as useful and practical action-guides. This is why (so the argument for “polycentric epistemologies” or “polycentric global epistemology” goes) divination, rain-making, rain-discarding, shamanism, sorcery, ceremony, ritual, mysticism, etc., must be acknowledged as ways of knowing (and as educationally valuable) alongside animal husbandry, botany, medicine, mathematics, tool-making, and the like. The present paper investigates whether the “way-based” epistemological response is a plausible reply to the “truth-based” critique of indigenous knowledge (systems).

Prediction of Antigenic B and T Cell Epitopes via Energy Decomposition Analysis: Description of the Web-Based Prediction Tool BEPPE.

Unraveling the molecular basis of immune recognition still represents a challenging task for current biological sciences, both in terms of theoretical knowledge and practical implications. Here, we describe the physical-chemistry methods and computational protocols for the prediction of antibody-binding epitopes and MHC-II loaded epitopes, starting from the atomic coordinates of antigenic proteins (PDB file). These concepts are the base of the Web tool BEPPE (Binding Epitope Prediction from Protein Energetics), a free service that returns a list of putative epitope sequences and related blast searches against the Uniprot human complete proteome. BEPPE can be employed for the study of the biophysical processes at the basis of the immune recognition, as well as for immunological purposes such as the rational design of biomarkers and targets for diagnostics, therapeutics, and vaccine discovery.

A qualitative study of foundation doctors' experiences with mini-CEX in the UK

Objectives: To explore foundation trainees’ experiences with the mini clinical evaluation exercise (mini-CEX). Methods: Data were gathered from interviews with thirty foundation year one trainees who had completed a minimum of six assessments with the mini-CEX tool. Interview transcripts were analysed using a template thematic procedure. Results: Trainees reported divergent views regarding the goals and the standard of the assessment. Surface and strategic approaches were the commonly reported approaches to the mini clinical assessment. Assessment standards were frequently subverted in favour of retrospective, ad hoc and absentia approaches. Non-specific feedback was common and explicit action plans were infrequent. All trainees applauded the formative potential of the mini-CEX but there were mixed perceptions of its educational value. Some considered it useful and spoke of their positive experiences in terms of theoretical knowledge, clinical competencies and daily clinical practice. Others considered their experiences unremarkable; and some other respondents felt mini-CEX was valueless, and described it as an administrative burden. Respondents felt that, trainee’s personality, maturity and learning style, ambiguity in the use of assessment result, assessor’s skills and attitude, and the clinical environment, were important to their experiences with mini-CEX. Conclusions: The trainees recognised the potential of the mini-CEX. Adequate knowledge about the assessment standard and guidelines were generally lacking. There was perceived tension between mini-CEX formative and summative purposes. This and other contextual factors probably

Coherence and the development of professional knowledge and skills

It can be difficult for students to relate theoretical knowledge and practical skills when making the transition from the classroom to professional practice. The concept of coherence has been suggested as an appropriate way to address how the relationships involved (i.e. between theoretical knowledge and practical skills and between classroom teaching and professional practice) affect the development of professional knowledge and skills. Three types of coherence are addressed in this paper: (1) biographical coherence: pre-enrolment experience; (2) programme coherence: the extent to which the theoretical and practical parts of the curriculum are integrated in teaching and placement, respectively and (3) transitional coherence: the relationship between learning outcomes in education and the first few years as newly qualified professionals. Four professional groups are examined: primary school teachers, preschool teachers, nurses and social workers. Data are drawn from a longitudinal survey in which students answered a questionnaire at the end of their studies and at three years after graduation. Results indicate that all three types of coherence have a significant impact on students’ and newly qualified professionals’ outcomes in terms of theoretical knowledge and practical skills. Moreover, programme coherence is an important factor not only in classroom teaching but also in placement.

Educação em saúde no trabalho de enfermeiras em Santarém do Pará, Brasil

Trata-se de pesquisa qualitativa, cujos objetivos foram analisar os saberes e as práticas educativas realizadas por enfermeiras em unidades de Saúde da Família, em Santarém-PA, Brasil, e a utilização da educação em saúde no processo de trabalho. Realizamos entrevistas semiestruturadas com 15 enfermeiras e observação das suas práticas educativas. Da análise de conteúdo emergiram os temas: concepções sobre educação em saúde; práticas educativas no processo de trabalho; tendência à educação popular. A maioria absoluta das enfermeiras é especialista em saúde da família, contudo referem carência do conteúdo teórico da educação em saúde em sua formação. O modelo tradicional predomina nas concepções e nas práticas. O processo de trabalho é predominantemente organizado a partir dos programas ministeriais. Nas ações de saúde, pode-se reconhecer uma discreta tendência à educação popular, com tentativas de reorientar as práticas educativas, estabelecendo parcerias com outros cuidadores e lideranças da comunidade.