Training Of Students Research Articles

Working memory training in students with dyslexia: Additional effects to reading and spelling remediation not likely

BackgroundPoor decoding and spelling (literacy) skills have been associated with weak working memory. Aims. The aim of this study was to elucidate the contribution of working memory to literacy progress in students with dyslexia. It has been suggested that working memory can be enhanced by training, which in turn may have a positive effect on reading and spelling abilities (e.g., Peijnenborg et al., 2023). Methods and ProceduresParticipants consisted of a specific group of children with dyslexia and weak working memory skills (n = 62). The effect of Cogmed training on decoding and spelling progress during remediation was investigated using a randomized controlled trial with three research groups (experimental: Cogmed training; active control: fixed computerized training; passive control group). Outcomes and resultsFindings revealed that the Cogmed training enhanced working memory to a rather small extent and that no effects of the Cogmed training on literacy progress occurred over and above the reading and spelling remediation program. Conclusions and implicationsMost likely, Cogmed training does not contribute to literacy development in children with dyslexia. The null results are important information for teachers of this specific group of students, albeit inevitably small samples in intervention studies applied to niche populations increase the risk of type-II errors. Therefore, replication studies are needed.

MT-DSNet: Mix-mask teacher-student strategies and dual dynamic selection plug-in module for fine-grained image recognition

The fine-grained image recognition (FGIR) task aims to classify and distinguish subtle differences between subcategories with visually similar appearances, such as bird species and the makes or models of vehicles. However, subtle interclass differences and significant intraclass variances lead to poor model recognition performance. To address these challenges, we developed a mixed-mask teacher–student cooperative training strategy. A mixed masked image is generated and embedded into a knowledge distillation network by replacing one image’s visible marker with another’s masked marker. Collaborative reinforcement between teachers and students is used to improve the recognition performance of the network. We chose the classic transformer architecture as a baseline to better explore the contextual relationships between features. Additionally, we suggest a dual dynamic selection plug-in for choosing features with discriminative capabilities in the spatial and channel dimensions and filter out irrelevant interference information to efficiently handle background and noise features in fine-grained images. The proposed feature suppression module is used to enhance the differences between different features, thereby motivating the network to mine more discriminative features. We validated our method using two datasets: CUB-200-2011 and Stanford Cars. The experimental results show that the proposed MT-DSNet can significantly improve the feature representation for FGIR tasks. Moreover, by applying it to different fine-grained networks, the FGIR accuracy can be improved without changing the original network structure. We hope that this work provides a promising approach for improving the feature representation of networks in the future.

The virtual modality and its impact on the training of medical sciences students

Introduction: The social restrictions that countries imposed to contain COVID-19 generated challenges in all areas of human development, including higher education. University institutions had to adapt abruptly to the new pedagogical demands, resorting obligatorily to the use of the virtual modality in all their academic offerings. Objective: To evaluate the impact of the virtual modality in the academic and professional training of students of Medical Sciences, in order to identify its advantages, disadvantages and potentialities in the current educational context. Methodology: A systematic review was carried out to analyze virtual health education, using databases such as REDALYC, SCOPUS, DIALNET and SCIELO. Relevant articles were identified and grouped, excluding those that did not focus on virtual education related to health careers. Several search terms were analyzed and multiple articles were obtained in each database. Results: Although there is uncertainty in the formative quality of students of health careers due to the eminently practical condition of the knowledge imparted, it is evident that telematic education has overcome acceptably the obstacles posed from the dogmatic criterion, so it should be recognized for its support to the continuity of teaching and learning processes. Conclusions: The university community is obliged to encourage the development of the virtual modality and its application for the benefit of strengthening the professions related to health.

ПРОФЕСІЙНА ПІДГОТОВКА МАЙБУТНІХ СОЦІАЛЬНИХ ПРАЦІВНИКІВ В УМОВАХ СУЧАСНИХ ВИКЛИКІВ

The article examines transformation of social work under conditions of contemporary challenges in Ukraine and changes in training of social workers under these conditions. It was determined that difficult circumstances of wartime affect the course of education process, education format is changing, there is a transition to its distance forms, and there emerges a need to create a safe environment for the subjects of educational services provision. The purpose of the publication is to determine characteristic features of training of future social work specialists under conditions of martial law, to study transformation of social work caused by contemporary challenges. The research methodology is a combination of philosophical ideas about the course of social processes unders conditions of crises and challenges with theories of social work based on the socio-pedagogical paradigm of scientific knowledge. It has been proven that models of social work are flexibly transformed in accordance with contemporary legislation, unification of different regions of the country is being actualized, and the guidelines of social development in the post-war era, in which modern specialists should orient themselves, are gradually being updated. It was substantiated that additional attention must to be paid to changes in the content of social work to overcome stressful situations, develop resilience, form social cohesion of the population. A model of distance training of social workers in the educational online space was proposed, which includes a step-by-step algorithm of actions to ensure inteconnection of learning and extracurricular activities of students, which is an effective means and environment for implementation of educational activities in the process of theoretical and practical training of future social workers. The practical significance of the research lies in creation of a favorable distance educational environment, in which necessary competences of specialists are formed and their social creativity, which contributes to performance of professional activities, develops. Types and forms of educational work, which can be integrated into training and education process of higher education students, are being implemented with transformation according to requirements of specific educational programs and components for training of future social workers. Key words: social workers training, educational and professional program, transformations of social work in Ukraine, distance education, safe environment.

RACISM IN FOOTBALL: CONTRADICTIONS AND POSSIBILITIES FROM THE REGENCY IN THE PEDAGOGICAL RESIDENCE PROGRAM

This abstract exposes racism in football in a discriminatory way, with its implications in conscious or unconscious practices (Almeida, 2019). The topic was addressed in the training of students through Physical Education (PE) classes, in the Pedagogical Residency Program (PRP), of the Federal University of Alagoas - Arapiraca Campus, at the Aurino Maciel Field School, of the state network, in the city of Arapiraca-AL. General objective: to work on racism in football, with a view to overcoming racial discrimination in the social sphere. Specific objectives: to combat the different forms of prejudice existing in football practices; to identify stereotypes and position oneself critically in the face of prejudiced behavior; to respect the diversity of gender, ethnicity, among others. Methodology: approach of Critical-Overcoming PE (Coletivo de Autores, 2012) and method of social praxis of Historical-Critical Pedagogy (Saviani, 2021). Taking social practice as a starting and finishing point, starting from everyday practice and equipping students, aiming for catharsis (incorporation of the constituent elements of sports practice). Activities developed: seminars, guided study, individual and group work, and practical classes with simulations of racist acts. Conclusions: racism was and still is very present in our society, and this becomes contradictory due to the existing measures to criminalize this behavior. People still insist on committing acts of racial discrimination, through gestures towards athletes. Finally, we conclude that soccer was developed within a historical context marked by racial prejudice.

QuPath Edu and OpenMicroanatomy: Open‐source virtual microscopy tools for medical education

AbstractVirtual microscopy is becoming increasingly common in both medical education and routine clinical practice. Virtual microscopy software is typically designed either for (1) training students in anatomy, histology, and histopathology, or (2) quantitative analysis—but not both simultaneously. QuPath is one of the most widely used software applications for histopathology image analysis in research and provides a comprehensive set of computational tools to evaluate histology slides. We have enhanced QuPath by developing a new extension, QuPath Edu, which adapts the software to function as an intuitive microanatomy learning environment. Additionally, we have created an entirely new, complementary software platform called OpenMicroanatomy, which provides an alternative way to access QuPath Edu teaching content through a web interface. These tools have been used in teaching of first year medical and dentistry students at the University of Oulu Medical Faculty, and we conducted a user survey for the Class of 2023 to assess the usability and student experience. In general, the introduced annotation and quiz features were appreciated by the students and the system usability of OpenMicroanatomy was considered excellent (SUS score 84.8). Together, these freely available tools enable teachers to develop and deploy innovative training material for anatomy, histopathology, quantitative analysis, and artificial intelligence in a wide range of contexts. This unique combination can provide the next generation of students with essential multidisciplinary skills.

Effectiveness of Health-Based Physical Fitness Training in High School Students

Effectiveness of Health-Based Physical Fitness Training in High School Students

Filmmaking as ‘Meaning-Making’ Activity: Robert Kegan’s Developmental Theory and Its Implications for Training Film Directing Students

Robert Kegan’s The Evolving Self: Problem and Process in Human Development (1982) is a psychological theory on personality development that is centered around the idea of meaning-making as the primordial activity of existence, and which proposes an understanding of the ways we conceptualize our self and other according to our current stage of development, with relevant implications for many types of care work, including education. This theory is presented here in the context of film education for film-directing university students, for which it hopes to inspire a more student-centered approach, which values process over outcome. As many of the professional abilities that are sought after in the training of film-directing students can be seen as intra- and interpersonal abilities, the conceptualization of self and other becomes especially relevant in this particular educational setup, where working with the students involves a close encounter, insufficiently recognized, with their meaning-making activity. This also brings into discussion the way we model ideals for teachers in terms of their own personal development and the role that the film school as an institution could play in this matter.

Non-technical factors on ophthalmology education: a narrative review

Ophthalmology education is increasingly influenced by non-technical factors. This paper examines the multifaceted influences on ophthalmology education, focusing on direct and indirect factors that have shaped the training and wellbeing of ophthalmology students and residents. A systematic search of PubMed and Embase was carried out, searching date was from inception to 01/07/2024. A total of 8,232 articles were screened, of which 7,976 were excluded following abstract review. After reading the remaining 256 articles in full, a further 228 were excluded. A total of 28 original articles were included in this systematic review. The non-technical factors that influenced ophthalmology education included various crisis, inadequate curricular time, training resources, lack of training standardization and shortage of financial support and teaching resources. The review summarizes the influences on ophthalmology education of various non-technical factors, thereby helping educators improve the training methods.

A psychological reaction of higher education students to the new national exit exam in the case of Dilla University, 2023

IntroductionTest anxiety is an emotional state characterized by physiological and behavioral responses linked to the fear of poor exam results. It can result in a significant impact in the overall academic achievement of students. Addressing the contributing factors of the problem is better to intervene in the academic challenges of students and create a conducive learning environment. Thus, this study investigated the association between test anxiety and the newly implemented national exit exam program among prospective graduate students at Dilla University in 2023.MethodsA community-based cross-sectional design was employed, involving 357 participants recruited from August 15 to September 14, 2023. Data collection utilized structured questionnaires combined with interviews. The Westside Test Anxiety Inventory (WTAI) assessed test anxiety levels. Epi Info version 7 facilitated data entry, with subsequent analysis conducted using SPSS version 25. A p < 0.05 was used to determine statistical significance in the multivariate logistic regression model.ResultsThe prevalence of test anxiety associated with the national exit exam among prospective graduates at Dilla University was 68.9% (95% CI: 63.9–73.7%). The analysis identified significant associations between test anxiety and several factors: non-formal educational background of parents (AOR = 2.84, 95% CI: 2.12–4.65), moderate social support (AOR = 0.24, 95% CI: 0.12–0.46), and poor coping mechanisms (AOR = 3.67, 95% CI: 2.45–5.67).ConclusionThis study revealed a substantial prevalence of test anxiety among graduating students about the national exit exam. The findings suggest that factors such as limited social support and inadequate coping mechanisms contribute to test anxiety. Targeted interventions, including social support programs, counseling services, coping mechanism training, parental education, and support for students with lower academic performance, may be beneficial in mitigating test anxiety.

Learning from the best: How medical-students construct role models in general practice during the COVID-19 pandemic and what factors influence this process, a qualitative study.

Background Role-modelling has been found to strongly influence speciality choice for medical students either positively or negatively. There is a deficit in recruitment toward general practice, set to exacerbate the shortfall in GP numbers over the coming decade in the face of spiralling demand. In medical school, students acquire knowledge, skills and start to form their professional identity by observation and interaction with medical educators through the process of role-modelling. Given the significance of this process, the present study attempted to explore the “lived experience” of medical students encountering potential role models during their GP placement using a qualitative method. Methods Following a design based upon the principles of Grounded Theory 10 qualitative interviews were conducted with third-year medical student volunteers at Warwick Medical School. Interviews were recorded, transcribed and analysed using theoretical axial coding demonstrating data saturation in key themes. Results Analysis of data gave insights regarding student perception of positive and negative role modelling in three corresponding domains: Personal Attributes, Student Relationship and Patient Relationships. Conclusions The findings offer unique insights into the influence and impact of GP role-modelling on medical student’s experiences and perceptions during a time of the Covid-19 pandemic and the immediate post-pandemic period and add to the wider body of literature by exploring the influences GP role-modelling has on medical student training experience. The findings support easily implementable recommendations to strengthen positive role modelling in the GP medical student placement context.

The use of reflective reports in higher education

ABSTRACT Reflective skills are very important for university students’ personal and professional development. One way of developing these skills is training students in writing reflective reports. The purpose of this study is to investigate the use of reflective reports in higher education and their role in developing reflective skills. Both MA and BA students at the Department of English Studies of Ibnou Zohr University were asked to write a reflective report on a weekly basis reflecting on the previous session of their course. The students were guided to use Gibbs’ (1988) model which encourages thinking systematically about experiences during a specific situation, event, or activity. The students received regular feedback on their reports. One objective of the study is to investigate the students’ perceptions of the role of reflective reports in developing reflective and critical thinking skills using a questionnaire. Another objective is to investigate the development of these skills by analyzing the content of the reports. Given the difference in the students’ levels, another objective is to compare the findings of the two groups to investigate whether the role of reflective reports is affected by the students’ level (undergraduate vs postgraduate). The study has significant implications for higher education in Morocco.

Video-based peer assessment of collaborative teamwork in a large-scale interprofessional learning activity.

The assessment of team performance within large-scale Interprofessional Learning (IPL) initiatives is an important but underexplored area. It is essential for demonstrating the effectiveness of collaborative learning outcomes in preparing students for professional practice. Using Kane's validity framework, we investigated whether peer assessment of student-produced videos depicting collaborative teamwork in an IPL activity was sufficiently valid for decision-making about team performance, and where the sources of error might lie to optimise future iterations of the assessment. A large cohort of health professional students (n = 1218) of 8 differing professions was divided into teams containing 5-6 students. Each team collaborated on producing a short video to evidence their management of one of 12 complex patient cases. Students from two other teams, who had worked on the same case, individually rated each video using a previously developed assessment scale. A generalisability study quantified sources of error that impacted the reliability of peer assessment of collaborative teamwork. A decision study modeled the impact of differing numbers of raters. A modified Angoff determined the pass/fail mark. Within a large-scale learning activity, peer assessment of collaborative teamwork was reliable (G = 0.71) based on scoring by students from two teams (n = 10-12) for each video. The main sources of variation were the stringency and subjectivity of fellow student assessors. Whilst professions marked with differing stringency, and individual student assessors had different views of the quality of a particular video, none of that individual assessor variance was attributable to the assessors' profession. Teams performed similarly across the 12 cases overall, and no particular professions marked differently on any particular case. A peer assessment of a student-produced video depicting interprofessional collaborative teamwork around the management of complex patient cases can be valid for decision-making about student team performance. Further refining marking rubrics and student assessor training could potentially modify assessor subjectivity. The impact of professions on assessing individual peers and the case-specificity of team performances in IPL settings need further exploration. This innovative approach to assessment offers a promising avenue for enhancing the measurement of collaborative learning outcomes in large-scale Interprofessional learning initiatives.

Determining ideal practices for student course evaluations using a modified Delphi approach.

While approaches for utilizing student course evaluations (SCEs) have been discussed in the literature, there remain opportunities to identify ideal practices for SCEs. Thus, the objective of this project was to generate consensus on best practices in creating, administering, and using SCEs. A modified Delphi approach was utilized to generate a set of items based on the literature and prior work. Experts were identified from different roles, institution types, and geographic regions to participate in the panel. Consensus-building rounds were performed until no new ideas were introduced using an electronic survey platform. Data were analyzed descriptively each round. After the second round, 47 items met consensus. Key recommendations included enhanced training of students to provide feedback, transparency with students on how feedback is utilized, using SCEs as one element of data sources, and the importance of ensuring intentional approaches based on theoretical constructs used in the field of course evaluation. This Delphi study established consensus on approaches programs can use to optimize SCEs, according to experts from across the academy. Though some items are very specific, there are opportunities for individualization based on program priorities.

The Effect of Emergency Training on Improving Knowledge and Skills in Emergency Management Among Students at MAN 2 Palu

Introduction: An emergency is a situation or condition where there is an immediate threat or occurrence of harm that may lead to further damage (loses). In modern times, emergency preparedness has become a critical aspect of daily life, particularly in school environments. Incidents such as accidents, fires, and the need for first aid interventions highlight the increasing importance of emergency training for students. Objective: To analyze the effect of emergency training on improving students' knowledge and skills in managing emergencies. Method: This study employed a pre-experimental design with a one-group pretest-posttest approach. A total of 81 students from MAN 2 Palu participated in the study. The Wilcoxon signed-rank test was used to assess changes in knowledge and skills, with a significance level set at p < 0.05. Result:. The mean pretest knowledge score was 9.16 (SD: 1.94), and the posttest score was 17.54 (SD: 0.67). The Wilcoxon test indicated a significant improvement in knowledge following the training (p = 0.000, p < 0.05). Similarly, the mean pretest score for basic life support skills was 3.44 (SD: 0.63), which increased to 5.93 (SD: 0.26) post-training. The mean score for splint dressing skills improved from 2.37 (SD: 0.64) pretest to 7.93 (SD: 0.30) posttest, and choking aid skills improved from 2.69 (SD: 0.54) to 3.98 (SD: 0.15) posttest. All skill improvements were statistically significant (p = 0.000, p < 0.05), which means providing emergency training has a positive effect on improving emergency skills among students. Conclusion: Emergency training significantly improves both the knowledge and skills of students in managing emergencies. This training is expected to improve students' ability to provide effective first aid in emergencies before professional medical assistance is available.

Challenging A Contentious Discourse and Dismantling the False Divide through Multicultural Literature

Objectives: This study examines ways through which the discourse of the European centrality can be challenged to combat inequality and discrimination against “the other.” The study also aims to demonstrate the positive impact that literature and cinema, with their diverse cultures, can have in teaching students how to question European central thought by understanding the lifestyle and worldview of “the Other,” highlighting their counter-narrative, and fostering empathy and tolerance toward “the other.” Methods: To achieve this purpose, Paulo Freire’s critical pedagogy was employed to equip English language students with critical thinking skills to critique facts. Works of multicultural literature and corresponding activities were chosen to enhance the ability to disrupt the discourse of European centrality. Students' responses were recorded and analyzed to track changes in empathy levels. Additionally, through critical and analytical readings of literary texts, the study sheds light on social disparities and criticizes oppressive structures that reinforce discrimination. Results: The study revealed ways to challenge the discourse of European centrality and resist discrimination against “the Other.” It also showed the positive role played by multicultural literary texts and cinema in training students to question European central discourse by exposing them to counter-narratives and the lifestyle of "the Other." The study further confirmed that increased awareness of injustice led to improved levels of empathy and tolerance towards others, inspiring a desire to contribute to social change. Conclusions: The study contributes to expanding knowledge about using multicultural literature and cinema in educating students about discrimination and combating Islamophobia and “the Other.” This is achieved by involving students in the process of liberating their minds through questioning European central discourse and the prevailing narrative of oppression, thereby enhancing their sense of empowerment, empathy, and tolerance.

An Exploration of The Path of Mental Health Education for Graduate Students in Collaboration Between Tutors and Counselors from The Perspective of Positive Psychology

At present, the mental health problems of graduate students in colleges and universities are increasing day by day, and the tutors and counselors of graduate students are indispensable roles in the training and education of graduate students, and also play a very important role in the mental health education of graduate students. From the perspective of positive psychology, this paper analyzes the advantages of mentors and counselors' participation in mental health education from the perspective of the mental-assistant cooperative education mechanism, and tries to put forward the mental-assistant cooperative education mechanism to give full play to the joint efforts of the two in the mental health education of graduate students, so as to protect the better growth of students.

Nasal Fiber-optic Intubation Training for Nurse Anesthesia Students Incorporating Deliberate Practice and Summative Assessment

Introduction Managing difficult airways and adverse respiratory events is critical for anesthesia providers. Fiber-optic intubation (FOI) is a strategic management approach in difficult airway situations. Clinical exposure to FOI can be limited, posing challenges for skill development. Simulation-based medical education offers a safe alternative for training. This study aims to evaluate the effectiveness of a simulation-based FOI training program for student registered nurse anesthetists (SRNAs) in an educational context. Methods A repeated measure study was conducted during the Pediatric Anesthesia Simulation for Student Nurse Anesthetists course at the Peter M. Winter Institute for Simulation, Education, and Research. One hundred twenty-three SRNAs participated in the FOI simulation program. For the analysis, students were stratified into 2 groups based on their performance in the summative testing of nasal FOI time. Baseline characteristics and the students' performance during the simulation were analyzed. Results Among the participants, 58 were categorized as “above median time” (AMT) and 65 as “below median time” (BMT) for FOI testing. No significant differences were observed in baseline characteristics. The AMT group exhibited longer mean times for summative testing FOI (50 vs. 26 seconds), first FOI attempt (97 vs. 78 seconds), and subsequent sets (third: 374 vs. 325 seconds, fourth: 323 vs. 268 seconds). Both groups showed performance improvement across training sets with reduced variability. Conclusions The simulation-based FOI training program effectively enhanced SRNA skill, with performance improvement during the training period. This study underscores the importance of simulation in anesthesia education, offering a safe and structured environment for skill development in FOI.

Involvement of interactive educational platforms in the training of graphic design students using the Figma platform as an example

The goal is to provide a rationale for choosing the optimal prototyping and UI/UX design software for teaching design students. The purpose of writing this paper is to determine the optimal tools for teaching UI/UX design students through interactive educational platforms. The research uses the methods of cross-multiple-iteration expert ranking, personal ranking of students, and comparative cross-analysis of the results of expert and user ranking. The ranking results confirmed the choice of tools such as Figma, Adobe XD, InVision, Sketch, and Marvel. The users’ conclusions agree with the experts’ evaluations. Still, the analysis revealed a significant difference in approaches: the gap in user evaluations is 84.6% versus 32.0% for experts, indicating the influence of user empathy and the importance of UI/UX in product perception. Figma was selected as a tool for prototyping and UI/UX design with a median rating of 57.2%, justifying its use in interactive educational programs for future designers, contributing to the development of skilled digital production specialists. Further research is focused on developing detailed educational courses for design students, as well as studying the empathic component of experience for creating ergonomic interfaces.

Augmented reality for basic skills training in laparoscopic surgery: a systematic review and meta-analysis.

Augmented reality (AR) has emerged as a transformative technology in medical education, particularly in training basic laparoscopic skills. Despite its growing applications, the effectiveness of AR in this specific domain remains underexplored, with a lack of standardized assessment frameworks and inconsistent methodologies across studies. This systematic review and meta-analysis aimed to evaluate the effectiveness of AR in laparoscopic basic skills training for medical students and junior physicians. We conducted a systematic review and meta-analysis following PRISMA guidelines. Databases searched included PubMed, Embase, Cochrane Library, Web of Science, and ClinicalTrials.gov. Studies were selected based on their focus on AR applications in laparoscopic training, involving both randomized controlled trials and non-randomized studies. Inclusion criteria focused on medical students and novice surgeons, assessing educational outcomes such as Global Operative Assessment of Laparoscopic Skills (GOALS) Global, Objective Structured Assessment of Technical Skills (OSATS) Global, OSATS Specific, Training Time, and Subjective Workload. A total of 12 studies involving 434 participants met the inclusion criteria. The analysis revealed that AR technology significantly improved educational outcomes, with participants achieving higher GOALS and OSATS scores. Specifically, the mean difference for GOALS scores was 2.40 points (95% CI [1.30, 3.50], p < 0.001) and for OSATS scores, 7.71 points (95% CI [3.39, 12.03], p < 0.001). Additionally, AR-assisted training showed a reduction in subjective workload, with a mean decrease of 2.95 points (95% CI [- 4.95, - 0.95], p = 0.003). The findings indicate that AR significantly enhances laparoscopic training outcomes, facilitating improved technical skills, efficiency, and learner independence. However, variability in study designs and outcomes limits generalizability. Future research should focus on standardize AR training protocols and evaluate long-term effectiveness to fully leverage AR's potential in surgical education.