Web-based Course Research Articles

Interactive Web-based Emergency Neuroradiology Course with Self-Assessment for Radiology Residents: A Pilot Project.

To assess the effectiveness of an online, case-based interactive course in emergency neuroradiology to prepare radiology residents for night call in neuroradiology. A total of 15 residents participated in a pretest assessment of preparedness for neuroradiology call. After completing a 6-week interactive course incorporating case review, didactic lectures, quiz feedback, and references for further review, the same residents were quizzed on cognitive questions and feelings of readiness to enter the on-call pool for neuroradiology. Knowledge and confidence both significantly increased due to the course. Knowledge-wise, the scores for precourse quiz to postcourse quiz went from 18.4%-72.2% (53.8% increase) in Brain Imaging and went from 22.3%-77.1% (54.8% increase) in Head, Neck, and Spine (P < 0.001 for both). Confidence-wise, residents demonstrated statistically significant increases in all 6 confidence measures. Prior to the course, 29% were not confident, 71% were fairly confident, and 0% were confident/very confident. After the course, 0% were not confident, 43% were fairly confident, and 57% were confident/very confident. Belief in the statement "I can provide high quality Neuroimaging services in the emergency care setting" increased from a confidence score of 1.29-2.57 after training (P=0.004). Nearly all residents completing their first emergency call reported that they felt more confident reading neuroradiology studies during their call as a direct result of the course. Completing the multi-pronged interactive, case-based online emergency neuroradiology course led to improved funds of knowledge and feelings of confidence and impacted imaging approach in residents taking neuroradiology call.

University Students’ Techno-Panic: What Learning Support is Available?

The current study sought to identify the level of support provided for first year university students during the novel COVID-19 pandemic online classes with the Moodle learning management system (LMS). The researchers surveyed 1416 first year university students in the second semester of the 2019/2020 academic year, who were all supposed to be part of the web-based courses to logically bring the semester to an end. In an attempt to make students become familiar with the use of the Moodle LMS, the university introduced measures like online orientation, creation of instructional videos, provision of hot phone contact lines as well as IT centre support. Out of these interventions rolled-out by the university, the researchers found that the students did not gain the required benefits as envisaged by the University and for that matter affected the students adversely. From an instructional standpoint, the measures put in place to familiarize students with the Moodle system were laudable. However, the support services provided had issues of implementation. A need exists for a more comprehensive and coordinated support services to adequately equip university students to participate meaningfully in web-based learning.

ÇEVRİMİÇİ ÖĞRETMEN MESLEKİ GELİŞİMİ: ALANYAZIN TARAMA

Globally, education systems now place a high premium on the development of teachers (Misra, 2018). Professional development courses have also been impacted by technological advancements in learning (Wasserman &amp; Migdal, 2019). Teacher professional development has shifted away from traditional face-to-face, single-location training and toward developmental activities in advanced web-based environments in the age of Internet technology. As a result, web-based professional development courses can not only enhance instructors' professional knowledge and experience, but also assist them in breaking school boundaries (Kao et al., 2014). Online teacher professional development for teachers (oTPD) is still a rapidly expanding topic of research in teacher education. (Dille &amp; Røkenes, 2021).Therefore, the purpose of this study is to review related literature on oTPD so that it hopes to provide a large lens through oTPD. It will eloborate on communities of practice, online communities of practice for teachers and perspectives of online teacher professional development.

Pilot Implementation of a Computer-based Training Course on Newborn Hearing Screening and Teleaudiology among Primary Healthcare Providers in Low Resource Settings.

Newborn hearing screening (NHS) in the Philippines has been mandated by law since 2009. However, lack of awareness and knowledge about NHS remains a challenge, especially among healthcare providers. This paper describes the pilot implementation of a computer-based training (CBT) course on NHS and teleaudiology among primary healthcare providers (PHCPs) in rural Philippines. A four-module web-based training course on newborn hearing screening and teleaudiology in an online learning management system (LMS) was field-tested among PHCPs from eight rural communities in the Philippines. Participants were given four weeks to complete the course. Forty-two PHCPs participated in the CBT. Thirty-four (81%) completed the whole course (mean attrition rate of 4.8% per module) at a mean duration of 10.2 days. Baseline data shows that participants had no NHS training, although the majority (83%) had information and communications technology (ICT) training. Comparison of pre- and post-test mean scores showed a 24.0% (p<0.001) significant increase in the post-test in all four modules. Passing rates (i.e., score ≥70%) from pre- to post-test increased by 54.6% (range: 38-80% increase). Usability of the CBT was rated high with a mean score of 4.32 out of 5 (range: 4.13 to 4.47), covering all eight parameters. Participants expressed general satisfaction and a positive attitude on CBT to improve knowledge on NHS and teleaudiology. Even in low resource settings where gaps in ICT infrastructure exist, eLearning can be used as an alternative approach to increase awareness and support training of healthcare providers on newborn hearing screening.

Online Nursing Education: Highlighting Nursing Students’ Challenges

Background: In recent years, online nursing education has experienced phenomenal growth. As a result, time and place barriers are eliminated, and institutions and educators have understood that online education may benefit students with course accessibility and affordability. Besides, this model offered an ideal channel for engagement and communication between students, as well as with instructors and the long-available program content, on the other hand, many challenges and obstacles have emerged. Objective(s): Evaluate the online nursing education system in Iraqi universities by detecting any potential challenges of nursing students with online education. Methodology: This paper is the main part of a nationwide study. A descriptive evaluative approach is conducted to evaluate the current challenges of nursing students about online nursing education through web-based courses, programs, online examinations, and quizzes, through the period from September 10, 2020, to April 15, 2021. This study is carried out at eight Colleges of Nursing in Iraqi Universities, a sample of (320) undergraduate nursing students is recruited from these colleges using the non-probability sampling approach to gather a convenient sample. A self-report questionnaire is developed from the literature, for the evaluation process. Results: The findings indicate that all Colleges of Nursing in Iraq have experienced current challenges with online nursing education, but Colleges of Nursing in the Southern Region experienced fewer challenges than colleges in other regions. Conclusion: The study concluded that most of the students have experienced fair to poor levels of current challenges of online nursing education in Iraq respectively. There are differences between Colleges of Nursing relative to current challenges of online nursing education domains, and these challenges are influenced by students’ demographic characteristics of age, gender, monthly income, and residential area. Recommendations: For the benefit of colleges, professors, and students, this study suggests that the deployment of online nursing education should be closely supervised. Furthermore, both instructors and students should be provided with logistical support.

Effects of an internet-delivered behavioral activation program on improving work engagement among Japanese workers: A pre-and post-test study.

To examine the effect of a newly developed internet-delivered behavioral activation (iBA) program on work engagement and well-being among Japanese workers with elevated psychological distress. Participants were recruited via an internet survey company (N = 3299). The eligibility criteria were: 1) Japanese employees aged 20-59 years old, 2) having psychological distress, and 3) not self-employed. This iBA program was a 3-week web-based training course using behavioral activation techniques. Work engagement, psychological distress and eudemonic well-being at work were measured at baseline and post-intervention period. A paired sample t-test was conducted to assess the intervention effect. Of the 568 eligible participants, 120 were randomly selected. A total of 108 participants completed the baseline survey and received the iBA program. Eighty respondents completed the post-intervention survey and were included in analyses. The iBA program did not show a significant intervention effect on work engagement (p = 0.22, Cohen's d = 0.14), while psychological distress (p < 0.01, d = -0.40) and role-oriented future prospects (p = 0.02, Cohen's d = 0.27) were significantly improved. The effect of the iBA program on work engagement may be limited.

The Impact of a Web-Based Restorative Dentistry Course on the Learning Outcomes of Dental Graduates: Pre-Experimental Study.

Restorative dentistry plays a crucial role in dental practice, necessitating professionals to stay abreast with the latest advancements in the field. The advancement of technology has made web-based learning a widely used method of education delivery in dentistry, providing learners with extensive information and flexibility. This study aims to evaluate how effective an online educational course in restorative dentistry is for dental graduates in Syria. This study used a pre-experimental study design, with pretest and posttest assessments to measure changes in participants' knowledge and skills. A total of 21 dental graduates completed the online course in restorative dentistry, which was hosted on Moodle, using the learning management system of the Syrian Virtual University. Participants were provided with a suggested learning sequence and had the flexibility to navigate the course on their own and at their own pace. The course was developed based on the principles of web course design and web-based course development using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) general instructional design model. The pretest and posttest assessments consisted of 50 multiple-choice questions with a single correct answer, aligning with the course content. Furthermore, participants were asked to complete a course acceptance survey upon finishing the course. The results showed a significant improvement in the participants' knowledge of restorative dentistry, supported by a statistically significant P value of less than .05. The effect size of the difference between the pre and posttest indicated that the effect size, as indicated by ω2, demonstrated a significant 62.1% difference between the pre and posttest, indicating a high and statistically significant effect. Furthermore, the value derived from the Haridy obtained work ratio formula indicated that the educational program was effective, with an effectiveness amount of 3.36%. Additionally, 93% (n=19) of respondents expressed confidence in having gained the expected benefits from the educational course upon its completion. The findings indicated a notable enhancement in the participants' understanding of restorative dentistry. The participants' high satisfaction rate and positive feedback from the course acceptance survey further emphasize the favorable reception of the web-based learning approach. This study highlights the potential of web-based learning in dental education, opening the door for future research in this area. The findings of this study carry important implications for the design and implementation of web-based educational programs in dentistry, suggesting that such programs can serve as an effective tool for continuous professional development in the field.

Teaching LGBTQ+ Health, a Web-Based Faculty Development Course: Program Evaluation Study Using the RE-AIM Framework.

Many health professions faculty members lack training on fundamental lesbian, gay, bisexual, transgender, and queer (LGBTQ+) health topics. Faculty development is needed to address knowledge gaps, improve teaching, and prepare students to competently care for the growing LGBTQ+ population. We conducted a program evaluation of the massive open online course Teaching LGBTQ+ Health: A Faculty Development Course for Health Professions Educators from the Stanford School of Medicine. Our goal was to understand participant demographics, impact, and ongoing maintenance needs to inform decisions about updating the course. We evaluated the course for the period from March 27, 2021, to February 24, 2023, guided by the RE-AIM (Reach, Effectiveness, Adoption, Implementation, and Maintenance) framework. We assessed impact using participation numbers, evidence of learning, and likelihood of practice change. Data included participant demographics, performance on a pre- and postcourse quiz, open-text entries throughout the course, continuing medical education (CME) credits awarded, and CME course evaluations. We analyzed demographics using descriptive statistics and pre- and postcourse quiz scores using a paired 2-tailed t test. We conducted a qualitative thematic analysis of open-text responses to prompts within the course and CME evaluation questions. Results were reported using the 5 framework domains. Regarding Reach, 1782 learners participated in the course, and 1516 (85.07%) accessed it through a main course website. Of the different types of participants, most were physicians (423/1516, 27.9%) and from outside the sponsoring institution and target audience (1452/1516, 95.78%). Regarding Effectiveness, the median change in test scores for the 38.1% (679/1782) of participants who completed both the pre- and postcourse tests was 3 out of 10 points, or a 30% improvement (P<.001). Themes identified from CME evaluations included LGBTQ+ health as a distinct domain, inclusivity in practices, and teaching LGBTQ+ health strategies. A minority of participants (237/1782, 13.3%) earned CME credits. Regarding Adoption, themes identified among responses to prompts in the course included LGBTQ+ health concepts and instructional strategies. Most participants strongly agreed with numerous positive statements about the course content, presentation, and likelihood of practice change. Regarding Implementation, the course cost US $57,000 to build and was intramurally funded through grants and subsidies. The course faculty spent an estimated 600 hours on the project, and educational technologists spent another 712 hours. Regarding Maintenance, much of the course is evergreen, and ongoing oversight and quality assurance require minimal faculty time. New content will likely include modules on transgender health and gender-affirming care. Teaching LGBTQ+ Health improved participants' knowledge of fundamental queer health topics. Overall participation has been modest to date. Most participants indicated an intention to change clinical or teaching practices. Maintenance costs are minimal. The web-based course will continue to be offered, and new content will likely be added.

An Investigation of Mathematics Teachers' Conceptions of Mathematical Literacy Related to Participation in a Web-Based PISA Course

In today's mathematics education, teachers are expected to have an adequate understanding of mathematical literacy and to know how to incorporate mathematical literacy understanding into their instructional practices. Therefore, the purpose of this study was to investigate mathematics teachers' conceptions of mathematical literacy related to participation in a web-based learning environment about mathematical literacy and Programme for International Student Assessment (PISA). The case study method was used and the participants consisted of 20 mathematics teachers determined by the criterion sampling method. The data were collected by semi-structured interviews. In the data analysis process content analysis method was used. The results revealed that, the participants who participated the web-based PISA education conceptualized mathematical literacy in relation to the use of mathematical knowledge and skills to deal with real-life problems and associated supporting mathematical literacy with supporting development of problem solving skill. However, the others conceptualized mathematical literacy as having mathematical knowledge and skills to solve math problems and considered problem solving as a goal in supporting mathematical literacy.

A Web-Based Stratified Stepped Care Platform for Mental Well-being (TourHeart+): User-Centered Research and Design.

Internet-based mental health interventions have been demonstrated to be effective in alleviating psychological distress and promoting mental well-being. However, real-world uptake and engagement of such interventions have been low. Rather than being stand-alone interventions, situating internet-based interventions under a stratified stepped care system can support users to continue with mental health practice and monitor their mental health status for timely services that are commensurate with their needs. A user-centered approach should be used in the development of such web-based platforms to understand the facilitators and barriers in user engagement to enhance platform uptake, usability, and adherence so it can support the users' continued adoption and practice of self-care for their mental health. The aim of this study was to describe the design process taken to develop a web-based stratified stepped care mental health platform, TourHeart+, using a user-centered approach that gathers target users' perceptions on mental self-care and feedback on the platform design and incorporates them into the design. The process involved a design workshop with the interdisciplinary development team, user interviews, and 2 usability testing sessions on the flow of registration and mental health assessment and the web-based self-help interventions of the platform. The data collected were summarized as descriptive statistics if appropriate and insights are extracted inductively. Qualitative data were extracted using a thematic coding approach. In the design workshop, the team generated empathy maps and point-of-view statements related to the possible mental health needs of target users. Four user personas and related processes in the mental health self-care journey were developed based on user interviews. Design considerations were derived based on the insights drawn from the personas and mental health self-care journey. Survey results from 104 users during usability testing showed that the overall experience during registration and mental health assessment was friendly, and they felt cared for, although no statistically significant differences on preference ratings were found between using a web-based questionnaire tool and through an interactive chatbot, except that chatbot format was deemed more interesting. Facilitators of and barriers to registering the platform and completing the mental health assessment were identified through user feedback during simulation with mock-ups. In the usability testing for guided self-help interventions, users expressed pain points in course adherence, and corresponding amendments were made in the flow and design of the web-based courses. The design process and findings presented in the study are important in developing a user-centric platform to optimize users' acceptance and usability of a web-based stratified stepped care platform with guided self-help interventions for mental well-being. Accounting for users' perceptions and needs toward mental health self-care and their experiences in the design process can enhance the usability of an evidence-based mental health platform on the web.

Англи хэлний заах арга зүйн сургалтад “моос” буюу бүх нийтэд нээлттэй онлайн сургалтыг ашиглах нь - ”Shaping the way we teach, 2” сургалтын жишээн дээр

Massive Open Online Courses are web-based courses which have a goal of following unlimited participation. Although it began in the 1980’s, it has become free for everyone in last couple of years. Today most major universities are offering courses and they are working as partners with Courseria, Edx or Udocity webs. These courses help EL teachers and students who want to improve their crafts and skills. However it has spread and developed, still there are some challenges for students who wants to accomplish the course.

Teaching Medical Microbiology With a Web-Based Course During the COVID-19 Pandemic: Retrospective Before-and-After Study.

The COVID-19 pandemic has imposed unprecedented hurdles on health care systems and medical faculties alike. Lecturers of practical courses at medical schools have been confronted with the challenge of transferring knowledge remotely. We sought to evaluate the effects of a web-based medical microbiology course on learning outcomes and student perceptions. During the summer term of 2020, medical students at Saarland University, Germany, participated in a web-based medical microbiology course. Teaching content comprised clinical scenarios, theoretical knowledge, and instructive videos on microbiological techniques. Test performance, failure rate, and student evaluations, which included open-response items, for the web-based course were compared to those of the on-site course from the summer term of 2019. Student performance was comparable between both the online-only group and the on-site comparator for both the written exam (n=100 and n=131, respectively; average grade: mean 7.6, SD 1.7 vs mean 7.3, SD 1.8; P=.20) and the oral exam (n=86 and n=139, respectively; average grade: mean 33.6, SD 4.9 vs mean 33.4, SD 4.8; P=.78). Failure rate did not significantly differ between the online-only group and the comparator group (2/84, 2.4% vs 4/120, 3.3%). While lecturer expertise was rated similarly as high by students in both groups (mean 1.47, SD 0.62 vs mean 1.27, SD 0.55; P=.08), students who took the web-based course provided lower scores for interdisciplinarity (mean 1.7, SD 0.73 vs mean 2.53, SD 1.19; P<.001), opportunities for interaction (mean 1.46, SD 0.67 vs mean 2.91, SD 1.03; P<.001), and the extent to which the educational objectives were defined (mean 1.61, SD 0.76 vs mean 3.41, SD 0.95; P<.001). Main critiques formulated within the open-response items concerned organizational deficits. Web-based courses in medical microbiology are a feasible teaching option, especially in the setting of a pandemic, leading to similar test performances in comparison to on-site courses. The lack of interaction and the sustainability of acquired manual skills warrant further research.

Using the Mind Mapping Method in Web-Based Teaching: Pre-Service Teachers' Metacognitive Learning Strategies and Self-Directed Learning Skills

The study was carried out to determine the effects of the mind mapping method in web-based courses on students' metacognitive learning strategies and self-regulated learning skills and to determine the students' views on this.The study findings showed that there was a significant difference between the pretest and posttest scores of the students in the experimental group regarding their metacognitive learning strategies and self-regulated learning skill levels. In addition, it was understood from the study findings that there was a significant difference in favor of the experimental group between the scores of the experimental and control groups regarding metacognitive learning strategies and self-regulated learning skill levels. On the other hand, the findings on student opinions showed that students generally had positive opinions about the mind mapping method. In addition, it was understood from the findings of the students' opinions that the use of the mind mapping method had significant contributions to the students' metacognitive learning strategies and self-learning skill levels. Considering the results of this study, the use of the mind mapping method in web-based courses significantly supported the metacognitive learning strategies of the students and contributed positively to the increase in self-learning skill levels.

Development and Evaluation of Brief Web-Based Education for Primary Care Providers to Address Inequities in Lung Cancer Screening and Smoking Cessation Treatment.

Annual lung cancer screening (LCS) is recommended for individuals at high risk for lung cancer. However, primary care provider-initiated discussions about LCS and referrals for screening are low overall, particularly among Black or African Americans and other minoritized racial and ethnic groups. Disparities also exist in receiving provider advice to quit smoking. Effective methods are needed to improve provider knowledge about LCS and tobacco-related disparities, and to provide resources to achieve equity in LCS rates. We report the feasibility and impact of pairing a self-directed Lung Cancer Health Disparities (HD) Web-based course with the National Training Network Lung Cancer Screening (LuCa) course on primary care providers' knowledge about LCS and the health disparities associated with LCS. In a quasi-experimental study, primary care providers (N = 91) recruited from the MedStar Health System were assigned to complete the LuCa course only vs. the LuCa + HD courses. We measured pre-post-LCS-related knowledge and opinions about the courses. The majority (60.4%) of providers were resident physicians. There was no significant difference between groups on post-test knowledge (p > 0.05). However, within groups, there was an improvement in knowledge from pre- to post-test (LuCa only (p = 0.03); LuCa + HD (p < 0.001)). The majority of providers (81%) indicated they planned to improve their screening and preventive practices after having reviewed the educational modules. These findings provide preliminary evidence that this e-learning course can be used to educate providers on LCS, smoking cessation, and related disparities impacting patients.

WEB-based Collaborative Platform for College English Teaching

At present, colleges and universities are trying to apply online education. The online college English course teaching cooperation platform is an important part of college English teaching. At present, teachers’ scoring method for students’ online examination on this kind of platform is mainly human scoring, which has a low efficiency. In view of this, based on the characteristics of web, this paper constructs an English test paper scoring algorithm based on text matching degree algorithm and improved KNN algorithm. The data analysis type of the algorithm is mainly prescriptive analysis that is, judging whether to give points according to the characteristics of the data. The automation and high efficiency of the algorithm can save a lot of human costs in the field of online education. The experimental results show that the recall rate of the improved KNN scoring algorithm for specific semantic topics is up to 0.9, and only 7.3% of students report that the algorithm misjudges their grades. The results indicate that the algorithm has the potential to be applied to the Web-based college English course teaching collaboration platform and reduce the workload of teachers and improve their efficiency.

Satisfaction with web-based courses on clinical practice guidelines for psychiatrists: Findings from the "Effectiveness of Guidelines for Dissemination and Education in Psychiatric Treatment (EGUIDE)" project.

To disseminate, educate, and validate psychiatric clinical practice guidelines, the Effectiveness of Guidelines for Dissemination and Education in Psychiatric Treatment (EGUIDE) project was launched in 2016. In this study, we investigated whether the web-based courses offered by this project would be as effective as the face-to-face courses. We analyzed and compared survey answers about overall participant satisfaction with the course and answers regarding clinical knowledge of schizophrenia and major depressive disorder between 170 participants who took the web-based courses in 2020 and 689 participants who took the face-to-face courses from 2016 to 2019. The web-based course participants completed the survey questions about satisfaction with the web-based courses. The web-based courses were conducted using a combination of web services to make it as similar as possible to the face-to-face courses. The degree of satisfaction assessed by the general evaluation of the web-based courses was higher than what was expected from the face-to-face courses. The degree of satisfaction was similar for the courses on schizophrenia and major depressive disorder. In addition, there were no significant differences in overall satisfaction and clinical knowledge between web-based and face-to-face courses. In conclusion, the web-based courses on clinical practice guidelines provided by the EGUIDE project were rated as more satisfying than the face-to-face course that the participants expected to take and no differences in the effectiveness of either course. The results suggest that, after the COVID-19 pandemic, it would be possible to disseminate this educational material more widely by adopting web-based courses additionally face-to-face courses.

Using Normalization Process Theory to Evaluate an End-of-Life Pediatric Palliative Care Web-Based Training Program for Nurses: Protocol for a Randomized Controlled Trial.

Palliative care (PC) is a new concept in Iraq, and there is no training for health care specialists or the public. The lack of education and training programs is the most important barrier for PC. Intermediate training is needed for nurses who regularly manage patients with life-threatening diseases. The End-of-Life Nursing Education Consortium for pediatric palliative care (PPC) program is intended for nurses who are interested in providing care to children with life-limiting diseases or providing support in the event of an accident or unexpected death. Our trial aims to evaluate the effect of a web-based training course, using the Normalization Process Theory. It focuses on how complex interventions become routinely embedded in practice and on training of a sample of academic nurses in the application of PPC in routine daily practice. It hypothesizes that nurses will be able to provide PC for the pediatric population after completing the training. This is a multicenter, parallel, pragmatic trial in 5 health care settings spread across a single city in Babylon Province, Iraq. Participants will be recruited and stratified into 2 categories (critical care units and noncritical care units). In the experimental condition, 86 nurses will be trained in the application of PPC for 2 weeks through a web-based training course powered by the Relais Platform. The nurses will be invited to participate via email or instant messaging (WhatsApp, Telegram, or Viber). They will provide end-of-life care in addition to usual care to children and adolescents with life-limiting conditions. In the control condition, 86 nurses will continue usual care. The program's effectiveness will be assessed at the level of nurses only. We will compare baseline findings (before the intervention) with postintervention findings (after completing the training course). A further assessment will be performed 3 months after the course. As numerous unidentified factors can influence the effect of the training, we will perform a progressive evaluation to assess sample selection, application, and intervention value, as well as implementation difficulties. The nursing staff will not be blinded to the intervention, but will be blinded to the results. The study trial recruitment opened in July 2020. The first outcomes became available in December 2020. The trial attempts to clarify the delivery of PC at the end of life through the implementation of a web-based training course among Iraqi nurses in the pediatric field. The study strengths include the usual practice setting, staff training, readiness of staff to participate in the study, and random allocation to the intervention. However, participants may drop out after being transferred to another department during the study period. ClinicalTrials.gov NCT04461561; https://clinicaltrials.gov/ct2/show/NCT04461561. PRR1-10.2196/23783.

Effectiveness of a Web-Based Intervention to Prevent Anxiety in the Children of Parents With Anxiety: Protocol for a Randomized Controlled Trial.

Anxiety is the most common childhood mental health condition and is associated with impaired child outcomes, including increased risk of mental health difficulties in adulthood. Anxiety runs in families: when a parent has anxiety, their child has a 50% higher chance of developing it themselves. Environmental factors are predominant in the intergenerational transmission of anxiety and, of these, parenting processes play a major role. Interventions that target parents to support them to limit the impact of any anxiogenic parenting behaviors are associated with reduced anxiety in their children. A brief UK-based group intervention delivered to parents within the UK National Health Service led to a 16% reduction in children meeting the criteria for an anxiety disorder. However, this intervention is not widely accessible. To widen access, a 9-module web-based version of this intervention has been developed. This course comprises psychoeducation and home practice delivered through text, video, animations, and practice tasks. This study seeks to evaluate the feasibility of delivering this web-based intervention and assess its effectiveness in reducing child anxiety symptoms. This is the protocol for a randomized controlled trial (RCT) of a community sample of 1754 parents with self-identified high levels of anxiety with a child aged 2-11 years. Parents in the intervention arm will receive access to the web-based course, which they undertake at a self-determined rate. The control arm receives no intervention. Follow-up data collection is at months 6 and months 9-21. Intention-to-treat analysis will be conducted on outcomes including child anxiety, child mental health symptoms, and well-being; parental anxiety and well-being; and parenting behaviors. Funding was received in April 2020, and recruitment started in February 2021 and is projected to end in October 2022. A total of 1350 participants have been recruited as of May 2022. The results of this RCT will provide evidence on the utility of a web-based course in preventing intergenerational transmission of anxiety and increase the understanding of familial anxiety. ClinicalTrials.gov NCT04755933; https://clinicaltrials.gov/ct2/show/NCT04755933. DERR1-10.2196/40707.

The First Asynchronous Online Evidence-Based Medicine Course for Syrian Health Workforce: Effectiveness and Feasibility Pilot Study.

Evidence-based medicine (EBM) is critical for providing the best scientifically proven patient health care, and it is implemented worldwide in order to improve the quality of the delivered health care. However, not all Syrian health professionals are knowledgeable about the importance, methodology, and implementation of EBM. Providing web-based learning courses on EBM might be effective in improving the EBM knowledge of health care professionals. This study was performed to test the effectiveness and the feasibility of an asynchronous web-based course on EBM in improving the competencies of Syrian health care professionals in terms of EBM. A web-based course on EBM was developed in Arabic and uploaded onto the Syrian Virtual University platform. An electronic registration form was designed and distributed to medical groups on social media for registration to this web-based course. Both the pretest and posttest had the same 3 sections to measure the impact of this web-based EBM program on the knowledge, skills, and attitudes of the Syrian health care professionals. The posttest had an additional section for measuring the efficacy and ease of use of this program. Student paired 1-tailed t test was used to analyze the differences in the different assessment sections among the participants. Nineteen participants filled the electronic registration form, but 8 participants did not meet the inclusion criteria. Therefore, the pretest was sent to the remaining 11 participants (7 men and 4 women) who graduated from Syrian universities. Ten of them completed the pretest, while 7 of them completed the posttest. The web-based course was found to be effective in improving the participants' EBM knowledge, skills, and attitudes at P>.05. Further, the web-based EBM course was feasible and easy-to-use. In order for EBM to be implemented in Syria, continuous medical education training programs should be designed for clinical practitioners. Our study shows that asynchronous web-based medical education is an effective and a feasible means for introducing the concept of EBM, improving practitioners' skills, and promoting the positive attitudes of Syrian clinical practitioners toward EBM.

The effect of web-based blended learning echaced course on cognitive learning outcomes, scientific attitudes and learning interests of class VIII students Junior High Schools of gwamar Dobo and Negeri 1 Dobo

ABSTRACT&#x0D; One of the learning problems is the integration of computer technology into learning activities that can trigger students to be able to develop learning and innovation skills, skills to use technology and information media, and be able to work and survive using life skills. The appropriate learning model that can be applied is the blended learning model that combines traditional face-to-face learning with computer-based learning with web (web enhanced) utilization. This study aims to see the effect of the web-enhanced blended learning model on cognitive learning outcomes, scientific attitudes and student learning interest in the human digestive system material. on the results of scientific attitudes and student interest in learning. The results showed that there was an effect of the web-enhanced blended learning model on cognitive learning outcomes, scientific attitudes and student interest in learning.