Web-based Course Research Articles

Using a Modified Technology Acceptance Model for a Learning Management System Platform: A Questionnaire Design for Evaluating the Blackboard Learning Management System

Educational approaches have advanced and changed tremendously in recent years. The evolution of communication technologies has been important, particularly since many educational activities have been moved to an e-learning format. This has introduced innovative teaching methods and educational management techniques. Learning management systems (LMS) such as Web-based course development tools (WebCT), Blackboard, and learning spaces are currently widely accessible. Most higher education institutions use Blackboard as their primary LMS platform, making it one of the most frequently used LMS platforms. Blackboard technology is a widely used online program for educational institutions that makes it easier to distribute crucial items from teachers to students, such as papers, student reports, projects, and other publications. Consequently, the main objective of this paper is to design a technology acceptance model to investigate user acceptance of a Blackboard learning management system. In addition, we aim to create a quantitative strategy using a technology acceptance model (TAM) questionnaire as the major investigation tool. The Blackboard learning management system is evaluated using a quantitative approach based on the TAM. We use perceived usefulness, perceived ease of use, user satisfaction and attributes of usability as the associated constructs for evaluation. All of these structures were altered to fit the study's needs. Furthermore, in this paper, we examin the specifics of each concept, and how they relate to the research problem. The study's findings indicate a set of methodologies that can be used to evaluate the benefits of using the Blackboard system for online learning.

P088 A Feasibility Trial of an Asynchronous Web-based Infant Feeding Course for Child and Adult Care Food Program Providers

<h3>Background</h3> The Child and Adult Care Food Program (CACFP) provides meals and snacks to children at eligible, participating locations. Previous nutrition interventions for providers presented improved knowledge of CACFP nutrition standards, behavioral intentions, and confidence about feeding practice. However, few studies focusing on infant feeding for providers have been reported. <h3>Objective</h3> To describe the development and implementation of an asynchronous virtual training course aiming to improve infant feeding practices of providers and report program outcomes. <h3>Study Design, Settings, Participants</h3> This study was a single group, pretest-posttest quasi-experimental design. A three-module course was developed and implemented through a partnership between the State Department of Education and an Extension system. Each module consisted of 2-3 sessions and was offered through the Canvas platform. Providers completed pre-survey (n = 51) and/or post-survey (n = 57), respectively. Participants (n = 32) who completed both were included for analysis. <h3>Measurable Outcome/Analysis</h3> Self-confidence and knowledge related to infant feeding were measured. Recommended changes were assessed qualitatively. Descriptive statistics and a marginal homogeneity test were used for analysis. <h3>Results</h3> Approximately 37% of participants were teachers and 24% were center directors or owners. After the course, participants' self-confidence significantly improved (<i>P</i> <0.001). In particular, they became very confident in describing breast milk storage (<i>P =</i> 0.001), when a child should switch from a bottle to a cup (<i>P =</i> < 0.001), and when a baby is ready to start eating solid foods (<i>P =</i> < 0.001). Also, participants significantly improved knowledge of infant feeding (<i>P</i> < 0.001). Qualitative responses emphasized the importance of educating staff to feed in response to hunger cues, rather than at set times. The participants mentioned that providing refresher training, and posting signage about breast milk and formula feeding and storage guidelines in classrooms would be beneficial. Constant communication with families was perceived to be important as well. <h3>Conclusions</h3> An asynchronous virtual training course implemented through an Extension was feasible and effective for improving self-efficacy and knowledge related to infant feeding. It also has potential for program sustainability. <h3>Funding</h3> USDA; US Department of Agriculture Child and Adult Care Food Program Meal Service Training Grant through the Maryland State Department of Education.

Present Situation and the Future Development of Web-Based Prenatal Education in China: Cross-sectional Web-Based Survey.

BackgroundPregnancy serves as an important chapter in the life of women since more attention needs to be paid to both their physical and psychological health during this period. Adequate prenatal knowledge plays a key role in ensuring the health and safety of not only the pregnant women but also their fetuses and the entire family. With the development of information technology, web-based prenatal education has been brought into focus owing to its accessibility to comprehensive information, with high-quality information available to improve the quality of the overall gestation period, labor process, perinatal outcomes, and fetal outcomes.ObjectiveThis study aims to investigate the present situation of web-based prenatal education and to predict the future research direction of web-based prenatal education in China, thereby providing insights into improving the quality of health care of pregnant women.MethodsA national cross-sectional study was conducted on 590,912 pregnant women in 31 provincial administrations of mainland China between August 2018 and August 2019. These pregnant women were initially recruited from local hospitals across the nation during antenatal and postnatal periods via a web-based education school. Demographic information and course completion status (including the categories and the number of courses they completed) of all the participants were collected.ResultsA total of 590,912 pregnant women participated in the web-based prenatal education in 2018. Among them, 188,508 (31.90%) participants were excluded because they did not complete any course, while 17,807 (3.01%) actively participated in web-based prenatal education and completed more than 100 courses. There were 5 categories of web-based courses; almost half of the pregnant women attended the courses on first and second trimesters (293,262/590,912, 49.63% and 298,168/590,912, 50.46%, respectively). We found that pregnant women were more concerned about the gestational diet, fetal-related knowledge, and other precautions before the labor.ConclusionsIn the era of digitalization where information is rapidly disseminated, web-based prenatal education could become a more convenient, productive, and effective pathway for pregnant women since it could help them obtain adequate and optimal pregnancy-related information and gain more intellectual awareness about their pregnancy or preparation for pregnancy.

Movement as Medicine for Cardiovascular Disease Prevention: Pilot Feasibility Study of a Physical Activity Promotion Intervention for At-Risk Patients in Primary Care.

BackgroundPhysical activity (PA) can reduce cardiovascular disease (CVD) risk factors, and although primary care settings offer a large reach to promote PA and reduce CVD risk, primary health care professionals may lack self-efficacy and tools to effectively promote PA in practice. Movement as Medicine for CVD Prevention is a suite of 2 theory-based, web-based behavioral interventions—one for health care professionals and one for patients—which may offer a pathway for promoting PA and reducing CVD risk in primary care.ObjectiveThis study aims to examine the feasibility and possible effects of Movement as Medicine for CVD Prevention.MethodsThis nonrandomized pilot study recruited participants from primary care organizations in the Northeast of England. Enrolled health care professionals followed a theory-based, web-based course on PA counseling and motivational interviewing techniques. After the course, health care professionals delivered behavior change consultations based on motivational interviewing to inactive individuals with >20% risk of developing CVD within 10 years. Patients were then given access to a website based on self-determination and self-regulation theories, which targeted increased levels of PA. Outcomes were assessed at baseline and after 3 months, and patient data were analyzed on an intention-to-treat basis in a multiple imputation data set.ResultsRecruitment rates of primary care organizations fell below expectations. A total of 11 health care professionals from 3 enrolled primary care organizations completed the web-based course and reported increases in important theoretical determinants of PA promotion in practice (eg, self-efficacy, Cohen d=1.24, 95% CI 0.67-1.80; and planning, Cohen d=0.85, 95% CI −0.01 to 1.69). A total of 83 patients were enrolled in the study, and 58 (70%) completed both the baseline and 3-month assessments. Compared with baseline, patients had higher levels of objective (Cohen d=0.77, 95% CI 0.13-1.41) but not subjective (Cohen d=0.40, 95% CI −0.03 to 0.83) moderate to vigorous PA at 3 months. Patients also reported higher levels of the PA determinants of intention, self-efficacy, intrinsic motivation, and action planning and action control at 3 months (effect sizes ranged from Cohen d=0.39 to 0.60).ConclusionsThe Movement as Medicine for CVD Prevention intervention seems to have the potential to improve patient PA behaviors and important determinants of health care professionals’ PA promotion practices. However, the recruitment rates of primary care organizations in this study were low and would need to be increased to examine the efficacy of the program. This study offers several insights into improving the feasibility of this primary care PA promotion pathway.Trial RegistrationISRCTN Registry ISRCTN14582348; http://www.isrctn.com/ISRCTN14582348

Knowledge and Attitudes of Pharmacogenetics Among Canadian Nurses: Implications for Nursing Education

Pharmacogenetic testing is used to tailor medication recommendations based on an individual's genetic makeup. Increased precision in prescribing medication through the use of genetics leads to a reduction in adverse drug reactions resulting in decreased morbidity and mortality. Due to the noted benefits to patient health outcomes and reduction in healthcare costs, a growing number of Canadian health centers and community pharmacies are beginning to offer pharmacogenetic testing. Previous studies indicate that Canadian nurses have minimal education in genomics; however, there has been an increase in attention to nursing roles in the implementation of genomic health practices in recent years. As the use of pharmacogenetics increases, nurses will be expected to be knowledgeable about pharmacogenetic testing and will play a key role in patient education. Results of previous studies show a low level of knowledge about pharmacogenetic testing among physicians and pharmacists; however, this area of knowledge has not been systematically assessed for nurses. To address this gap, a cross-sectional study was conducted to assess knowledge and attitudes about pharmacogenetics of nurses across Canada. An anonymous online survey was completed by 236 participants, including nursing students (n = 84), registered nurses (n = 144), and nurse practitioners/nurse clinicians (n = 9). Participants represented 9/10 provinces and 2/3 territories across Canada. The majority of the participants (65.9%) lacked formal education in genetics and indicated a fair or poor level of understanding of pharmacogenetic testing in the clinical setting (93%). The mean score for pharmacogenetic knowledge questions was 34.5%, while the mean score for genetics knowledge questions was 61.1%. Despite their self-reported lack of knowledge and understanding, most participants had positive attitudes towards pharmacogenetic testing and recognized its ability to decrease adverse drug reactions and improve clinical efficacy (81.3%). Most participants (73.7%) were interested in educational offerings related to pharmacogenetic testing, particularly web-based courses and seminars/lectures. The results of this study indicate that nurses across Canada may not have the necessary knowledge to support the implementation of pharmacogenetic testing into clinical practice. However, positive attitudes and interest in learning about pharmacogenetics indicate opportunities for the development of educational activities to ensure that Canadian nurses are prepared for upcoming changes that will impact nursing practice.

Factors Associated With Specialists' Intention to Adopt New Behaviors After Taking Web-Based Continuing Professional Development Courses: Cross-sectional Study.

BackgroundWeb-based continuing professional development (CPD) is a convenient and low-cost way for physicians to update their knowledge. However, little is known about the factors that influence their intention to put this new knowledge into practice.ObjectiveWe aimed to identify sociocognitive factors associated with physicians’ intention to adopt new behaviors as well as indications of Bloom’s learning levels following their participation in 5 web-based CPD courses.MethodsWe performed a cross-sectional study of specialist physicians who had completed 1 of 5 web-based CPD courses offered by the Federation of Medical Specialists of Quebec. The participants then completed CPD-Reaction, a questionnaire based on Godin’s integrated model for health professional behavior change and with evidence of validity that measures behavioral intention (dependent variable) and psychosocial factors influencing intention (n=4). We also assessed variables related to sociodemographics (n=5), course content (n=9), and course format (eg, graphic features and duration) (n=8). Content variables were derived from CanMEDS competencies, Bloom’s learning levels, and Godin’s integrated model. We conducted ANOVA single-factor analysis, calculated the intraclass correlation coefficient (ICC), and performed bivariate and multivariate analyses.ResultsA total of 400 physicians participated in the courses (range: 38-135 physicians per course). Average age was 50 (SD 12) years; 56% (n=223) were female, and 44% (n=177) were male. Among the 259 who completed CPD-Reaction, behavioral intention scores ranged from 5.37 (SD 1.17) to 6.60 (SD 0.88) out of 7 and differed significantly from one course to another (P<.001). The ICC indicated that 17% of the total variation in the outcome of interest, the behavioral intention of physicians, could be explained at the level of the CPD course (ICC=0.17). In bivariate analyses, social influences (P<.001), beliefs about capabilities (P<.001), moral norm (P<.001), beliefs about consequences (P<.001), and psychomotor learning (P=.04) were significantly correlated with physicians’ intention to adopt new behaviors. Multivariate analysis showed the same factors, except for social influences and psychomotor learning, as significantly correlated with intention.ConclusionsWe observed average to high behavioral intention scores after all 5 web-based courses, with some variations by course taken. Factors affecting physicians’ intention were beliefs about their capabilities and about the consequences of adopting new clinical behaviors, as well as doubts about whether the new behavior aligned with their moral values. Our results will inform design of future web-based CPD courses to ensure they contribute to clinical behavior change.

Medication dosage calculation among nursing students: does digital technology make a difference? A literature review

BackgroundPatient safety is a major part of nursing care and following patients’ medication orders is considered one of the greatest responsibilities of individual nurses and nursing Failure to make safe drug calculations poses serious risks to patient safety. It is therefore important to strengthen nursing students’ numeracy skills and conceptual abilities during their education. Research suggests that digital technologies play an increasingly important role in promoting nursing students’ knowledge and medication dosage calculation (MDC) skills. The present review aims to identify and critically evaluate research investigating how the use of digital technologies informs the development of nursing students’ MDC skills.MethodsA systematic literature review was performed within Scopus (Elsevier), Academic Search Elite (Ebsco), Cinahl (Ebsco), ERIC (Ebsco), Web of Science and PubMed. Research papers on MDC using digital technologies were considered for inclusion. Starting from 2843 sources, eighteen research articles met the inclusion criteria.ResultsThe results show that use of digital technologies can reduce nursing students’ medication errors. Interestingly, web-based courses were the most commonly used digital technologies aimed at developing nursing students’ MDC skills. However, such courses had limited impacts the development of these skills.ConclusionThe present review concludes by mapping the current knowledge gaps and making suggestions for further research.

"AHead Start or a Pain in theNeck?"-Establishment and Evaluation of a Video-Based "Hands-On" Head and Neck Ultrasound Course.

The COVID-19 pandemic has strongly highlighted the need for more digitalization in healthcare. Teaching ultrasound skills in online courses is a key challenge in this context. The aim of this study was to establish an online video-based head and neck ultrasound course with an evaluation of the quality, effectiveness, and feasibility of this teaching method compared to in-person teaching. Twenty-two medical students were taught head and neck ultrasound in two groups: one group in an in-person course and the other one in a video-based course. Learning success was analyzed using self-evaluation forms and external assessment by an experienced ultrasonographer. Comparing pre- and post-training self-evaluation, all participants showed statistically significant learning progress. In the external assessment, the overall scores in both groups did not differ significantly. The courses themselves were positively evaluated by all participants. Herein, we present the first feasibility study of a web-based head and neck-ultrasound course for medical students. The methodology provides the potential for future changes in telemedical education and sustainable improvements in telemedical teaching and global intra-clinical and interdisciplinary patient care.

Using BBC Web-Based Learning Courses to Improve Vocational High School (VHS) Students' Speaking Skill

The research generally discusses the use of BBC Web-Based Learning Courses to Improve Vocational High School (VHS) students' Speaking Skill. The researchers selected the sample from the population by using total sampling technique. The number of the sample was 45 students. This research was a pre-experimental design with one group pretest and posttest. The group was tested after treatment, the test included pretest and posttest that consisted of 15 items. The result of data analysis showed that there was a significant difference between the mean scores of pretest and posttest. The mean score of posttest was greater than the mean score of pretest. The mean pre-test of the students was 49.30 while the mean post-test was 80.22. It can be concluded that the use of BBC Web-Based Learning Courses Improved Vocational High School (VHS) students' Speaking Skill. It means that there is a significant difference (H1) of the students' Speaking Skill before and after treatment by using BBC Web-Based Learning Courses.

The Feasibility of a Web-Based Educational Lifestyle Program for People With Multiple Sclerosis: A Randomized Controlled Trial.

BackgroundModifiable lifestyle factors are important to aid people with multiple sclerosis in the self-management of their disease. Current self-management programs are limited by their face-to-face mode of delivery but there is immense potential with the internet to deliver these programs effectively.ObjectiveThe aims of this study are to assess the feasibility of a digitalized educational lifestyle self-management program for people with MS.MethodsIn this randomized controlled trial, people with MS were randomly allocated to participate in a 6-week tailored web-based educational lifestyle program or 6-week generic standard-care educational course, and were blinded to their allocation. Participants were recruited through multiple sclerosis (MS) Societies in four countries: Australia, New Zealand, Canada, and the United States. The primary outcome was to assess acceptability of the program defined as percentage completion of all modules at 6-weeks post-course commencement. Secondary outcomes included evaluating participant responses to the follow-up survey across three domains: accessibility, learnability, and desirability.ResultsThirty-five participants from Australia, Canada, New Zealand, and the US completed the baseline survey and were randomized. Four participants were deemed ineligible due to incomplete baseline data; therefore, nine out of 15 and eight out of 16 participants completed 100% of the course in the intervention and standard-care arm courses, respectively.ConclusionsThis study found that this web-based educational lifestyle program is a feasible means of delivering educational content to people with MS via the internet according to our a priori targets of >40% of participants in the intervention arm, and >25% in the control arm to completing 100% of the course. It is therefore appropriate to evaluate this intervention further in a large, randomized controlled trial.Trial registrationThis study was prospectively registered with the Australian New Zealand Clinical Trials Registry (ID: ACTRN12621000245897).

Health Care Professionals' Clinical Skills to Address Vaping and e-Cigarette Use by Patients: Needs and Interest Questionnaire Study.

BackgroundWidespread vaping and e-cigarette use is a relatively new phenomenon. Youth vaping peaked in 2019, with over 25% of high school students currently vaping. e-Cigarettes are used where smoking is not permitted or as an alternative smoking cessation treatment instead of Food and Drug Administration–approved options. Vaping and e-cigarette use has the potential to harm health, including causing adverse respiratory effects and nicotine addiction. Health care professionals need skills training to help their patients with this relatively new and evolving health problem.ObjectiveThe aim of this study is to understand health care professionals’ training needs in this subject area to determine the focus for web-based continuing education training.MethodsWe reviewed the literature on clinical aspects of vaping and e-cigarette use. Using the results and our experience in substance use continuing education, we created a list of key clinical skills and surveyed health care professionals about their training needs. We also asked about their interest in a list of related topics. We recruited individuals who completed our web-based courses on substance use, members of health care professional–related groups, and experts who had published an article on the subject. Half of the 31 health care professionals who completed the survey were physicians and the remainder were primarily nurses, social workers, and counselors. Participants self-identified as nonexperts (n=25) and experts (n=6) on vaping.ResultsParticipants who were nonexperts on average agreed or strongly agreed that they needed training in each of 8 clinical skills (n=25; range 3.7-4.4 agreement out of 5). The top two skills were recommending treatments for patients (4.4 out of 5, SD 0.49) and evaluating and treating the health effects of vaping and e-cigarette use (4.4 out of 5, SD 0.50). Experts agreed on the importance of training for health care professionals in all skills but rated the need for training higher than nonexperts for each topic. Over half of the participating health care professionals (44%-80%) were interested in nearly all (9/10, 90%) vaping-related topics on a checklist. The topics participants were most interested in were the pros and cons of vaping versus smoking and the health effects of second- and third-hand vaping. Primary care physicians showed more interest in vaping-related topics than nonprimary care physicians (t13=2.17; P=.02).ConclusionsThis study confirmed gaps in health care professionals’ vaping-related clinical skills identified in the literature by identifying a perceived need for training in related skills and health care professionals’ interest in key topics related to vaping prevention and cessation. This study provides specific guidance on which clinical skills training is most needed and which topics are most interesting to health care professionals.

Using LinkedIn Endorsements to Reinforce an Ontology and Machine Learning-Based Recommender System to Improve Professional Skills

Nowadays, social networks have become highly relevant in the professional field, in terms of the possibility of sharing profiles, skills and jobs. LinkedIn has become the social network par excellence, owing to its content in professional and training information and where there are also endorsements, which are validations of the skills of users that can be taken into account in the recruitment process, as well as in the recommender system. In order to determine how endorsements influence Lifelong Learning course recommendations for professional skills development and enhancement, a new version of our Lifelong Learning course recommendation system is proposed. The recommender system is based on ontology, which allows modelling the data of knowledge areas and job performance sectors to represent professional skills of users obtained from social networks. Machine learning techniques are applied to group entities in the ontology and make predictions of new data. The recommender system has a semantic core, content-based filtering, and heuristics to perform the formative suggestion. In order to validate the data model and test the recommender system, information was obtained from web-based lifelong learning courses and information was collected from LinkedIn professional profiles, incorporating the skills endorsements into the user profile. All possible settings of the system were tested. The best result was obtained in the setting based on the spatial clustering algorithm based on the density of noisy applications. An accuracy of 94% and 80% recall was obtained.

A distinction of three online learning pedagogic paradigms.

Online (web-based) courses emerged at the beginning of the twenty-first century. While this new pedagogic paradigm (PP) holds a promise of better learning and training, it comes with challenges as traditional PPs are not suited to the new settings which highly differ from the physical classroom methods. We studied three online PPs (Synchronous, Asynchronous, and Asynchronous with an audience) and their influence on the students learning process and achievements during an academic mathematics course that was conducted online. 168 students took an exam and answered a questionnaire regarding their learning preferences, experience, and habits after experiencing one of these PPs. We found that students who studied according to the asynchronous with an audience PP achieved a higher score in the exam, regardless of their initial level than students who learned by either the synchronous or asynchronous PPs. In addition, we developed a personalized model based on machine learning methods that match an online PP for each student to maximize the student’s score in the exam. In the case of an academic mathematical course, the online PP had a major influence on the students’ scores in the exam. We found that students with high grades in previous courses preferred synchronous learning, which indicates the importance of picking the right online PP for each student. Our model provides a novel tool for the pedagogic community to personalize online learning by recommending the PP that could be most suitable for each student.

MOOC Evaluation System Based on Deep Learning

Massive open online courses (MOOCs) are open access, Web-based courses that enroll thousands of students. MOOCs deliver content through recorded video lectures, online readings, assessments, and both student–student and student–instructor interactions. Course designers have attempted to evaluate the experiences of MOOC participants, though due to large class sizes, have had difficulty tracking and analyzing the online actions and interactions of students. Within the broader context of the discourse surrounding big data, educational providers are increasingly collecting, analyzing, and utilizing student information. Additionally, big data and artificial intelligence (AI) technology have been applied to better understand students’ learning processes. Questionnaire response rates are also too low for MOOCs to be credibly evaluated. This study explored the use of deep learning techniques to assess MOOC student experiences. We analyzed students’ learning behavior and constructed a deep learning model that predicted student course satisfaction scores. The results indicated that this approach yielded reliable predictions. In conclusion, our system can accurately predict student satisfaction even when questionnaire response rates are low. Accordingly, teachers could use this system to better understand student satisfaction both during and after the course.

Collaborative, Crowd-sourced and Interactive Documentary

Campus Reboot is a crowd-sourced, interactive and collaborative web-based documentary project and course. The project is a living document of the historical times of college during a pandemic and aftermath. This project was created during COVID-19 to give college students a way to express their feelings and create interactive video projects. Campus Reboot began as experimental research and a need to find ways for students to be creative during a pandemic. Practice-based research is an original investigation undertaken to gain new knowledge based on the practice and outcomes of that practice. There were three areas of involvement that were analyzed: the perspective of the students, the perspective of other instructors, and the perspective of those of us putting it all together. Working with fifteen colleges around the world, students created videos, based on prompts, to share their feelings about college during COVID-19. Campus Reboot allowed students to not only create works that speak to the voice of their generation, in the midst of a historical pandemic but also to work with the footage from other schools to create a broader story of our times. This project and paper look at collaborative, crowd-sourced, and interactive documentary as tools for new narratives, social engagement, and a combined voice of a generation during a global crisis. This type of collaboration can be re-worked to fit different types of projects. With minimal cost and the use of multi-media, college students can collaborate internationally to tell stories of their generation.

EFL Learners' Readiness for and Satisfaction with E-learning in Turkey during the COVID-19 Pandemic

With the emergence of the COVID-19 pandemic, online learning is a new, and therefore, a challenging experience for most university students in Turkey. Determining whether these students are ready for or satisfied with distance learning practices is essential for the stakeholders of higher education to design and implement it efficiently. This quantitative study aimed at investigating EFL learners’ readiness for and satisfaction with web-based English courses in Turkey during the COVID-19 pandemic. It further aimed to examine the role of e-learning readiness on e-learning satisfaction. Data were collected through questionnaires from 169 EFL students taking online English courses at the A1 level in an intensive English programme in a state university in Turkey during the COVID-19 pandemic. Findings revealed that the study sample had an above-average level of readiness for and satisfaction with the English courses they took in virtual environments. Furthermore, e-learning readiness was found to be associated with e-learning satisfaction, and readiness for e-learning successfully predicted satisfaction with it. Important implications for school leaders and instructors are suggested based on the findings.&#x0D; Keywords: e-learning readiness, e-learning satisfaction, web-based English courses

Web-Based Training for Nurses on Using a Decision Aid to Support Shared Decision-making About Prenatal Screening: Parallel Controlled Trial.

BackgroundNurses play an important role in supporting pregnant women making decisions about prenatal screening for Down syndrome. We developed a web-based shared decision-making (SDM) training program for health professionals focusing on Down syndrome screening decisions.ObjectiveIn this study, we aim to assess the impact of an SDM training program on nurses’ intention to use a decision aid with pregnant women deciding on prenatal screening for Down syndrome.MethodsIn this 2-arm, parallel controlled trial, French-speaking nurses working with pregnant women in the province of Quebec were recruited by a private survey firm. They were allocated by convenience either to the intervention group (web-based SDM course that included prenatal screening) or to the control group (web-based course focusing on prenatal screening alone, with no SDM content). The primary outcome was the intention to use a decision aid. Secondary outcomes were psychosocial variables of intention, knowledge, satisfaction, acceptability, perceived usefulness, and reaction to the pedagogical approach. All outcomes were self-assessed through web-based questionnaires, including the space for written comments. We used 2-tailed Student t test and Fisher exact test to compare continuous and categorical variables between groups, respectively.ResultsOf the 57 participants assessed for eligibility, 40 (70%) were allocated to the intervention (n=20) or control group (n=20) and 36 (n=18 in each) completed the courses. The mean age of the participants was 41 (SD 9) years. Most were women (39/40, 98%), White (38/40, 95%), clinical nurses (28/40, 70%), and had completed at least a bachelor’s degree (30/40, 75%). After the intervention, the mean score of intention was 6.3 (SD 0.8; 95% CI 5.9-6.7) for the intervention group and 6.0 (SD 1.2; 95% CI 5.42-6.64) for the control group (scale 1-7). The differences in intention and other psychosocial variable scores between the groups were not statistically significant. Knowledge scores for SDM were significantly higher in the intervention group (79%, 95% CI 70-89 vs 64%, 95% CI 57-71; P=.009). The intervention was significantly more acceptable in the intervention group (4.6, 95% CI 4.4-4.8 vs 4.3, 95% CI 4.1-4.5; P=.02), and reaction to the pedagogical approach was also significantly more positive in the intervention group (4.7, 95% CI 4.5-4.8 vs 4.4, 95% CI 4.2-4.5; P=.02). There was no significant difference in overall satisfaction (or in perceived usefulness). Furthermore, 17 participants (9 in the intervention group and 8 in the control group) provided written comments on the intervention.ConclusionsThis study focuses on web-based nursing education and its potential to support pregnant women’s decision-making needs. It shows that nurses’ intention to use a decision aid to enhance SDM in prenatal care is high, with or without training, but that their knowledge about SDM can be improved with web-based training.International Registered Report Identifier (IRRID)RR2-10.2196/17878

Delivering a remote induction programme for dental core trainees: an innovative learner-centric approach during the COVID-19 pandemic

The absence of face-to-face teaching during the COVID-19 pandemic has created particular challenges for clinical postgraduate educators. Induction for dental core trainees (DCTs) entering secondary care posts for the first time is of prime importance, with the aim of delivering a comprehensive course covering core topics, fundamental to patient safety. This paper describes the adaptation and delivery of a remote DCT induction programme for the Midlands and East of England area. Using a 'flipped classroom' approach, prior induction content was adapted to provide online pre-recorded lectures and learning resources to prepare for web-based video conferencing case-based discussions. In order to assess the quality of teaching and success of the course, participants completed three questionnaires: identical assessments before and after the course to evaluate a change in knowledge and confidence, and a course evaluation survey. In total, 126 DCTs attended the induction course, with response rates of 82%, 75% and 61% for the 3 questionnaires respectively. Comparing DCT knowledge and confidence in treating patients before and after the course, there was a statistically significant increase in 13 of 14 domains. Despite being a web-based course, 100% of participants described the case-based small group discussions as ‘interactive and enjoyable’, with overall positive feedback for the delivery of a remote induction course We demonstrate how a remote web-based induction course for DCTs is achievable and has potential advantages with regard to pooling of resources and faculty. Several key learning points are discussed, in addition to the potential for a standardised framework for national DCT induction.

Customized Learning in Online Tutoring Systems by Mining Learning Units from Tasks and Examples

In recent years, technology has enabled Universities and Colleges to offer web-based courses, in which, teachers (or experts) design, curate and upload all course material required to teach the course online so that students can learn at their own pace, time and location. This research proposes a tutoring framework called Example Recommendation System (ERS) that is based on example-based learning (EBL) instructional method. ERS focuses on students devoting their time and cognitive capacity to studying worked-out examples so that they can enhance their learning and apply it to graded tasks assigned to them. ERS uses regular expression analysis to extract basic learning units (LU) (e.g. scanf is a LU in C programming) from all task solutions and worked-out examples and represents this knowledge in vector space. Then, these vectors are mined to generate a customized list of worked-out examples for each assigned task. The prime contribution of ERS’s extraction module is its extendibility to new domains without requiring highly trained experts. Besides extendibility, ERS extracts LUs with 81% correctness for the domain of “Programming in C” and 95% for domain of “Programming in Miranda”. ERS’s data mining model used for customization has 93% accuracy and 88% f score. ERS’s educational impact is also evident from experiments that show that students score an average of 89% in tasks for which they use ERS’s recommended worked-out examples, as opposed to an average of 73% for those tasks that students attempt without ERS’s assistance.

An Analysis of the Cultivation Methods of Visual Communication Design in New Media Environment.

In order to better adapt to the teaching development needs of visual communication design in the new media environment, a method of visual communication design training based on the ecological environment of the new media environment is proposed. This method constructs a web-based professional course network teaching platform by cultivating practical design talents under the new platform, new environment, and new technology, starting from the perspective of practical application, starting from the teaching process of visual communication design specialty, combined with the needs of social development for students' creative needs, so as to provide rich visual communication design cases, design practice, and exchange and discussion platform for professional teaching. The results show that the local display time of the system page is too long. It takes 3.3 seconds to enter the query page manually, and the script test time is 0.3 seconds, so the page display time takes about 3 seconds. The system basically meets the functional requirements, but from the perspective of resource occupation, the program requirements are further optimized to reduce the utilization of CRU. From the analysis of memory usage, it is suggested to optimize the memory recycling mechanism.