Acceleration of Object Permanence with Severely and Profoundly Retarded Children

This study was an attempt to train severely and profoundly retarded children to improve their level of functioning on a measure of object permanence. The subjects were eight children living in a residential facility for severely and profoundly retarded children. The subjects were matched for age, etiology, and level of cognitive functioning and then randomly assigned to either the experimental group or the control group. The findings indicated large improvements on the object permanence measure for all four experimental subjects, with smaller improvements by all four of these subjects in other areas of sensorimotor intelligence. Long-term retention of these improvements was also evidenced. Only one control subject demonstrated any improvement, and it was considered negligible. The results are discussed, and possible practical implications are suggested.

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An Integrated Interactive-Spaced Education Radiology Curriculum for Preclinical Students

Journal of Clinical Imaging Science ◽

10.4103/jcis.jcis_1_17 ◽

2017 ◽

Vol 7 ◽

pp. 22 ◽

Cited By ~ 2

Author(s):

Eli Tshibwabwa ◽

Robert Mallin ◽

Madeleine Fraser ◽

Martin Tshibwabwa ◽

Reza Sanii ◽

...

Keyword(s):

Interactive System ◽

Future Research ◽

Control Group ◽

Face To Face ◽

Term Retention ◽

Significant Difference ◽

Long Term Retention ◽

Spaced Education ◽

Experimental Group

Introduction:The objective of this study is to determine whether a radiology module, together with online spaced education, helps students of an integrated problem-based learning (PBL) curriculum increase their radiology knowledge and long-term retention.Materials and Methods:Second-year students at the American University of Antigua College of Medicine participated in small groups of ten students each into two 2 h of radiology laboratories. The study comprised two cohorts: winter and fall 2013 students (control group) and 2014 students (experimental group). Both groups used face-to-face PBL. The students of the experimental group received additional online-spaced education. The skills were assessed for both groups before the beginning of laboratories and 4 weeks and 7 months after laboratories.Results:There was no significant difference on pretest between the control and experimental groups. On completion of the radiology laboratories, comparison of test results before and after training showed net improvement for both groups. The corresponding difference for the experimental group was higher compared to the one for the control group (7.83 vs. 6.21,P< 0.001). The difference between the scores on delayed test and pretest showed that the students of both groups demonstrated average knowledge improvement even though their level of performance was slightly below the posttest. The corresponding difference for the experimental group did not differ much from the posttest (P> 0.05), and no significant difference of scores was observed 7 months later for either group. Further, a higher percentage of the students in the experimental group strongly agreed that their learning objectives were met (92% vs. 71%,P> 0.001), and this trend persisted throughout the study.Conclusion:Online spaced education combined to a face-to-face PBL enhances not only the student's knowledge of basic radiology along with his/her self-assessment skills but also the long-term retention of radiology material and satisfaction with the integrated interactive system-based module. Future research is needed to see if medical students in need of additional education support may benefit from spaced education in the field of remediation.

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Efficacy of implementing intermittent STOP THE BLEED® reviews on long term retention of hemorrhage control skills of first year medical students

Journal of Osteopathic Medicine ◽

10.1515/jom-2020-0231 ◽

2021 ◽

Vol 0 (0) ◽

Author(s):

Enkhtsogt Sainbayar ◽

Nathan Holt ◽

Amber Jacobson ◽

Shalini Bhatia ◽

Christina Weaver

Keyword(s):

Medical Students ◽

Intervention Group ◽

Training Session ◽

Likert Scale ◽

Control Group ◽

First Year ◽

Hemorrhage Control ◽

Term Retention ◽

Long Term Retention

Abstract Context Some medical schools integrate STOP THE BLEED® training into their curricula to teach students how to identify and stop life threatening bleeds; these classes that are taught as single day didactic and hands-on training sessions without posttraining reviews. To improve retention and confidence in hemorrhage control, additional review opportunities are necessary. Objectives To investigate whether intermittent STOP THE BLEED® reviews were effective for long term retention of hemorrhage control skills and improving perceived confidence. Methods First year osteopathic medical students were asked to complete an eight item survey (five Likert scale and three quiz format questions) before (pretraining) and after (posttraining) completing a STOP THE BLEED® training session. After the surveys were collected, students were randomly assigned to one of two study groups. Over a 12 week intervention period, each group watched a 4 min STOP THE BLEED® review video (intervention group) or a “distractor” video (control group) at 4 week intervals. After the 12 weeks, the students were asked to complete an 11 item survey. Results Scores on the posttraining survey were higher than the pretraining survey. The median score on the five Likert scale items was 23 points for the posttraining survey and 14 points for the pretraining survey. Two of the three knowledge based quiz format questions significantly improved from pretraining to posttraining (both p<0.001). On the 11 item postintervention survey, both groups performed similarly on the three quiz questions (all p>0.18), but the intervention group had much higher scores on the Likert scale items than the control group regarding their confidence in their ability to identify and control bleeding (intervention group median = 21.4 points vs. control group median = 16.8 points). Conclusions Intermittent review videos for STOP THE BLEED® training improved medical students’ confidence in their hemorrhage control skills, but the videos did not improve their ability to correctly answer quiz-format questions compared with the control group.

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Transferring the Sandwich Principle to Instructional Videos: Is It Worth the Effort?

10.21203/rs.3.rs-633837/v1 ◽

2021 ◽

Author(s):

Anna Bock ◽

Christina Thomas ◽

Marius Heitzer ◽

Philipp Winnand ◽

Florian Peters ◽

...

Keyword(s):

Test Scores ◽

Instructional Video ◽

Control Group ◽

Knowledge Gain ◽

Instructional Videos ◽

Term Retention ◽

Teaching Format ◽

Long Term Retention ◽

Improved Learning

Abstract Background: Applying sandwich principle to lectures has proven to be more effective for learning outcomes than classical lectures. Supposedly, this teaching format also leads to a beneficial knowledge transfer when applied to other teaching formats. Therefore, the aim of this study was to investigate the effect of the sandwich principle on instructional videos and how its use was evaluated by students.Methods: Participants (n = 51) were randomly allocated into two groups. Both groups were given a test to assess the baseline level of knowledge. Afterwards, the control group watched the normal instructional video on cleft lips and palates, while the sandwich group watched the same video modified according to the sandwich principle. The participants then had to answer 30 single-choice questions to assess their knowledge gain and evaluate the instructional video. Long-term retention of the knowledge was tested again 6 months later using the same test questions.Results: Comparison of the pre-test and post-test results of both groups showed significantly increased test scores (p < 0.0001). Regarding long-term retention, the mean test scores were still significantly higher in both groups than before watching the video (p < 0.0001). The evaluation showed that the students highly appreciated the modified video and found the interruptions for repetition of previously learned knowledge useful.Conclusion: The hypothesis that the modification of instructional videos according to the sandwich principle would lead to an improved learning outcome could not be proved subjectively or objectively. Nevertheless, the teaching format was highly appreciated by the students and may have increased their motivation to learn with instructional videos.

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A Long-Term Follow-Up of Participants in the Trois-Rivières Semi-Longitudinal Study of Growth and Development

Pediatric Exercise Science ◽

10.1123/pes.10.4.366 ◽

1998 ◽

Vol 10 (4) ◽

pp. 366-377 ◽

Cited By ~ 19

Author(s):

François Trudeau ◽

Louis Laurencelle ◽

Janie Tremblay ◽

Mirjana Rajic ◽

Roy J. Shephard

Keyword(s):

Growth And Development ◽

Perceived Barriers ◽

Control Group ◽

Attitudes And Beliefs ◽

Long Term Follow Up ◽

Experimental Subjects ◽

Back Problems ◽

Experimental Group

The purpose of this project was to undertake a long-term follow-up of participants in the Trois-Rivières Growth and Development Study. Some 20 years after their initial involvement in the program, two groups were compared: experimental subjects (n =150) who had received 5 one-hour sessions of specialized physical education per week throughout their 6 years of primary school, and the original control group (n = 103). All subjects completed a questionnaire regarding current patterns of physical activity (PA), attitudes and beliefs about PA, and perceived barriers to PA. Principal results indicate: (a) More experimental than control women exercise 3 times or more per week, (b) experimental subjects more commonly perceived their health to be very good to excellent, (c) control subjects in general felt less psychological dependency on exercise, and (d) women in the experimental group had a lower relative risk of back problems.

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A Comparison of Vocabulary Learning Strategies among Elementary Iranian EFL Learners

Journal of Language Teaching and Research ◽

10.17507/jltr.0703.11 ◽

2016 ◽

Vol 7 (3) ◽

pp. 511 ◽

Cited By ~ 1

Author(s):

Shohreh Kashani ◽

Sajad Shafiee

Keyword(s):

Learning Strategies ◽

Vocabulary Learning ◽

Control Group ◽

Efl Learners ◽

Foreign Language Learners ◽

Term Retention ◽

Vocabulary Learning Strategies ◽

Long Term Retention ◽

The Difference

A multitude of factors are involved in learning a second language, among which knowing ample vocabulary plays a crucial role. Despite many efforts for vocabulary learning, one of the first problems of foreign language learners, especially Iranian EFL learners, is how to commit lots of foreign words to memory. The present study aimed to compare three vocabulary learning strategies (flashcard strategy, sentence writing method, and vocabulary notebook strategy) with the traditional way of vocabulary learning (repetition) among Iranian elementary EFL learners to find out which one was the most efficient approach to vocabulary learning and best increased long-term retention of meaning. To do this end, four groups (three experimental groups and one control group) were chosen to take part in the experiment. The groups were all homogenized in the wake of administering a vocabulary pretest, and then each of the experimental groups was exposed to its pertinent treatment. After the completion of the experiment, and in the light of a vocabulary posttest, the results showed that there existed differences among the four strategies in terms of vocabulary learning and retention. In terms of vocabulary learning, the difference among the four groups was significant, but the difference on posttest which examined the long-term retention of the new vocabularies was not statistically significant. The study revealed that flash card strategy was the best strategy for vocabulary learning process among elementary level learners.

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Transferring the sandwich principle to instructional videos: is it worth the effort?

BMC Medical Education ◽

10.1186/s12909-021-02967-3 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Bock Anna ◽

Thomas Christina ◽

Heitzer Marius ◽

Winnand Philipp ◽

Peters Florian ◽

...

Keyword(s):

Test Scores ◽

Instructional Video ◽

Control Group ◽

Test Results ◽

Instructional Videos ◽

Term Retention ◽

Teaching Format ◽

Significant Difference ◽

Long Term Retention

Abstract Background The sandwich principle is an educational concept that regularly alternates between collective and individual learning phases within one learning unit. Applying sandwich principle to lectures has proven to be more effective for learning outcomes than classical lectures. Supposedly, this teaching format also leads to a beneficial knowledge transfer when applied to other teaching formats. Therefore, the aim of this study was to investigate the effect of the sandwich principle on instructional videos and how its use was evaluated by students. Methods Participants (n = 51) were randomly allocated into two groups. Both groups were given a test to assess the baseline level of knowledge. Afterwards, the control group watched the normal instructional video on cleft lips and palates, while the sandwich group watched the same video modified according to the sandwich principle. The participants then had to answer 30 single-choice questions to assess their knowledge gain and evaluate the instructional video. Long-term retention of the knowledge was tested again 6 months later using the same test questions. The unpaired t-test and ANOVA were used to compare the results. Results Comparison of the pre-test and post-test results of both groups showed significantly increased test scores (p < 0.0001). Regarding long-term retention, the mean test scores were still significantly higher in both groups than before watching the video (p < 0.0001). For all test results, there was no significant difference between the groups (p > 0.05). The evaluation showed that the students highly appreciated the modified video and found the interruptions for repetition of previously learned knowledge useful. Conclusion The hypothesis that the modification of instructional videos according to the sandwich principle would lead to an improved learning outcome could not be proved subjectively or objectively. Nevertheless, the teaching format was highly appreciated by the students and may have increased their motivation to learn with instructional videos.

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Long Term Retention of Gingival Sealing around Titanium Implants with CaCl2 Hydrothermal Treatment: A Rodent Study

Journal of Clinical Medicine ◽

10.3390/jcm8101560 ◽

2019 ◽

Vol 8 (10) ◽

pp. 1560 ◽

Cited By ~ 3

Author(s):

Yasunori Ayukawa ◽

Wakana Oshiro ◽

Ikiru Atsuta ◽

Akihiro Furuhashi ◽

Ryosuke Kondo ◽

...

Keyword(s):

Titanium Implants ◽

Control Group ◽

Oral Epithelial Cells ◽

Maxillary Molars ◽

Term Retention ◽

Long Term Retention ◽

Oral Epithelial ◽

Positive Effect ◽

Post Implantation

We previously reported that CaCl2 hydrothermal-treated (Ca-HT) titanium (Ti) implants induced a tight sealing at the interface between the implant and peri-implant epithelium (PIE) after implantation. However, it is not clear how long this improved epithelium sealing can be maintained. We subsequently investigated whether the positive effect of Ca-HT to promote sealing between the PIE and implant was sustained longer term. Maxillary molars were extracted from rats and replaced with either Ca-HT implants (Ca-HT group), distilled water-HT implants (DW-HT group) or non-treated implants (control group). After 16 weeks, the majority of implants in the Ca-HT group remained at the maxillary with no apical extension of the PIE. Conversely, half the number of control implants was lost following down-growth of the PIE. The effect of Ca-HT on migration and proliferation of rat oral epithelial cells (OECs) was also investigated. In OECs cultured on Ca-HT Ti plates, protein expression in relation to cell migration decreased, and proliferation was higher than other groups. Surface analysis indicated HT enhanced the formation of surface TiO2 layer without altering surface topography. Consequently, Ca-HT of Ti reduced PIE down-growth via tight epithelial attachment to the surface, which may enhance implant capability for a longer time post-implantation.

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Practicing the English Present Simple Tense in Active Worlds

International Journal of Computer-Assisted Language Learning and Teaching ◽

10.4018/ijcallt.2015100104 ◽

2015 ◽

Vol 5 (4) ◽

pp. 52-65 ◽

Cited By ~ 2

Author(s):

Mariusz Kruk

Keyword(s):

High School Students ◽

Traditional Approach ◽

Control Group ◽

School Students ◽

English Grammar ◽

Long Term Retention ◽

Experimental Group ◽

Senior High School Students ◽

Active Worlds

The main purpose of the study was to determine the usefulness of using Active Worlds in teaching the English grammar. Specifically, the study examined the immediate and delayed effectiveness of using the chat feature of the Active Worlds' virtual environment for teaching the English present simple tense. In addition, the study explored the attitudes of students receiving this intervention as compared to a traditional approach. The sample consisted of 22 Polish senior high school students. The learners in the experimental group were subjected to innovative instruction and the students in the control group were taught in a traditional way. The data were obtained by means of a background questionnaire, a grammar test and a post-questionnaire. The results show that both groups benefited from the instruction they received; however, the experimental learners' long-term retention turned out to be much superior when compared with their control counterparts. What is more, the experimental students expressed more positive opinions of the lessons.

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