scholarly journals Interactive patient education via an audience response system in cardiac rehabilitation

2020 ◽  
Vol 8 ◽  
pp. 205031212094211
Author(s):  
Dietrich Stoevesandt ◽  
Andreas Weber ◽  
Andreas Wienke ◽  
Steffi Bethge ◽  
Viktoria Heinze ◽  
...  
Keyword(s):  
Cardiovascular Diseases ◽  
Patient Education ◽  
Term Effect ◽  
Control Group ◽  
Audience Response System ◽  
Audience Response ◽  
Short Term ◽  
Short Term Effect ◽  
Response System

Objectives: Patient education and compliance play an important role in the success of rehabilitation in cardiovascular diseases. The aim of this study is to analyze whether interactive learning methods, in this study, the audience response system with a “clicker,” can improve the learning success of patients during and after their rehabilitation process. Methods: In a randomized, prospective cohort study, a total of 260 patients were randomized to either an interactive training group using Athens audience response system or to a control group without the use of audience response system during the educational sessions. Patients were taught and tested on four different topics concerning their primary disease: heart failure, arterial hypertension, prevention of cardiovascular diseases, and coronary heart disease. After each session, the patients had to answer questions on the previously taught topics via questionnaires. These questions were asked again at the day of discharge, as well as 3 and 12 months after discharge. Additional information on the patients’ health, plus their mental status, was gathered with the help of further questionnaires (HADS and SF-12). Results: A total of 260 patients (201 men and 59 women) were recruited. The patients were on average 61.1 ± 11 years old. A significant short-term effect on the patients’ knowledge about their disease was found immediately after the educational sessions in the intervention group. However, there was no long-term effect in either the intervention or control group. Although there was no statistical significance found in any of the observations, a positive short-term effect on learning capacity as well as positive trends in mental and physical health after discharge could be found in patients after the use of audience response system during their rehabilitation. Conclusion: This study provides interesting and new data on the use of an interactive learning method for patients to gain knowledge about their primary disease and eventually improve their physical and mental health status in a long-term perspective. By implementing different and new ways of teaching and interaction during the hospitalization, not only patients, but also medical staff and caregivers could benefit.

A Newspaper’s Effect on the Strength of Automatic Associations in Memory

2012 ◽  
Vol 24 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Florian Arendt
Keyword(s):  
Treatment Group ◽  
Term Effect ◽  
Control Group ◽  
Implicit Measure ◽  
Short Term ◽  
Short Term Treatment ◽  
Short Term Effect ◽  
Automatic Associations ◽  
Foreign Nationality ◽  
The Impact

A test was done to see if reading a newspaper which consistently overrepresents foreigners as criminals strengthens the automatic association between foreign country and criminal in memory (i.e., implicit cultivation). Further, an investigation was done to find out if reading articles from the same newspaper produces a short-term effect on the same measure and if (1) emotionalization of the newspaper texts, (2) emotional reactions of the reader (indicated by arousal), and (3) attributed text credibility moderate the short-term treatment effect. Eighty-five participants were assigned to one of three experimental conditions. Participants in the control group received short factual crime texts, where the nationality of the offender was not mentioned. Participants in the factual treatment group received the same texts, but the foreign nationality was mentioned. Participants in the emotionalized treatment group received emotionalized articles (i.e., texts which are high in vividness and frequency) covering the same crimes, with the foreign nationality mentioned. Supporting empirical evidence for implicit cultivation and a short-term effect was found. However, only emotionalized articles produced a short-term effect on the strength of the automatic association, indicating that newspaper texts must have a minimum of stimulus intensity to overcome an effect threshold. There were no moderating effects of arousal or credibility pertaining to the impact on the implicit measure. However, credibility moderated the short-term effect on a first-order judgment (i.e., estimated frequency of foreigners of all criminals). This indicates that a newspaper’s effect on the strength of automatic associations is relatively independent from processes of propositional reasoning.

Analisis Pengaruh Perdagangan Internasional terhadap GDP (Gross Domestic Product) Indonesia (Periode 2011-2016)

2020 ◽  
Vol 1 (1) ◽  
pp. 34-42
Author(s):  
ANDI TRIYAWAN ◽  
Amalia Syafira Novitasari
Keyword(s):  
Gross Domestic Product ◽  
Term Effect ◽  
Domestic Product ◽  
Short Term ◽  
Short Term Effect

The purpose of this study were determine: (1) The short term effect of export and import of Indonesia years 2011-2016, (2) The most dominant variable which affect to GDP (Gross Domestic Product) of Indonesia years 2011-2016. The data were collection of this study is taken from BPS. Meanwhile, the data were collected throught documentation. Based on regrecy, it’s known that internasional trade affects negatively and significantly to the GDP (Gross Domestic Product) either long term or short term.

Controversial Issues of the Pharmacotherapy of the Hyperactive Child

1981 ◽  
Vol 26 (6) ◽  
pp. 385-392 ◽  
Author(s):  
Gabrielle Weiss
Keyword(s):  
Large Body ◽  
Term Effect ◽  
Hyperactive Child ◽  
Controversial Issues ◽  
Short Term ◽  
Short Term Effect ◽  
Hyperactive Children ◽  
Clinical Questions ◽  
Theoretical Issues

This paper, which forms part of a symposium on Paediatric Psychopharmacology, selects for discussion certain practical and theoretical issues related to the use of Stimulant Therapy for Hyperactive Children. The particular issues selected relate to important clinical questions, most of which have been the focus of recent research. Amongst the controversial issues chosen for discussion is the fact that while the short term effect of stimulants on symptoms of the hyperactive syndrome is well established, the long term efficacy and the effect of stimulants on improving the prognosis of this syndrome remains uncertain. It is concluded that the large body of research on the use of stimulants for hyperactive children has finally answered some long standing questions, but many gaps of knowledge remain and further research is required.

scholarly journals The Effects of an Electronic Audience Response System on Athletic Training Student Knowledge and Interactivity

2015 ◽  
Vol 10 (3) ◽  
pp. 212-218 ◽  
Author(s):  
Kristin Ann Tivener ◽  
Tona Hetzler
Keyword(s):  
Knowledge Acquisition ◽  
Athletic Training ◽  
Group Membership ◽  
Athletic Training Education ◽  
Control Group ◽  
Audience Response System ◽  
Audience Response ◽  
Student Knowledge ◽  
Training Course ◽  
Response System

Context Electronic audience response systems (ARSs) are a technological teaching tool currently being used with widespread success within various disciplines of higher education. Researcher support for its application in athletic training education remains sparse, however. Objective The aim of this study was to examine whether use of an ARS in a basic athletic training course improved student knowledge acquisition and interactivity. Design Preintervention and postintervention surveys. Setting Commission on Accreditation of Athletic Training Education–accredited athletic training program. Patients or Other Participants Sixty-nine undergraduate students enrolled in one of 2 sections of an introductory athletic training course. Main Outcome Measure(s) A mixed-measures analysis of variance (ANOVA) was conducted to look for differences in knowledge acquisition based upon group membership (control versus experimental) and the effect of instruction. Results An interaction was discovered for the effect of instruction and use of the ARS (F1,59 = 5.89, P = .018, η2p = .091), indicating that the acquisition of knowledge in the experimental group (7.97 ± 1.49) was greater than for the control group (7.24 ± 1.75). A mixed-measure ANOVA found differences in classroom interactivity based upon group membership. There was a main effect for interactivity (F1,59 = 5.40, P = .024, η2p = .084), indicating that interactive participation increased among students from 7.16 ± 1.23 on the pretest to 7.56 ± 1.08 on the posttest; however, there was no interaction between interactivity and group membership, indicating that both the control and experimental groups increased interactivity at the same rate. Conclusions Audience response system technology improved student knowledge when used in an introductory athletic training course. Additional research should investigate active learning tools to determine what most strongly affects students' interactivity.

scholarly journals Phone-based audience response system as an adjunct in orthodontic teaching of undergraduate dental students: a cross-over randomised controlled trial

2020 ◽  
Author(s):  
Fahad Alharbi ◽  
Khulud Alazmi ◽  
Bashar R. El Momani ◽  
Lubna Al-Muzian ◽  
Mark Wertheimer ◽  
...  
Keyword(s):  
Randomised Controlled Trial ◽  
Controlled Trial ◽  
Dental Students ◽  
Audience Response System ◽  
Audience Response ◽  
Response System ◽  
Term Retention ◽  
Long Term Retention ◽  
Randomised Controlled

Abstract Background: The advent of electronic teaching facilities improves tutor-student communication. This study aims to explore the effectiveness of Phone-Based Audience Response System (PB-ARS), as an adjunctive pedagogy tool to enhance the retention of orthodontic information by dental students; and to explore the students’ perception of PB-ARS. Methods: This cross-over clustered randomised control trial included 34 males who were in the final year of their undergraduate dental training. Participants were allocated to one of two event groups (G1 and G2) using computer-generated randomisation. Both groups simultaneously attended two different traditional lectures (L 1 and L2) a week apart. During L1, PB-ARS was used as an adjunct to conventional presentation to teach G1 participants, (PB-ARS group) while G2’s participants acted as a control group (CG), and were taught using a traditional presentation. In the second week (L2), the interventions were crossed-over. Participants from both groups completed pre- and post-lecture multiple-choice questionnaires (MCQ) to assess their short-term retention of information. Their performance in the final MCQ exam (10 weeks following L2) was tracked to assess the long-term retention of the information. Participants also completed post-lecture questionnaires to evaluate their perceptions. Results: 29 and 31 participants from the CG and PB-ARS group completed this trial, respectively. Although 87.5% of students in the PB-ARS group showed an improvement in their immediate post-lecture scores compared with 79.3% for the CG, it was statistically insignificant (p= 0.465). Similarly, the intervention showed an insignificant effect on the long-term retention of the knowledge (p=0.560).There was a mildly but favourable attitude of students towards the use of PB-ARS. However, the difference in the overall level of satisfaction between both groups was statistically insignificant (p=0.183).Conclusion: PB-ARS has a minimal and insignificant effect on the short- and long-term retention of orthodontic knowledge by male undergraduate dental students. PB-ARS was the preferred adjunct tool to conventional classroom teaching. Due to the limitations of this trial, a long-term randomised controlled trial with a larger sample size is recommended.

scholarly journals Phone-based audience response system as an adjunct in orthodontic teaching of undergraduate dental students: a cross-over randomised controlled trial

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Fahad Alharbi ◽  
Khulud F. Alazmi ◽  
Bashar R. El Momani ◽  
Lubna Al-Muzian ◽  
Mark Wertheimer ◽  
...  
Keyword(s):  
Randomised Controlled Trial ◽  
Controlled Trial ◽  
Dental Students ◽  
Audience Response System ◽  
Audience Response ◽  
Response System ◽  
Term Retention ◽  
Long Term Retention ◽  
Randomised Controlled

Abstract Background The advent of electronic teaching facilities improves tutor-student communication. This study aims to explore the effectiveness of Phone-Based Audience Response System (PB-ARS), as an adjunctive pedagogy tool to enhance the retention of orthodontic information by dental students; and to explore the students’ perception of PB-ARS. Methods This cross-over clustered randomised control trial included 34 males who were in the final year of their undergraduate dental training. Participants were allocated to one of two event groups (G1 and G2) using computer-generated randomisation. Both groups simultaneously attended two different traditional lectures (L 1 and L2) a week apart. During L1, PB-ARS was used as an adjunct to conventional presentation to teach G1 participants, (PB-ARS group) while G2’s participants acted as a control group (CG), and were taught using a traditional presentation. In the second week (L2), the interventions were crossed-over. Participants from both groups completed pre- and post-lecture multiple-choice questionnaires (MCQ) to assess their short-term retention of information. Their performance in the final MCQ exam (10 weeks following L2) was tracked to assess the long-term retention of the information. Participants also completed post-lecture questionnaires to evaluate their perceptions. Results Twenty-nine and 31 participants from the CG and PB-ARS group completed this trial, respectively. Although 87.5% of students in the PB-ARS group showed an improvement in their immediate post-lecture scores compared with 79.3% for the CG, it was statistically insignificant (p = 0.465). Similarly, the intervention showed an insignificant effect on the long-term retention of the knowledge (p = 0.560). There was a mildly but favourable attitude of students towards the use of PB-ARS. However, the difference in the overall level of satisfaction between both groups was statistically insignificant (p = 0.183). Conclusion PB-ARS has a minimal and insignificant effect on the short- and long-term retention of orthodontic knowledge by male undergraduate dental students. PB-ARS was the preferred adjunct tool to conventional classroom teaching. Due to the limitations of this trial, a long-term randomised controlled trial with a larger sample size is recommended.

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