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

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.

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

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.

scholarly journals An Integrated Interactive-Spaced Education Radiology Curriculum for Preclinical Students

2017 ◽  
Vol 7 ◽  
pp. 22 ◽  
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.

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

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.

scholarly journals Generative retrieval results in positive academic emotions and long-term retention of cardiovascular anatomy using transthoracic echocardiography

2019 ◽  
Vol 43 (1) ◽  
pp. 47-54
Author(s):  
Amanda M. Kleiman ◽  
Jennifer F. Potter ◽  
Allison J. Bechtel ◽  
Katherine T. Forkin ◽  
Lauren K. Dunn ◽  
...  
Keyword(s):  
Transthoracic Echocardiography ◽  
Medical Knowledge ◽  
Video Clips ◽  
Term Retention ◽  
Significant Difference ◽  
Cardiovascular Structure ◽  
Long Term Retention ◽  
Efficient Learning ◽  
Time Point

With increasing medical knowledge, procedural, and diagnostic skills to learn, it is vital for educators to make the limited amount of teaching time available to students effective and efficient. Generative retrieval is an effective and efficient learning tool, improving long-term retention through the practice of retrieval from memory. Forty medical students were randomized to learn normal cardiovascular anatomy using transthoracic echocardiography video clips in a generative retrieval (GR) or standard practice (SP) group. GR participants were required to verbally identify each unlabeled cardiovascular structure after viewing the video. After answering, participants viewed the correctly labeled video. SP participants viewed the same video clips labeled with the correct cardiovascular structure for the same amount of total time without verbally generating an answer. All participants were tested for intermediate (1-wk), late (1-mo), and long-term (6- to 9-mo) retention of cardiovascular anatomy. Additionally, a three-question survey was incorporated to assess perceptions of the learning method. There was no difference in pretest scores. The GR group demonstrated a trend toward improvement in recall at 1 wk [GR = 74.3 (SD 12.3); SP = 65.4 (SD 16.7); P = 0.10] and 1 mo [GR = 69.9 (SD15.6); SP = 64.3 (SD 15.4); P = 0.33]. At the 6- to 9-mo time point, there was a statistically significant difference in scores [GR = 74.3 (SD 9.9); SP = 65.0 (SD 14.1); P = 0.042]. At nearly every time point, learners had a statistically significantly higher perception of effectiveness, enjoyment, and satisfaction with GR. In addition to improved recall, GR is associated with increased perceptions of effectiveness, enjoyment, and satisfaction, which may lead to increased engagement, time spent studying, and improved retention.

The Effect of Rewards and Punishments on Learning Action Selection and Execution Components of a Motor Skill

2020 ◽  
Vol 8 (3) ◽  
pp. 475-496
Author(s):  
Mariane F.B. Bacelar ◽  
Keith R. Lohse ◽  
Matthew W. Miller
Keyword(s):  
Test Performance ◽  
Action Selection ◽  
Test Results ◽  
Action Execution ◽  
Term Retention ◽  
Post Test ◽  
Task Component ◽  
Long Term Retention ◽  
Correct Target

It is unknown whether rewards improve the capability to select appropriate targets for one’s movement (action selection) and/or the movement itself (action execution). Thus, we devised an experimental task wherein participants categorized a complex visual stimulus to determine toward which one of two targets to execute an action (putt a golf ball) on each trial under one of three conditions: reward, punishment, or neutral. After practicing the task under their assigned condition, participants performed an immediate, 24-hr, and 7-day post-test. Results revealed participants putted to the correct target more frequently during the post-tests than the first practice block, and putted more accurately during the post-tests than a pretest. However, the condition in which participants practiced did not moderate post-test performance (for either task component). Additionally, motivation scores explained action selection and action execution for the immediate post-test performance but not long-term retention, suggesting that motivation might be related to immediate performance, but not long-term learning. Further, the present task may be useful for researchers studying action selection and execution, since the task yielded learning effects that could be moderated by factors of interest.

Acceleration of Object Permanence with Severely and Profoundly Retarded Children

AAESPH Review ◽  
1978 ◽  
Vol 3 (1) ◽  
pp. 15-22 ◽  
Author(s):  
James V. Kahn
Keyword(s):  
Object Permanence ◽  
Control Group ◽  
Level Of Functioning ◽  
Term Retention ◽  
Sensorimotor Intelligence ◽  
Long Term Retention ◽  
Experimental Subjects ◽  
Experimental Group ◽  
Practical Implications

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.

A Comparison of Vocabulary Learning Strategies among Elementary Iranian EFL Learners

2016 ◽  
Vol 7 (3) ◽  
pp. 511 ◽  
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.

scholarly journals The Effect of Designing and Segmenting Instructional Video

10.28945/4756 ◽  
2021 ◽  
Vol 20 ◽  
pp. 173-200
Author(s):  
Penny Thompson ◽  
Ying Xiu ◽  
Jessica Tsotsoros ◽  
Michelle A. Robertson
Keyword(s):  
Focus Groups ◽  
Instructional Materials ◽  
Future Research ◽  
Instructional Video ◽  
Control Group ◽  
Instructional Videos ◽  
Significant Difference ◽  
Video Group ◽  
Group Control Group ◽  
Experimental Group

Aim/Purpose: This study aims to explore whether instructors and educators should segment portions of instructional video that can be loaded and executed independently of other portions, and how long the segment portion of instructional video should be to effectively influence students’ learning, perception, and interaction. Background: Instructional videos are widely used in higher education for pedagogy purposes, and students expect their face-to-face and online courses to include video for effective instructional and learning outcomes. The literature indicates that researchers suggested that segmented video might assist learning and reduce cognitive burden; however, empirical research does not provide sufficient guidance about how to do it. Methodology: This mixed-methods study included quantitative data from an online experiment, followed by qualitative data from focus groups to help explain and expand on the quantitative findings. This study compared a 14-minute instructional video with the same content split into three segments, ranging from four to five minutes in length, to explore how segmenting affects students’ learning and how students perceive and interact with the video. The quantitative portion of the study used an experimental design with random assignment to control and experimental groups. Participants were randomly assigned by Qualtrics to one of two conditions where they watched either a single long (14-minute) video (the control group) or the same content split into three video segments (the experimental group). Participants in both groups were asked to watch the video(s), take a content knowledge quiz, and respond to an opinion questionnaire. The qualitative portion of the study consisted of focus groups where participants were asked to reflect on their overall perceptions of using online instructional video. Contribution: This study contributes to the literature knowledge on how students interact with instructional video and how, and if, longer instructional videos should be divided into shorter segments. Findings: Results from this study indicated that there is no significant difference between the Long Video Group (control group) and the Segmented Video Group (experimental group) on measures of learning, interaction with or perceptions of the video. However, participants who engaged in multitasking activities other than texting performed worse on the learning measure. The focus group participants described a variety of behaviors and preferences for watching the instructional video but expressed a preference for videos that were about 20 minutes long. Recommendations for Practitioners: For the purpose of building declarative knowledge, the number and length of instructional video segments may be less important than the other instructional materials and strategies instructors and educators provide to support students’ interaction with the instructional video. Recommendation for Researchers: The qualitative findings suggest that while preferred instructional video length may differ based on context, a 20-minute instructional video may be preferred, or at least accepted, in a typical academic setting, though this possibility needs further study. Impact on Society: Results from this study may help instructors and educators to create high quality instructional video content by acknowledging that decisions about instructional video length and segmenting require professional discretion rather than arbitrary rules regarding video length. Future Research: Future researchers and practitioners can further evaluate and enhance the importance and design of instructional videos for pedagogical purposes, and additional research is needed before instructors, educators, and the educational field can accept the thought that any video over five or six minutes is considered too long for students’ attention span.

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

2019 ◽  
Vol 8 (10) ◽  
pp. 1560 ◽  
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.

scholarly journals Effect of Implementing Instructional Videos in a Physical Examination Course

2012 ◽  
Vol 26 (1) ◽  
pp. 40-46 ◽  
Author(s):  
Niu Zhang ◽  
Sudeep Chawla
Keyword(s):  
Physical Examination ◽  
Standard Procedure ◽  
Instructional Video ◽  
Test Results ◽  
Instructional Videos ◽  
Video Clips ◽  
Significant Difference ◽  
Written Test ◽  
Post Hoc ◽  
Chiropractic Students

Objective: This study examined the effect of implementing instructional video in ophthalmic physical examination teaching on chiropractic students' laboratory physical examination skills and written test results. Methods: Instructional video clips of ophthalmic physical examination, consisting of both standard procedures and common mistakes, were created and used for laboratory teaching. The video clips were also available for student review after class. Students' laboratory skills and written test results were analyzed and compared using one-way analysis of variance (ANOVA) and post hoc multiple comparison tests among three study cohorts: the comparison cohort who did not utilize the instructional videos as a tool, the standard video cohort who viewed only the standard procedure of video clips, and the mistake-referenced video cohort who viewed video clips containing both standard procedure and common mistakes. Results: One-way ANOVA suggested a significant difference of lab results among the three cohorts. Post hoc multiple comparisons further revealed that the mean scores of both video cohorts were significantly higher than that of the comparison cohort (p &lt; .001). There was, however, no significant difference of the mean scores between the two video cohorts (p &gt; .05). However, the percentage of students having a perfect score was the highest in the mistake-referenced video cohort. There was no significant difference of written test scores among all three cohorts (p &gt; .05). Conclusion: The instructional video of the standard procedure improves chiropractic students' ophthalmic physical examination skills, which may be further enhanced by implementing a mistake-referenced instructional video.

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