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.

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.

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.

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.

Effects of Mindfulness-Based Psychoeducation on the Internalized Stigmatization Level of Patients With Schizophrenia

2018 ◽  
Vol 29 (7) ◽  
pp. 496-503 ◽  
Author(s):  
Emine Yılmaz ◽  
Funda Kavak
Keyword(s):  
Health Centers ◽  
Control Group ◽  
Community Mental Health Centers ◽  
Control Groups ◽  
Face To Face ◽  
Significant Difference ◽  
The Difference ◽  
Mental Health Centers ◽  
And Control ◽  
Experimental Group

The aim of this study was to determine the effects of mindfulness-based psychoeducation on internalized stigma in patients with schizophrenia. The patients were recruited from the community mental health centers. This quasiexperimental study was conducted using pretests and posttests with a control group. The participants were 69 patients with schizophrenia; 34 were part of the experimental group and 35 were part of the control group. The patients in the experimental group participated 2 days a week for 6 weeks in a total of 12 sessions which were given in the form of face-to-face group training. The difference between the scale mean posttest scores of the patients in the experimental and control groups was found to be statistically significant ( p < .05). In the intragroup comparisons, a significant difference was found between the stigma mean scores in the experimental group ( p < .05). It was concluded that mindfulness-based psychoeducation was effective in reducing stigma in patients with schizophrenia.

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 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.

Effect of education on anxiety and depression in patients with myocardial infarction

2011 ◽  
Vol 26 (S2) ◽  
pp. 133-133
Author(s):  
N. Aghakhani
Keyword(s):  
Myocardial Infarction ◽  
Medical Science ◽  
Anxiety And Depression ◽  
Control Group ◽  
Face To Face ◽  
Risk Of Death ◽  
Increased Risk ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group

IntroductionAbout 65 percent of patients with myocardial infarction experience mental and emotional problems like depression and anxiety that causes delay in the return to work, decreased quality of life and increased risk of death.The purpose of this study was to determine the effect of education on anxiety and depression in patients with myocardial infarction in Urmia hospitals in 2009.MethodsThis study was a quasi-experimental study that compares the effect of education on anxiety and depression in patients with myocardial infarction in the Urmia University of medical science hospitals. 124 patients were selected randomly and divided into two groups. The experimental group was educated through face to face training and educational booklet. Control group did not receive any intervention.Level of anxiety and depression was evaluated by using HADS questionnaire at 3 intervals after 48 hours of admission, discharge day and 2 months after discharge.ResultsThere was no significant difference between control and experimental groups before the intervention, But after the intervention, anxiety and depression in the experimental group was significantly less than controls, p < 0.05.ConclusionConsidering the beneficial results obtained from education on reducing anxiety and depression in patients with myocardial infarction, it should be one of the health care goals.

scholarly journals Augmented Reality (AR) Technology-Based Learning: The Effect on Physics Learning during the COVID-19 Pandemic

2022 ◽  
Vol 12 (2) ◽  
pp. 132-140
Author(s):  
Doni Ropawandi ◽  
◽  
Lilia Halim ◽  
Hazrati Husnin
Keyword(s):  
Augmented Reality ◽  
Physics Education ◽  
Teaching And Learning ◽  
Control Group ◽  
Technology In Education ◽  
Learning And Teaching ◽  
Face To Face ◽  
Significant Difference ◽  
Experimental Group

The COVID-19 pandemic has significantly disrupted education and has instantaneously shifted education from being conducted predominately ‘face to face’ to being totally ‘online’. For most teachers, this unexpected teaching approach has impelled them into finding ways to provide the same quality of education to their students. One way of doing this is by adopting educational technologies in learning and teaching, including the use of augmented reality (AR) technology. AR technology has been integrated into the field of physics education. In this study, the effects of AR technology on understanding of the concepts of electricity in an online learning environment for 11th-grade students was investigated. Pretest and posttest were carried out in the control group and the experimental group. The results showed that AR technology improved understanding of electrical concepts for the students in the experimental group compared to the control group, with a very significant difference between both groups. This research contributes to the development of AR technology in education, especially in relation to the teaching and learning of abstract physics concepts.

scholarly journals Using Word Study Approach to Improve Omani EFL Students’ Spelling Performance

2019 ◽  
Vol 12 (8) ◽  
pp. 112
Author(s):  
Zainab Al-Yahmedi ◽  
Saleh Al-Busaidi ◽  
Fawzia Al-Seyabi
Keyword(s):  
Basic Education ◽  
Female Students ◽  
Future Research ◽  
Control Group ◽  
Word Study ◽  
Study Approach ◽  
Spelling Performance ◽  
Significant Difference ◽  
Efl Students ◽  
Experimental Group

The purpose of this study was to investigate the effect of Word Study approach on the development of spelling performance of Grade Five female students in the Sultanate of Oman. The sample of the study consisted of 66 grade five female students from a Governmental Basic Education school in South Al Batinah Governorate. They were divided into two groups: an experimental group who studied spelling using Word Study approach and a control group who studied spelling using the traditional basal approach. The results showed a statistically significant difference between the two groups in favor of the experimental group. The study puts forward some recommendations for future research and for teaching.

scholarly journals Doxorubicin induced histomorphometric changes in testes of albino rat

2015 ◽  
Vol 3 (1) ◽  
pp. 10-14 ◽  
Author(s):  
Surendra Kumar Sah ◽  
Saroj Khatiwada ◽  
Deepak Chaudhary ◽  
Chandra Bhushan Jha ◽  
Soumya Bhattacharya
Keyword(s):  
Seminiferous Tubules ◽  
Control Group ◽  
Albino Rats ◽  
Testis Weight ◽  
Short Term ◽  
Albino Rat ◽  
Left Testis ◽  
Significant Difference ◽  
Experimental Group

Anticancer drugs like doxorubicin have been found to affect male gonads thereby leading to infertility. This study was conducted to evaluate the effects of doxorubicin over short, mid and long term on testes of male albino rats. Sixty male albino rats aged 6-8 weeks were taken for study. The rats were randomly divided into 3 groups of experimental (each group containing 10 rats) and 3 groups of control (each group containing 10 rats). The experimental groups were given a single dose of doxorubicin i.e. 10 mg/kg body weight intra-peritoneally and sacrificed after 3 different duration for each group (second week, eighth week and sixteenth week). All rats under 3 control groups were given a single intra-peritoneal dose of 2.5 ml/kg body weight normal saline and sacrificed with their respective experimental groups. Significant difference in diameters (p=0.029) and cross-sectional area (p=0.028) of seminiferous tubules was observed between short term experimental and short term control rats. For both between midterm experimental and midterm control group, and between long term experimental and long term control group, a significant difference in right testis weight (p<0.001 for both), left testis weight (p<0.001 for both), volume of testis (p<0.001 and p=0.038), diameter (p<0.001 for both) and area (p<0.001 for both) of seminiferous tubules was observed. As compared to short term experimental group, midterm experimental group and long term experimental group had significantly lower right testis weight (p<0.001 for both), left testis weight (p<0.001 for both), diameter of seminiferous tubule (p<0.001 for both) and cross-sectional area of seminiferous tubule (p<0.001 both). Cross-sections of the seminiferous tubules of all the control groups had normal architecture. However, there was progressive destruction of seminiferous tubules structure across the experimental groups. Doxorubicin has deleterious effect on seminiferous tubules of albino rat testis.Nepal Journal of Biotechnology. Dec. 2015 Vol. 3, No. 1: 10-14

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