Verbal Learning as a predictor of risks of accidents in elderly drivers

ABSTRACT Background: Age-related cognitive decline impacts cognitive abilities essential for driving. Objective: We aimed to measure main cognitive functions associated with a high number of traffic violations in different driving settings. Methods: Thirty-four elderly individuals, aged between 65 and 90 years, were evaluated with a driving simulator in four different settings (Intersection, Overtaking, Rain, and Malfunction tasks) and underwent a battery of cognitive tests, including memory, attention, visuospatial, and cognitive screening tests. Individuals were divided into two groups: High-risk driving (HR, top 20% of penalty points) and normal-risk driving (NR). Non-parametric group comparison and regression analysis were performed. Results: The HR group showed higher total driving penalty score compared to the NR group (median=29, range= 9-44 vs. median=61, range= 47-97, p<0.001). The HR group showed higher penalty scores in the Intersection task (p<0.001) and the Overtaking and Rain tasks (p<0.05 both). The verbal learning score was significantly lower in the HR group (median=33, range=12-57) compared with the NR group (median=38, range=23-57, p<0.05), and it was observed that this score had the best predictive value for worse driving performance in the regression model. General cognitive screening tests (Mini-Mental State Examination and Addenbrooke's Cognitive Evaluation) were similar between the groups (p>0.05), with a small effect size (Cohen’s d=0.3 both). Conclusion: The verbal learning score may be a better predictor of driving risk than cognitive screening tests. High-risk drivers also showed significantly higher traffic driving penalty scores in the Intersection, Overtaking, and Rain tests.

PENERAPAN MODEL PEMBELAJARAN EXAMPLE NON-EXAMPLE DENGAN MEDIA GAME EDUKASI QUIZIZ DALAM MENINGKATKAN HASIL BELAJAR SISWA

This study aims to determine the increase in student learning outcomes after applying the Non-Example Example learning model with the Quiziz Educational Game media to improve student learning outcomes in the seventh grade Solar System material at Maria Goretti Kabanjahe Private Junior High School. The no-example example learning model with quiziz game media is a learning strategy that uses pictures and videos as a medium to convey subject matter with the help of quiziz educational games as a medium in delivering the test instruments carried out. The subjects of this study amounted to 26 students. This non-example example method uses pretest and posttest actions in cycle I and cycle II, in order to improve student learning outcomes. Gradually in the pre-test, the average learning score was still 46.92 with a mastery percentage of 23.07%, followed by the first cycle, it was found that the student learning average was 48.46 and the percentage of completeness was 38.46%, there was a slight increase from before experiment was carried out. Then it was further improved in the second cycle, the researchers found an average learning score of 70.90 with a completeness percentage of 77.27%, it can be said that the improvement in student learning outcomes is getting better and increasing.

Teacher-Student Neural Coupling During Teaching and Learning

Human communication is remarkably versatile, enabling teachers to share highly abstracted and novel information with their students. What neural processes enable such transfer of information across brains during naturalistic teaching and learning? Here, a teacher was scanned in fMRI giving an oral lecture with slides on a scientific topic followed by a review lecture. Students were then scanned watching either the intact lecture and review (N = 20) or a temporally scrambled version of the lecture (N = 20). Using intersubject correlation (ISC), we observed widespread teacher-student neural coupling spanning sensory cortex and language regions along the superior temporal sulcus as well as higher-level regions including posterior medial cortex (PMC), superior parietal lobule (SPL), and dorsolateral and dorsomedial prefrontal cortex. Teacher-student alignment in higher-level areas was not observed when learning was disrupted by temporally scrambling the lecture. Moreover, teacher-student coupling in PMC was significantly correlated with learning: the more closely the student’s brain mirrored the teacher’s brain, the more the student improved their learning score. Together, these results suggest that the alignment of neural responses between teacher and students may reflect effective communication of complex information across brains in classroom settings.

Development and assessment of a machine learning tool for predicting emergency admission in Scotland

Avoiding emergency hospital admission (EA) is advantageous to individual health and the healthcare system. We develop a statistical model estimating risk of EA for most of the Scottish population (>4.8M individuals) using electronic health records, such as hospital episodes and prescribing activity. We demonstrate good predictive accuracy (AUROC 0.80), calibration and temporal stability. We find strong prediction of respiratory and metabolic EA, show a substantial risk contribution from socioeconomic decile, and highlight an important problem in model updating. Our work constitutes a rare example of a population-scale machine learning score to be deployed in a healthcare setting.

Virtual Vs In-Personal Teaching of Infection Control Essentials: A Quasi-Experimental Multi-Center Nonequivalent Groups Design

BACKGROUND In setting of the current COVID-19 pandemic, it is crucial to endorse infection control competencies. However, whether virtual training is equivalent to in-person teaching to develop such competencies requires further elucidation. AIM We aim to explore the effect of a brief, three-to-five-minute training session on infection control competencies in the major area of emergency department infection control, using virtual versus in-person training. METHODS Two hospitals were chosen, and the study design was a quasi-experimental multi-centre nonequivalent groups design. RESULT The learning score increased from 39.06%, SD=17.18 (95% CI 32.39-45.72) to 52.48%, SD=26.48 (95% CI 44.01-60.95) in the virtual training group, and from 47.86%, SD=22.51 (95% CI 41.47-54.26) to 79.65%, SD=21.45 (95% CI 70.14-89.16) after the in-person teaching. The mean difference between the two groups revealed a higher learning score using in-person teaching: 27.16%; t(60)=-4.12, p = 0.0001. CONCLUSION Infection control competencies are better acquired via in-person teaching than by virtual education.

Penerapan Model Pembelajaran Scramble dalam Meningkatkan Aktivitas dan Hasil Belajar Matematika Pada Peserta Didik Kelas V SD

This study aims to improve students' mathematics learning activities and outcomes by applying the Scramble-type cooperative learning model in grade V SDN SATAP 02 Konsel in the 2019/2020 school year. This type of research is a classroom action research conducted in two cycles. The PTK Kurt Lewin Scheme was used in this research which includes planning, implementation, observation and reflection. Data collection techniques were observation sheets, tests, and documentation which were analyzed descriptively. The results showed that the application of the Scramble learning model can improve the learning activities of class V SDN SATAP 02 Konsel. The results of the observation sheet activity of students in cycle I was 67%, then increased to 86% with the Very Good category in the cycle two. Besides, the use of such method can improve the results of students’ mathematics learning. Before the treatment, the average students’ learning score was 64.46 with 60% completeness. After the first cycle, the average learning score reached to 77.25 with completeness of 75%. Then the learning outcome rose to 82.25 with 81.25% completeness in cycle II.Keywords: Scramble, Aktivitas belajar, Hasil belajar Matematika

Evaluation of Neurocognitive Abilities in Patients Undergoing Carotid Endarterectomy Surgery

Objective: To evaluate the differences in neurocognitive abilities between the preoperative and postoperative periods following carotid endarterectomy (CEA), due to carotid artery stenosis, and to evaluate the effectiveness of CEA on neurocognitive abilities in the future. Material and methods: Thirty-eight cases of CEA surgery at Bozok University Faculty of Medicine Research Hospital between January 2015 and June 2020 were examined. Neurocognitive tests were performed on carotid endarterectomy patients one day before the operation and on the 2nd, 4th, and 30th postoperative days. The effect of CEA on cognitive results has been investigated. Results: Of the patients, eight were female (21.1%), 30 were male (78.9%), and the mean age was 66 ± 4.09. Thirty-two (84.21%) of the patients were operated on under general anesthesia and six (15.78%) under regional anesthesia. A shunt was used in 19 patients. Right carotid endarterectomy was performed in 20 cases and left carotid endarterectomy in 18 cases. We used the primary closure technique in two of 38 cases and patches on 36 of them. We used Dacron in 21 cases, PTFE in 12 cases, and saphenous vein as a patch in three cases. In the WMS digit spam and recall scores, the postoperative period fell on the 2nd day, and then on the 4th and 30th day after the operation, there was a low level of increase over time. Compared with the preoperative period, the learning score was found to be the lowest on the 2nd day, lower on the 4th day compared with the preoperative period and improved compared with the preoperative period on the 30th day. There was no decrease in the verbal fluency test score results after the operation, on the contrary, it was observed minimally. The test score results cumulatively were decreased in the early postoperative periods compared with the preoperative period and increased on the 30th day compared with the preoperative period. Conclusion: The purpose of CEA in the past was the prevention of ischemic stroke and cerebrovascular disease (CVD) rather than neurocognitive recovery. Factors affecting neurocognition in CEA are multifactorial. Preservation and improvement of neurocognition are more important than any other period of history. By prioritizing cognitive abilities in the treatment of carotid stenosis, individualization of the treatment will help maximize the increase in cognitive abilities by providing optimum benefit to the patient of each factor.

PENGEMBANGAN KEGIATAN BELAJAR ILMU PENGETAHUAN ALAM – KIMIA MELALUI METODE STRUKTURAL ANALITIK SINTETIK SEBAGAI UPAYA MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA

Abstrak: Penelitian ini bertujuan: mengetahui penerapan strategi pembelajaran dengan Metode Belajar Struktural Analitik Sintetik (SAS) pada siswa, mengetahui ada tidaknya peningkatan penguasaan materi pada mata pelajaran IPA - Kimia pada siswa melalui penerapan strategi belajar dengan Metode Belajar SAS, dan mengetahui keaktifan siswa dalam pembelajaran mata pelajaran IPA - Kimia pada siswa melalui penerapan strategi pembelajaran dengan Metode Belajar SAS. Hasil penelitian menunjukkan: (1) Hasil belajar peserta didik dengan penerapan Metode Belajar SAS khususnya pada materi pokok IPA – Kimia dalam mata pelajaran IPA - Kimia yaitu dari nilai hasil belajar. Terdapat peningkatan signifikan pada hasil belajar siklus I menunjukkan adanya kemajuan walaupun belum memuaskan namun terlihat ada peningkatan dari siklus I. Pada siklus I rata-rata nilai belajar sudah tercapai, namun belum melebihi angka 70, karena ketuntasan pada siklus I baru mencapai 73,68% dengan nilai rata-rata 70,86. Selanjutnya, pada siklus II ketuntasan belajar dan rata-rata nilai sudah tercapai, karena pada siklus II ini ketuntasan sudah mencapai 92,11% dengan nilai rata-rata 85,46., (2) Respon peserta didik dalam proses pembelajaran menggunakan Metode Belajar SAS pada IPA – Kimia dari data angket diperoleh hasil rata-rata 85%. Jadi, penerapan strategi pembelajaran dengan Metode Belajar SAS telah menghasilkan perubahan pada keaktifan siswa dalam kegiatan belajar mengajar IPA - Kimia. Kata Kunci: metode struktural analitik sintetik, aktivitas dan hasil belajar, IPA-Kimia Abstract: This study aims: to determine the application of learning strategies with the Synthetic Analytical Structural Learning Method (SAS) in students, to determine whether there is an increase in students' mastery of material in Science - Chemistry subjects through the application of learning strategies with the SAS Learning Method, and to determine student activeness learning science subjects - Chemistry in students through the application of learning strategies with the SAS Learning Method. The results showed: (1) The learning outcomes of students with the application of the SAS Learning Method, especially on the subject matter of Science - Chemistry in the subject of Science - Chemistry, namely the value of learning outcomes. There was a significant increase in learning outcomes in cycle I indicating progress was not satisfactory, but there was an increase in cycle I. In cycle I the average learning score had been achieved, but had not exceeded 70, because completeness in cycle I had only reached 73.68% with an average value of 70.86. Furthermore, in cycle II learning completeness and the average value has been achieved, because in this cycle II completeness has reached 92.11% with an average value of 85.46., (2) The response of students in the learning process using the SAS Learning Method on IPA - Chemistry from the questionnaire data obtained an average of 85%. So, the application of learning strategies with the SAS Learning Method has resulted in changes in student activeness in teaching and learning science - Chemistry. Keywords: synthetic analytical structural methods, learning activities and outcomes, Science-Chemistry

Exploring the Relationship Between Learners' Uncertainty Level and Learning Performance in an Authentic Problem-Based Learning Environment

Many educators believe that learners' learning experience can be enhanced by infusing uncertainty into their learning process. The authentic problem-based learning (APBL) model allows uncertainty to be incorporated into ill-structured problem to motivate learners' learning process. This study looks into the relationship between learners' uncertainty level and learning performance in APBL model which involve participation of 78 engineering students from Taylor's American Degree Program. A questionnaire consists of 30 items of uncertainty construct and 10 items of learning satisfaction is developed to measure learners' uncertainty level and satisfaction at the end of APBL. Learners' learning satisfaction, learning attitude, and learning score on APBL activities which form the learning performance is computed. The Cronbach's alphas for uncertainty construct and learning satisfaction are 0.89 and 0.92 respectively. The zero order Pearson's correlation analysis showed a strong negative correlation between uncertainty level and learning performance.